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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. <br><br> India is rushing headlong toward economic success and modernisation, counting on high- tech industries such as information technology and biotechnology to propel the nation toprosperity. India's recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World TradeOrganisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the <strong>Achilles' Heel</strong> of this strategy. Its systematic disinvestment in higher education inrecent years has yielded neither world-class research nor very many highly trained scholars, scientists, or managers to <strong>sustain</strong> high-tech development. <br><br> India's main competitors especially China but also Singapore, Taiwan, and South Korea - are investing in large and differentiated higher education systems. They are providingaccess 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 theworld'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 (an Indian Institute of Technology at number 41.- the specific campus was not specified). These countries are positioningthemselves for leadership in the knowledge-based economies of the coming era. There was a time when countries could achieve economic success with cheap labour andlow-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 university system. India has significant advantages in the 21st century knowledge race. It has a large high ereducation sector - the third largest in the world in student numbers, after China andthe 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 asmall number of high 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 <strong>cumbersome</strong> structure, but the system allows for a variety of policies and approaches. Yet the weaknesses 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 is 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 <strong>differentiated</strong> academic system and fostering excellence. At present, the world-class institutions are mainly limited to the Indian Institutes of Technology (IITs), the Indian Institutes of Management (IIMs) and perhaps a few others such as the All India Institute of Medical Sciences and the Tata Institute of Fundamental Research. These institutions, combined, enroll well under 1 percent of the student population. India's colleges and universities, with just a few exceptions, have become large, under-funded, ungovernable institutions. At many of them, politics has intruded into campus life, influencing academic appointments and decisions across levels. <br><br> Under-investment in libraries, information technology, laboratories, and classrooms makes it very difficult to provide top-quality instruction or engage in cutting-edge research.The rise in the number of part-time teachers and the freeze on new full-time appointments in many places have affected morale in the academic profession. The lackof accountability means that teaching and research performance is seldom measured. The system provides few incentives to perform. Bureaucratic inertia hampers change.Student unrest and occasional faculty agitation disrupt operations. Nevertheless, with a semblance of normality, faculty administrators are. able to provide teaching, coordinate examinations, and award degrees. Even the small top tier of higher education faces serious problems. Many IIT graduates,well trained in technology, have chosen not to contribute their skills to the burgeoning technology sector in India. Perhaps half leave the country immediately upon graduation to pursue advanced study abroad - and most do not return. A stunning 86 per cent of students in science and technology fields from India who obtain degrees in the United States do not return home immediately following their study. Another significant group, of about 30 per cent, decides to earn MBAs in India because local salaries are higher.-and are lost to science and technology.A corps of dedicated and able teachers work at the IlTs and IIMs, but the lure of jobs abroad and in the private sector make it increasingly difficult to lure the best and brightest to the academic profession.Few in India are thinking creatively about higher education. There is no field of higher education research. Those in government as well as academic leaders seem content to do the "same old thing." Academic institutions and systems have become large and complex. They need good data, careful analysis, and creative ideas. In China, more than two-dozen higher education research centers, and several government agencies are involved in higher education policy.India has survived with an increasingly mediocre higher education system for decades.Now as India strives to compete in a globalized economy in areas that require highly trained professionals, the quality of higher education becomes increasingly important.India cannot build internationally recognized research-oriented universities overnight,but the country has the key elements in place to begin and sustain the process. India will need to create a dozen or more universities that can compete internationally to fully participate in the new world economy. Without these universities, India is destined to remain a scientific backwater.
Which of the following 'statement(s) is/are correct in the context of the given passage ? <br> I. India has the third largest higher education sector in the world in student numbers. <br> II. India is moving rapidly toward economic success and modernisation through high tech industries such as information technology and bitechonology to make the nation to prosperity. <br> III. India's systematic disinvestment in higher education in recent years has yielded world class research and many world class trained scholars, scientists to sustain high-tech development.
