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Notwithstanding logistical challenges posed by COVID19 pandemic, India continues to expand its rice exports footprint in the African, Asian and European Union markets, thus having the largest share in global rice trade. The robust global demand also helped India’s growth in rice exports.

In 2020-21, India’s rice exports (Basmati and Non-Basmati) rose by a huge 87 per cent to 17.72 Million Tonne (MT) from 9.49 MT achieved in 2019-20. In terms of value realisation, India’s rice exports rose by 38 per cent to USD 8815 million in 2020-21 from USD 6397 million reported in 2019-20. In terms of Rupees, India’s rice export grew by 44 per cent to Rs 65298 crore in 2020-21 from Rs 45379 crore in the previous year. In the first seven months of the current financial year (2021-22), India’s rice exports rose by more than 33 per cent to 11.79 MT from 8.91 MT achieved during April-October, 2020-21. It is anticipated that India’s rice exports in 2021-22 would likely surpass the record feet of 17.72 MT achieved in 2020-21.

In 2020-21, India shipped non-basmati rice to nine countries - Timor-Leste, Puerto Rico, Brazil, Papua New Guinea, Zimbabwe, Burundi, Eswatini, Myanmar and Nicaragua, where exports were carried out for the first time or earlier the shipment was smaller in volume. India’s Non-Basmati rice exports was valued at USD 4796 million (Rs 35448crore) in 2020- 21, with Basmati Rice exports a close second at USD 4018 million (Rs 29,849 crore). In terms of volume of Basmati rice exports in 2020-21, top ten countries – Saudi Arabia, Iran, Iraq, Yemen, United Arab Emirates, United States of America, Kuwait, United Kingdom, Qatar and Oman have a share of close to 80 per cent in total shipments of aromatic long grained rice from India.

Top ten countries – Nepal, Benin, Bangladesh, Senegal, Togo, Cote D Ivoire, Guinea, Malaysia, Iraq, United Arab Emirates – have a share of 57 per cent in India’s total exports of non-Basmati rice in 2020-21 in terms of volume.

Which of the following questions cannot be answered on the basis of the above passage?

Read the passage carefully and choose the best answer to each question out of the four alternatives.
The peacock, which happens to be our national bird, is regarded a good omen. It is also considered to be vain because of its habit to draw attention to itself. Different religions see the peacock as a symbol in varied ways. In Christianity, it represents all -seeing God and is often used as a symbol of immortality. The Chinese believed that a glance from the bird could impregnate a woman. According to Hinduism, Saraswati – the Goddess of knowledge and wisdom – rides a peacock and when God Indra transformed himself into an animal, he chose to be a peacock. In Buddhism, the peacock symbolizes purity, and their feathers are used for purification ceremonies.

The Hindu Goddess used the peacock as

Read the given passage and answer the questions that follow.
There are five basic features of services. These features distinguish them from goods. The first is that services are intangible. They are experiential in nature. One cannot taste a doctor’s treatment, or touch entertainment. One can only experience it. An important implication of this is that quality of the offer can often not be determined before consumption or before purchase. It is, therefore, important for the service providers that they consciously work on creating a desired service so that the customer undergoes a favourable experience. The second important characteristic of services is inconsistency. Since there is no standard tangible product, services have to be performed exclusively each time. Different customers have different demands and expectations. Service providers need to have an opportunity to alter their offer to closely meet the requirements of the customers. Another important characteristic of services is the simultaneous activity of production and consumption being performed. This makes the production and consumption of services inseparable. While we can manufacture a car today and sell it after, say, a month; this is often not possible with services that have to be consumed as and when they are produced. For example, the services of a teacher, doctor or lawyer. Service providers may design a substitute for the person by using appropriate technology but the interaction with the customer remains a key feature of services. Automated Teller Machines (ATMs) may replace the banking clerk for the front office activities like cash withdrawal and cheque deposit. But, at the same time, the presence of the customer, is required and his/her interaction with the process has to be managed. Services have little or no tangible components and, therefore, cannot be stored for a future use. That is, services are perishable and providers can, at best, store some associated goods but not the service itself. This means that the demand and supply needs to be managed as the service has to be performed as and when the customer asks for it. They cannot be performed earlier to be consumed at a later date. For example, a railway ticket can be stored but the railway journey will be experienced by a traveller only when the railways provide it.