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. <br><br> India is rushing headlong toward economic success and modernisation, counting on high- tech industries such as information technology and biotechnology to propel the nation toprosperity. India's recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World TradeOrganisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the <strong>Achilles' Heel</strong> of this strategy. Its systematic disinvestment in higher education inrecent years has yielded neither world-class research nor very many highly trained scholars, scientists, or managers to <strong>sustain</strong> high-tech development. <br><br> India's main competitors especially China but also Singapore, Taiwan, and South Korea - are investing in large and differentiated higher education systems. They are providingaccess 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 theworld'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 (an Indian Institute of Technology at number 41.- the specific campus was not specified). These countries are positioningthemselves for leadership in the knowledge-based economies of the coming era. There was a time when countries could achieve economic success with cheap labour andlow-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 university system. India has significant advantages in the 21st century knowledge race. It has a large high ereducation sector - the third largest in the world in student numbers, after China andthe 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 asmall number of high 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 <strong>cumbersome</strong> structure, but the system allows for a variety of policies and approaches. Yet the weaknesses 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 is 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 <strong>differentiated</strong> academic system and fostering excellence. At present, the world-class institutions are mainly limited to the Indian Institutes of Technology (IITs), the Indian Institutes of Management (IIMs) and perhaps a few others such as the All India Institute of Medical Sciences and the Tata Institute of Fundamental Research. These institutions, combined, enroll well under 1 percent of the student population. India's colleges and universities, with just a few exceptions, have become large, under-funded, ungovernable institutions. At many of them, politics has intruded into campus life, influencing academic appointments and decisions across levels. <br><br> Under-investment in libraries, information technology, laboratories, and classrooms makes it very difficult to provide top-quality instruction or engage in cutting-edge research.The rise in the number of part-time teachers and the freeze on new full-time appointments in many places have affected morale in the academic profession. The lackof accountability means that teaching and research performance is seldom measured. The system provides few incentives to perform. Bureaucratic inertia hampers change.Student unrest and occasional faculty agitation disrupt operations. Nevertheless, with a semblance of normality, faculty administrators are. able to provide teaching, coordinate examinations, and award degrees. Even the small top tier of higher education faces serious problems. Many IIT graduates,well trained in technology, have chosen not to contribute their skills to the burgeoning technology sector in India. Perhaps half leave the country immediately upon graduation to pursue advanced study abroad - and most do not return. A stunning 86 per cent of students in science and technology fields from India who obtain degrees in the United States do not return home immediately following their study. Another significant group, of about 30 per cent, decides to earn MBAs in India because local salaries are higher.-and are lost to science and technology.A corps of dedicated and able teachers work at the IlTs and IIMs, but the lure of jobs abroad and in the private sector make it increasingly difficult to lure the best and brightest to the academic profession.Few in India are thinking creatively about higher education. There is no field of higher education research. Those in government as well as academic leaders seem content to do the "same old thing." Academic institutions and systems have become large and complex. They need good data, careful analysis, and creative ideas. In China, more than two-dozen higher education research centers, and several government agencies are involved in higher education policy.India has survived with an increasingly mediocre higher education system for decades.Now as India strives to compete in a globalized economy in areas that require highly trained professionals, the quality of higher education becomes increasingly important.India cannot build internationally recognized research-oriented universities overnight,but the country has the key elements in place to begin and sustain the process. India will need to create a dozen or more universities that can compete internationally to fully participate in the new world economy. Without these universities, India is destined to remain a scientific backwater.
Which of the following statements in regard to the information given in the passage is not true ?
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. <br><br> India is rushing headlong toward economic success and modernisation, counting on high- tech industries such as information technology and biotechnology to propel the nation toprosperity. India's recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World TradeOrganisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the <strong>Achilles' Heel</strong> of this strategy. Its systematic disinvestment in higher education inrecent years has yielded neither world-class research nor very many highly trained scholars, scientists, or managers to <strong>sustain</strong> high-tech development. <br><br> India's main competitors especially China but also Singapore, Taiwan, and South Korea - are investing in large and differentiated higher education systems. They are providingaccess 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 theworld'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 (an Indian Institute of Technology at number 41.- the specific campus was not specified). These countries are positioningthemselves for leadership in the knowledge-based economies of the coming era. There was a time when countries could achieve economic success with cheap labour andlow-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 university system. India has significant advantages in the 21st century knowledge race. It has a large high ereducation sector - the third largest in the world in student numbers, after China andthe 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 asmall number of high 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 <strong>cumbersome</strong> structure, but the system allows for a variety of policies and approaches. Yet the weaknesses 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 is 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 <strong>differentiated</strong> academic system and fostering excellence. At present, the world-class institutions are mainly limited to the Indian Institutes of Technology (IITs), the Indian Institutes of Management (IIMs) and perhaps a few others such as the All India Institute of Medical Sciences and the Tata Institute of Fundamental Research. These institutions, combined, enroll well under 1 percent of the student population. India's colleges and universities, with just a few exceptions, have become large, under-funded, ungovernable institutions. At many of them, politics has intruded into campus life, influencing academic appointments and decisions across levels. <br><br> Under-investment in libraries, information technology, laboratories, and classrooms makes it very difficult to provide top-quality instruction or engage in cutting-edge research.The rise in the number of part-time teachers and the freeze on new full-time appointments in many places have affected morale in the academic profession. The lackof accountability means that teaching and research performance is seldom measured. The system provides few incentives to perform. Bureaucratic inertia hampers change.Student unrest and occasional faculty agitation disrupt operations. Nevertheless, with a semblance of normality, faculty administrators are. able to provide teaching, coordinate examinations, and award degrees. Even the small top tier of higher education faces serious problems. Many IIT graduates,well trained in technology, have chosen not to contribute their skills to the burgeoning technology sector in India. Perhaps half leave the country immediately upon graduation to pursue advanced study abroad - and most do not return. A stunning 86 per cent of students in science and technology fields from India who obtain degrees in the United States do not return home immediately following their study. Another significant group, of about 30 per cent, decides to earn MBAs in India because local salaries are higher.-and are lost to science and technology.A corps of dedicated and able teachers work at the IlTs and IIMs, but the lure of jobs abroad and in the private sector make it increasingly difficult to lure the best and brightest to the academic profession.Few in India are thinking creatively about higher education. There is no field of higher education research. Those in government as well as academic leaders seem content to do the "same old thing." Academic institutions and systems have become large and complex. They need good data, careful analysis, and creative ideas. In China, more than two-dozen higher education research centers, and several government agencies are involved in higher education policy.India has survived with an increasingly mediocre higher education system for decades.Now as India strives to compete in a globalized economy in areas that require highly trained professionals, the quality of higher education becomes increasingly important.India cannot build internationally recognized research-oriented universities overnight,but the country has the key elements in place to begin and sustain the process. India will need to create a dozen or more universities that can compete internationally to fully participate in the new world economy. Without these universities, India is destined to remain a scientific backwater.
According to the view expressed by the writer in the passage. what is a step toward recognising a differentiated academic system and fostering excellence ?
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. <br><br> India is rushing headlong toward economic success and modernisation, counting on high- tech industries such as information technology and biotechnology to propel the nation toprosperity. India's recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World TradeOrganisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the <strong>Achilles' Heel</strong> of this strategy. Its systematic disinvestment in higher education inrecent years has yielded neither world-class research nor very many highly trained scholars, scientists, or managers to <strong>sustain</strong> high-tech development. <br><br> India's main competitors especially China but also Singapore, Taiwan, and South Korea - are investing in large and differentiated higher education systems. They are providingaccess 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 theworld'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 (an Indian Institute of Technology at number 41.