Which of the following statements is NOT true?

Choose the correct answer from the passage:
Most children start watching television long before they enter school. Many doctors have come to the conclusion that children up to the age of two years should not watch TV. The doctors are of the view that the first two years of life are very important for the development of a child’s brain. Spending time with parent and others encourages learning and healthy physical and social development. As children get older, TV can be watched toa limited extent. Children preparing to enter school can learn the alphabets and numbers from educational programme. They can also learn about wildlife on nature shows. Television can be excellent educator as well as entertainer for children.

The verb in the clause ‘they enter school ‘ is in

Instructions Read the following passage carefully and answer the questions given it. Certain word/phrases have been printed in ‘’bold’’ to help you to locate them while answering some of the questions.
India is rushing headlong towards economic success and modernisation, counting on high-tech industries such as information technology and biotechnology to propel the nation to prosperity. India’s recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World Trade Organisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the Achilles’ heel.
of this strategy. Its systematic disinvestment in higher education in recent years has yield neither world-class research nor very many highly trained scholars, scientists or managers to sustain high-tech development. India’s main competitor especially China buts also Singapore, Taiwan and South Korea are investing in large and ‘’differentiated’’ higher education systems. They are providing access to large number of students at the bottom of the academic system while at the same time building some research-based universities that are able to compete with the world’s best institutions. The recent London Times Higher Education Supplement ranking of the world’s top 200 universities included three in China, three in Hong Kong three in South Korea. one in Taiwan, and one in India. These countries are positioning themselves for leadership in the knowledge based economies for coming era. There was a time when countries could achieve economic success with cheap labour and low-tech manufacturing. Low wages still help, but contemporary large-scale development requires a sophisticated and at least partly knowledge based economy. India has chosen that path, but will find a major stumbling block in its universities system. India has significant advantages in the 21st century knowledge race. It has a large higher education sector --- the third largest in the world in student numbers, after China and the United States. It uses English as a primary language of higher education and research. It has a long academic tradition. Academic freedom is respected. There are a small number of highly quality institutions, departments, and centres that can form the basis of quality sector in higher education. The fact that the States, rather than the Central Government, exercise major responsibility for higher education creates a rather cumbersome structure, but the system allows for a variety of policies and approaches. Yet the weakness far outweigh the strengths. India educates approximately 10 per cent of its young people in higher education compared with more than half in the major industrialised countries and 15 per cent in China. Almost all of the world’s academic systems resemble a pyramid, with a small high quality tier at the top and a massive sector at the bottom. India has a tiny top tier. None of its universities occupies a solid position at the top. A few of the best universities have some excellent departments and centres and there are a small number of outstanding undergraduate colleges. The university Grants Commission’s recent major support of five universities to build on their recognised strength is a step toward recognising a differentiated academic system and fostering excellence. These universities, combined, enroll well under 1 percent of the student population. 

What does the phrase ‘Achilles’ Heel’ mean as used in the passage?