- the specific campus was not specified). These countries are positioningthemselves for leadership in the knowledge-based economies of the coming era. There was a time when countries could achieve economic success with cheap labour andlow-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 university system. India has significant advantages in the 21st century knowledge race. It has a large high ereducation sector - the third largest in the world in student numbers, after China andthe 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 asmall number of high 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 <strong>cumbersome</strong> structure, but the system allows for a variety of policies and approaches. Yet the weaknesses 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 is 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 <strong>differentiated</strong> academic system and fostering excellence. At present, the world-class institutions are mainly limited to the Indian Institutes of Technology (IITs), the Indian Institutes of Management (IIMs) and perhaps a few others such as the All India Institute of Medical Sciences and the Tata Institute of Fundamental Research. These institutions, combined, enroll well under 1 percent of the student population. India's colleges and universities, with just a few exceptions, have become large, under-funded, ungovernable institutions. At many of them, politics has intruded into campus life, influencing academic appointments and decisions across levels. <br><br> Under-investment in libraries, information technology, laboratories, and classrooms makes it very difficult to provide top-quality instruction or engage in cutting-edge research.The rise in the number of part-time teachers and the freeze on new full-time appointments in many places have affected morale in the academic profession. The lackof accountability means that teaching and research performance is seldom measured. The system provides few incentives to perform. Bureaucratic inertia hampers change.Student unrest and occasional faculty agitation disrupt operations. Nevertheless, with a semblance of normality, faculty administrators are. able to provide teaching, coordinate examinations, and award degrees. Even the small top tier of higher education faces serious problems. Many IIT graduates,well trained in technology, have chosen not to contribute their skills to the burgeoning technology sector in India. Perhaps half leave the country immediately upon graduation to pursue advanced study abroad - and most do not return. A stunning 86 per cent of students in science and technology fields from India who obtain degrees in the United States do not return home immediately following their study. Another significant group, of about 30 per cent, decides to earn MBAs in India because local salaries are higher.-and are lost to science and technology.A corps of dedicated and able teachers work at the IlTs and IIMs, but the lure of jobs abroad and in the private sector make it increasingly difficult to lure the best and brightest to the academic profession.Few in India are thinking creatively about higher education. There is no field of higher education research. Those in government as well as academic leaders seem content to do the "same old thing." Academic institutions and systems have become large and complex. They need good data, careful analysis, and creative ideas. In China, more than two-dozen higher education research centers, and several government agencies are involved in higher education policy.India has survived with an increasingly mediocre higher education system for decades.Now as India strives to compete in a globalized economy in areas that require highly trained professionals, the quality of higher education becomes increasingly important.India cannot build internationally recognized research-oriented universities overnight,but the country has the key elements in place to begin and sustain the process. India will need to create a dozen or more universities that can compete internationally to fully participate in the new world economy. Without these universities, India is destined to remain a scientific backwater.
In writer's opinion which of the following reason(s) is/are responsible for poor higher education in India ? <br> I. India's colleges and universities, with some exceptions, have become large under funded, ungovernable institutions. <br> Politics has intruded into many compuses that influences academic appointments and decisions across levels. <br> II. Under investment in libraries, laboratories, IT and classrooms hinder cutting edge research.
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. <br><br> India is rushing headlong toward economic success and modernisation, counting on high- tech industries such as information technology and biotechnology to propel the nation toprosperity. India's recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World TradeOrganisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the <strong>Achilles' Heel</strong> of this strategy. Its systematic disinvestment in higher education inrecent years has yielded neither world-class research nor very many highly trained scholars, scientists, or managers to <strong>sustain</strong> high-tech development. <br><br> India's main competitors especially China but also Singapore, Taiwan, and South Korea - are investing in large and differentiated higher education systems. They are providingaccess 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 theworld'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 (an Indian Institute of Technology at number 41.- the specific campus was not specified). These countries are positioningthemselves for leadership in the knowledge-based economies of the coming era. There was a time when countries could achieve economic success with cheap labour andlow-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 university system. India has significant advantages in the 21st century knowledge race. It has a large high ereducation sector - the third largest in the world in student numbers, after China andthe 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 asmall number of high 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 <strong>cumbersome</strong> structure, but the system allows for a variety of policies and approaches. Yet the weaknesses 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 is 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 <strong>differentiated</strong> academic system and fostering excellence. At present, the world-class institutions are mainly limited to the Indian Institutes of Technology (IITs), the Indian Institutes of Management (IIMs) and perhaps a few others such as the All India Institute of Medical Sciences and the Tata Institute of Fundamental Research. These institutions, combined, enroll well under 1 percent of the student population. India's colleges and universities, with just a few exceptions, have become large, under-funded, ungovernable institutions. At many of them, politics has intruded into campus life, influencing academic appointments and decisions across levels. <br><br> Under-investment in libraries, information technology, laboratories, and classrooms makes it very difficult to provide top-quality instruction or engage in cutting-edge research.The rise in the number of part-time teachers and the freeze on new full-time appointments in many places have affected morale in the academic profession. The lackof accountability means that teaching and research performance is seldom measured. The system provides few incentives to perform. Bureaucratic inertia hampers change.Student unrest and occasional faculty agitation disrupt operations. Nevertheless, with a semblance of normality, faculty administrators are. able to provide teaching, coordinate examinations, and award degrees. Even the small top tier of higher education faces serious problems. Many IIT graduates,well trained in technology, have chosen not to contribute their skills to the burgeoning technology sector in India. Perhaps half leave the country immediately upon graduation to pursue advanced study abroad - and most do not return. A stunning 86 per cent of students in science and technology fields from India who obtain degrees in the United States do not return home immediately following their study. Another significant group, of about 30 per cent, decides to earn MBAs in India because local salaries are higher.-and are lost to science and technology.A corps of dedicated and able teachers work at the IlTs and IIMs, but the lure of jobs abroad and in the private sector make it increasingly difficult to lure the best and brightest to the academic profession.Few in India are thinking creatively about higher education. There is no field of higher education research. Those in government as well as academic leaders seem content to do the "same old thing." Academic institutions and systems have become large and complex. They need good data, careful analysis, and creative ideas. In China, more than two-dozen higher education research centers, and several government agencies are involved in higher education policy.India has survived with an increasingly mediocre higher education system for decades.Now as India strives to compete in a globalized economy in areas that require highly trained professionals, the quality of higher education becomes increasingly important.India cannot build internationally recognized research-oriented universities overnight,but the country has the key elements in place to begin and sustain the process. India will need to create a dozen or more universities that can compete internationally to fully participate in the new world economy. Without these universities, India is destined to remain a scientific backwater.
Which of the following statements is not true as per the given information in the passage ?
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. <br><br> India is rushing headlong toward economic success and modernisation, counting on high- tech industries such as information technology and biotechnology to propel the nation toprosperity. India's recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World TradeOrganisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the <strong>Achilles' Heel</strong> of this strategy. Its systematic disinvestment in higher education inrecent years has yielded neither world-class research nor very many highly trained scholars, scientists, or managers to <strong>sustain</strong> high-tech development. <br><br> India's main competitors especially China but also Singapore, Taiwan, and South Korea - are investing in large and differentiated higher education systems. They are providingaccess 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 theworld'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 (an Indian Institute of Technology at number 41.- the specific campus was not specified). These countries are positioningthemselves for leadership in the knowledge-based economies of the coming era. There was a time when countries could achieve economic success with cheap labour andlow-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 university system. India has significant advantages in the 21st century knowledge race. It has a large high ereducation sector - the third largest in the world in student numbers, after China andthe 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 asmall number of high 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 <strong>cumbersome</strong> structure, but the system allows for a variety of policies and approaches. Yet the weaknesses 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 is 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 <strong>differentiated</strong> academic system and fostering excellence. At present, the world-class institutions are mainly limited to the Indian Institutes of Technology (IITs), the Indian Institutes of Management (IIMs) and perhaps a few others such as the All India Institute of Medical Sciences and the Tata Institute of Fundamental Research. These institutions, combined, enroll well under 1 percent of the student population. India's colleges and universities, with just a few exceptions, have become large, under-funded, ungovernable institutions. At many of them, politics has intruded into campus life, influencing academic appointments and decisions across levels. <br><br> Under-investment in libraries, information technology, laboratories, and classrooms makes it very difficult to provide top-quality instruction or engage in cutting-edge research.The rise in the number of part-time teachers and the freeze on new full-time appointments in many places have affected morale in the academic profession. The lackof accountability means that teaching and research performance is seldom measured. The system provides few incentives to perform. Bureaucratic inertia hampers change.Student unrest and occasional faculty agitation disrupt operations. Nevertheless, with a semblance of normality, faculty administrators are. able to provide teaching, coordinate examinations, and award degrees. Even the small top tier of higher education faces serious problems. Many IIT graduates,well trained in technology, have chosen not to contribute their skills to the burgeoning technology sector in India. Perhaps half leave the country immediately upon graduation to pursue advanced study abroad - and most do not return. A stunning 86 per cent of students in science and technology fields from India who obtain degrees in the United States do not return home immediately following their study. Another significant group, of about 30 per cent, decides to earn MBAs in India because local salaries are higher.-and are lost to science and technology.A corps of dedicated and able teachers work at the IlTs and IIMs, but the lure of jobs abroad and in the private sector make it increasingly difficult to lure the best and brightest to the academic profession.Few in India are thinking creatively about higher education. There is no field of higher education research. Those in government as well as academic leaders seem content to do the "same old thing." Academic institutions and systems have become large and complex. They need good data, careful analysis, and creative ideas. In China, more than two-dozen higher education research centers, and several government agencies are involved in higher education policy.India has survived with an increasingly mediocre higher education system for decades.Now as India strives to compete in a globalized economy in areas that require highly trained professionals, the quality of higher education becomes increasingly important.India cannot build internationally recognized research-oriented universities overnight,but the country has the key elements in place to begin and sustain the process. India will need to create a dozen or more universities that can compete internationally to fully participate in the new world economy. Without these universities, India is destined to remain a scientific backwater.