Instructions Read the following passage carefully and answer the questions given it. Certain word/phrases have been printed in ‘’bold’’ to help you to locate them while answering some of the questions.
India is rushing headlong towards economic success and modernisation, counting on high-tech industries such as information technology and biotechnology to propel the nation to prosperity. India’s recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World Trade Organisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the Achilles’ heel.
of this strategy. Its systematic disinvestment in higher education in recent years has yield neither world-class research nor very many highly trained scholars, scientists or managers to sustain high-tech development. India’s main competitor especially China buts also Singapore, Taiwan and South Korea are investing in large and ‘’differentiated’’ higher education systems. They are providing access to large number of students at the bottom of the academic system while at the same time building some research-based universities that are able to compete with the world’s best institutions. The recent London Times Higher Education Supplement ranking of the world’s top 200 universities included three in China, three in Hong Kong three in South Korea. one in Taiwan, and one in India. These countries are positioning themselves for leadership in the knowledge based economies for coming era. There was a time when countries could achieve economic success with cheap labour and low-tech manufacturing. Low wages still help, but contemporary large-scale development requires a sophisticated and at least partly knowledge based economy. India has chosen that path, but will find a major stumbling block in its universities system. India has significant advantages in the 21st century knowledge race. It has a large higher education sector --- the third largest in the world in student numbers, after China and the United States. It uses English as a primary language of higher education and research. It has a long academic tradition. Academic freedom is respected. There are a small number of highly quality institutions, departments, and centres that can form the basis of quality sector in higher education. The fact that the States, rather than the Central Government, exercise major responsibility for higher education creates a rather cumbersome structure, but the system allows for a variety of policies and approaches. Yet the weakness far outweigh the strengths. India educates approximately 10 per cent of its young people in higher education compared with more than half in the major industrialised countries and 15 per cent in China. Almost all of the world’s academic systems resemble a pyramid, with a small high quality tier at the top and a massive sector at the bottom. India has a tiny top tier. None of its universities occupies a solid position at the top. A few of the best universities have some excellent departments and centres and there are a small number of outstanding undergraduate colleges. The university Grants Commission’s recent major support of five universities to build on their recognised strength is a step toward recognising a differentiated academic system and fostering excellence. These universities, combined, enroll well under 1 percent of the student population. 

Which of the following is/are India’s weakness/es when it comes to higher education?
A. India universities do not have the requisite teaching faculty to cater to the needs of the higher education sector
B. Only five Indian universities occupy the top position very strongly, in the academic pyramid, when it comes to higher education
C. India has the least percentage of young population talking to higher education as comapred to the rest of the comparable countries.

A passage is given with Five questions following it. Read the passage carefully and choose the best answer to each question out of the four alternatives and click the button corresponding to it.
It's nothing short of a revolution in how we eat, and it's getting closer every day. Yes, a lot of people are obese, and yes, the definition of "healthy eating" seems to change all the time. But in labs and research centres around the world, scientists are racing to match our genes and our taste buds, creating the perfect diet for each of us, a diet that will fight disease, increase longevity, boost physical and mental performance, and taste great to boot. As food scientist J.Bruce German says, "The foods we like the most will be the most healthy for us."
Is that going to be a great day, or what?
All this will come to pass, thanks to genomics, the science that maps and describes an individual's genetic code. In the future, personalized DNA chips will allow us to assess our own inherited predispositions for certain diseases, then adjust our diets accordingly. So, if you're at risk for heart disease, you won't just go on a generic low-fat diet. You'll eat foods with just the right amount and type of fat that's best for you. You'll even be able to track your metabolism day-to-day to determine what foods you should eat at any given time, for any given activity. "Since people differ in their genetics and metabolism, one diet won't fit all," says German.
 As complex as all this sounds, it could turn out to be relatively simple.

What does J. Bruce German say?

Directions: Read the following. passage carefully and answer the questions given below it. Certain words/phrases have been printed in bold to help you locate them while answering some of the questions. 

In February 2010 the Medical Council of India announced a major change in the regulation governing the establishment of medical colleges. With this change, corporate entities were permitted to open medical colleges. The new regulation also carried the following warning: "permission shall be withdrawn if the colleges resort to commercialization". Since the regulation does not elaborate on what constitutes "resorting to commercialisation", this will presumably be a matter left to the discretion of the Government. 