What in your opinion should be an appropriate title of the given passage ?
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. <br><br> India is rushing headlong toward economic success and modernisation, counting on high- tech industries such as information technology and biotechnology to propel the nation toprosperity. India's recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World TradeOrganisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the <strong>Achilles' Heel</strong> of this strategy. Its systematic disinvestment in higher education inrecent years has yielded neither world-class research nor very many highly trained scholars, scientists, or managers to <strong>sustain</strong> high-tech development. <br><br> India's main competitors especially China but also Singapore, Taiwan, and South Korea - are investing in large and differentiated higher education systems. They are providingaccess 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 theworld'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 (an Indian Institute of Technology at number 41.- the specific campus was not specified). These countries are positioningthemselves for leadership in the knowledge-based economies of the coming era. There was a time when countries could achieve economic success with cheap labour andlow-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 university system. India has significant advantages in the 21st century knowledge race. It has a large high ereducation sector - the third largest in the world in student numbers, after China andthe 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 asmall number of high 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 <strong>cumbersome</strong> structure, but the system allows for a variety of policies and approaches. Yet the weaknesses 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 is 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 <strong>differentiated</strong> academic system and fostering excellence. At present, the world-class institutions are mainly limited to the Indian Institutes of Technology (IITs), the Indian Institutes of Management (IIMs) and perhaps a few others such as the All India Institute of Medical Sciences and the Tata Institute of Fundamental Research. These institutions, combined, enroll well under 1 percent of the student population. India's colleges and universities, with just a few exceptions, have become large, under-funded, ungovernable institutions. At many of them, politics has intruded into campus life, influencing academic appointments and decisions across levels. <br><br> Under-investment in libraries, information technology, laboratories, and classrooms makes it very difficult to provide top-quality instruction or engage in cutting-edge research.The rise in the number of part-time teachers and the freeze on new full-time appointments in many places have affected morale in the academic profession. The lackof accountability means that teaching and research performance is seldom measured. The system provides few incentives to perform. Bureaucratic inertia hampers change.Student unrest and occasional faculty agitation disrupt operations. Nevertheless, with a semblance of normality, faculty administrators are. able to provide teaching, coordinate examinations, and award degrees. Even the small top tier of higher education faces serious problems. Many IIT graduates,well trained in technology, have chosen not to contribute their skills to the burgeoning technology sector in India. Perhaps half leave the country immediately upon graduation to pursue advanced study abroad - and most do not return. A stunning 86 per cent of students in science and technology fields from India who obtain degrees in the United States do not return home immediately following their study. Another significant group, of about 30 per cent, decides to earn MBAs in India because local salaries are higher.-and are lost to science and technology.A corps of dedicated and able teachers work at the IlTs and IIMs, but the lure of jobs abroad and in the private sector make it increasingly difficult to lure the best and brightest to the academic profession.Few in India are thinking creatively about higher education. There is no field of higher education research. Those in government as well as academic leaders seem content to do the "same old thing." Academic institutions and systems have become large and complex. They need good data, careful analysis, and creative ideas. In China, more than two-dozen higher education research centers, and several government agencies are involved in higher education policy.India has survived with an increasingly mediocre higher education system for decades.Now as India strives to compete in a globalized economy in areas that require highly trained professionals, the quality of higher education becomes increasingly important.India cannot build internationally recognized research-oriented universities overnight,but the country has the key elements in place to begin and sustain the process. India will need to create a dozen or more universities that can compete internationally to fully participate in the new world economy. Without these universities, India is destined to remain a scientific backwater.
Choose the word/group of words which is most similar in meaning to the word/group of words printed in bold as used in the passage.<br> Achilles' Heel
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. <br><br> India is rushing headlong toward economic success and modernisation, counting on high- tech industries such as information technology and biotechnology to propel the nation toprosperity. India's recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World TradeOrganisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the <strong>Achilles' Heel</strong> of this strategy. Its systematic disinvestment in higher education inrecent years has yielded neither world-class research nor very many highly trained scholars, scientists, or managers to <strong>sustain</strong> high-tech development. <br><br> India's main competitors especially China but also Singapore, Taiwan, and South Korea - are investing in large and differentiated higher education systems. They are providingaccess 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 theworld'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 (an Indian Institute of Technology at number 41.- the specific campus was not specified). These countries are positioningthemselves for leadership in the knowledge-based economies of the coming era. There was a time when countries could achieve economic success with cheap labour andlow-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 university system. India has significant advantages in the 21st century knowledge race. It has a large high ereducation sector - the third largest in the world in student numbers, after China andthe 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 asmall number of high 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 <strong>cumbersome</strong> structure, but the system allows for a variety of policies and approaches. Yet the weaknesses 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 is 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 <strong>differentiated</strong> academic system and fostering excellence. At present, the world-class institutions are mainly limited to the Indian Institutes of Technology (IITs), the Indian Institutes of Management (IIMs) and perhaps a few others such as the All India Institute of Medical Sciences and the Tata Institute of Fundamental Research. These institutions, combined, enroll well under 1 percent of the student population. India's colleges and universities, with just a few exceptions, have become large, under-funded, ungovernable institutions. At many of them, politics has intruded into campus life, influencing academic appointments and decisions across levels. <br><br> Under-investment in libraries, information technology, laboratories, and classrooms makes it very difficult to provide top-quality instruction or engage in cutting-edge research.The rise in the number of part-time teachers and the freeze on new full-time appointments in many places have affected morale in the academic profession. The lackof accountability means that teaching and research performance is seldom measured. The system provides few incentives to perform. Bureaucratic inertia hampers change.Student unrest and occasional faculty agitation disrupt operations. Nevertheless, with a semblance of normality, faculty administrators are. able to provide teaching, coordinate examinations, and award degrees. Even the small top tier of higher education faces serious problems. Many IIT graduates,well trained in technology, have chosen not to contribute their skills to the burgeoning technology sector in India. Perhaps half leave the country immediately upon graduation to pursue advanced study abroad - and most do not return. A stunning 86 per cent of students in science and technology fields from India who obtain degrees in the United States do not return home immediately following their study. Another significant group, of about 30 per cent, decides to earn MBAs in India because local salaries are higher.-and are lost to science and technology.A corps of dedicated and able teachers work at the IlTs and IIMs, but the lure of jobs abroad and in the private sector make it increasingly difficult to lure the best and brightest to the academic profession.Few in India are thinking creatively about higher education. There is no field of higher education research. Those in government as well as academic leaders seem content to do the "same old thing." Academic institutions and systems have become large and complex. They need good data, careful analysis, and creative ideas. In China, more than two-dozen higher education research centers, and several government agencies are involved in higher education policy.India has survived with an increasingly mediocre higher education system for decades.Now as India strives to compete in a globalized economy in areas that require highly trained professionals, the quality of higher education becomes increasingly important.India cannot build internationally recognized research-oriented universities overnight,but the country has the key elements in place to begin and sustain the process. India will need to create a dozen or more universities that can compete internationally to fully participate in the new world economy. Without these universities, India is destined to remain a scientific backwater.