A basic requirement for a new medical college is a preexisting hospital that will serve as a teaching hospital. Corporate entities have hospitals in the major metros and that is where they will have to locate medical colleges.The earlier mandated land requirement for a medical college campus, minimum of 25 acres of contiguous land, cannot be fulfilled in the metros. Not surprisingly, yet another tweak has been made in the regulation, prescribing 10 acres as the new minimum campus size for 9 cities including the main metros. With this, the stage is set for corporate entities to enter the medical education market. 

Until now, medical education in India has been projected as a not-for- profit activity to be organised for the public good. While private bodies can run medical colleges, these can only be societies or trusts, legally non-profit organizations. In opening the door to corporate colleges, thus, a major policy change has been effected without changing the law or even a discussion in Parliament, but by simply getting a compliant MCI to change the regulation on establishment of medical colleges. This and other changes have been justified in the name of addressing the shortage of doctors. At the same time, over 50, existing medical colleges, including 15 run by the government, have been prohibited from ad- mitting students in 2010 for having failed to meet the basic standards prescribed. Ninety per cent of these colleges have come up in the last 5 years. Particularly shocking is the phenomenon of government colleges falling short of standards approved by the Government. Why are state government institutions not able to meet the requirements that have been approved by the central government? A severe problem faced by government-run in- situations is attracting and retaining teaching faculty, and this is likely to be among the major reasons for these colleges failing to satisfy the MCI norms. The crisis building up on the faculty front has been flagged by various commissions looking into problems of medical education over the years. 

An indicator of the crisis is the attempt to conjure up faculty when MCI carries out inspections of new colleges, one of its regulatory functions. Judging by news reports, the practice of presenting fake faculty-students or private medical practitioners hired for the day -during MCI inspections in private colleges is common. What is interesting is that even government colleges are adopting unscrupulous methods. Another indicator is the extraordinary scheme, verging on the ridiculous that is being put in place by the MCI to make inspections 'foolproof. Faculty in all medical colleges are to be issued an RFID based smart card by the MCI with a unique Faculty Number. The Card, it is argued, will eliminate the possibility of a teacher being shown on the faculty of more than one college and establish if the qualifications of a teacher are genuine. In the future it is projected that biometric RFID readers will be installed in the colleges that will enable a Faculty from within the college and even remotely from MCI headquarters.

The picture above does not even start to reveal the true and pathetic situation of medical care especially in rural India. Only a fraction of the doctors and nursing professionals serve rural areas where 70 per cent of our population lives. The Health Ministry, with the help of the MCI, has been active in proposing yet another 'innovative' solution to the problem of lack of doctors in the rural areas. The proposal is for a three-and-a-half year course to obtain the degree of Bachelor of Rural Medicine and Surgery (BRMS). Only rural candidates would be able to join this course. The study and training would happen at two different levels -Community Health Centers for 18 months, and sub-divisional hospitals for a further period of 2 years and be conducted by retired professors. After completion of training, they would only be able to serve in their own state in district hospitals, community health centers, and primary health centers.

The BRMS proposal has invited sharp criticism from some doctors' organisations on the grounds that it is discriminatory to have two different standards of health care -one for urban and the other for rural areas, and that the health care provided by such graduates will be compromised. At the other end is the opinion expressed by some that "something is better than nothing", that since doctors do not want to serve in rural areas, the government may as well create a new cadre of medics who will be obliged to serve there. The debate will surely pick up after the government formally lays out its plans. What is apparent is that neither this proposal nor the various stopgap measures adopted so far address the root of the problem of health care. The far larger issue is government policy, the low priority attached by the government to the social sector in particular, evidenced in the paltry allocations for maintaining and upgrading medical infrastructure and medical education and for looking after precious human resoureces. 

Which of the following is/are the change’s announced by the MCI in the regulation governing the establishment of medical colleges?
(1) Allowing the commercialisation of medical colleges.
(2) Reducing the earlier mandated land requirement for a medical colleges campus for metros.
(3) Allowing corporate bodies to open medical colleges.