Choose the word/group of words which is most similar in meaning to the word/group of words printed in bold as used in the passage. <br> Sustain
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. <br><br> India is rushing headlong toward economic success and modernisation, counting on high- tech industries such as information technology and biotechnology to propel the nation toprosperity. India's recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World TradeOrganisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the <strong>Achilles' Heel</strong> of this strategy. Its systematic disinvestment in higher education inrecent years has yielded neither world-class research nor very many highly trained scholars, scientists, or managers to <strong>sustain</strong> high-tech development. <br><br> India's main competitors especially China but also Singapore, Taiwan, and South Korea - are investing in large and differentiated higher education systems. They are providingaccess 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 theworld'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 (an Indian Institute of Technology at number 41.- the specific campus was not specified). These countries are positioningthemselves for leadership in the knowledge-based economies of the coming era. There was a time when countries could achieve economic success with cheap labour andlow-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 university system. India has significant advantages in the 21st century knowledge race. It has a large high ereducation sector - the third largest in the world in student numbers, after China andthe 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 asmall number of high 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 <strong>cumbersome</strong> structure, but the system allows for a variety of policies and approaches. Yet the weaknesses 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 is 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 <strong>differentiated</strong> academic system and fostering excellence. At present, the world-class institutions are mainly limited to the Indian Institutes of Technology (IITs), the Indian Institutes of Management (IIMs) and perhaps a few others such as the All India Institute of Medical Sciences and the Tata Institute of Fundamental Research. These institutions, combined, enroll well under 1 percent of the student population. India's colleges and universities, with just a few exceptions, have become large, under-funded, ungovernable institutions. At many of them, politics has intruded into campus life, influencing academic appointments and decisions across levels. <br><br> Under-investment in libraries, information technology, laboratories, and classrooms makes it very difficult to provide top-quality instruction or engage in cutting-edge research.The rise in the number of part-time teachers and the freeze on new full-time appointments in many places have affected morale in the academic profession. The lackof accountability means that teaching and research performance is seldom measured. The system provides few incentives to perform. Bureaucratic inertia hampers change.Student unrest and occasional faculty agitation disrupt operations. Nevertheless, with a semblance of normality, faculty administrators are. able to provide teaching, coordinate examinations, and award degrees. Even the small top tier of higher education faces serious problems. Many IIT graduates,well trained in technology, have chosen not to contribute their skills to the burgeoning technology sector in India. Perhaps half leave the country immediately upon graduation to pursue advanced study abroad - and most do not return. A stunning 86 per cent of students in science and technology fields from India who obtain degrees in the United States do not return home immediately following their study. Another significant group, of about 30 per cent, decides to earn MBAs in India because local salaries are higher.-and are lost to science and technology.A corps of dedicated and able teachers work at the IlTs and IIMs, but the lure of jobs abroad and in the private sector make it increasingly difficult to lure the best and brightest to the academic profession.Few in India are thinking creatively about higher education. There is no field of higher education research. Those in government as well as academic leaders seem content to do the "same old thing." Academic institutions and systems have become large and complex. They need good data, careful analysis, and creative ideas. In China, more than two-dozen higher education research centers, and several government agencies are involved in higher education policy.India has survived with an increasingly mediocre higher education system for decades.Now as India strives to compete in a globalized economy in areas that require highly trained professionals, the quality of higher education becomes increasingly important.India cannot build internationally recognized research-oriented universities overnight,but the country has the key elements in place to begin and sustain the process. India will need to create a dozen or more universities that can compete internationally to fully participate in the new world economy. Without these universities, India is destined to remain a scientific backwater.
Choose the word/group of words which is most opposite in meaning to the word/group of words printed in bold as used in the passage.<br> Cumbersome
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. <br><br> India is rushing headlong toward economic success and modernisation, counting on high- tech industries such as information technology and biotechnology to propel the nation toprosperity. India's recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World TradeOrganisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the <strong>Achilles' Heel</strong> of this strategy. Its systematic disinvestment in higher education inrecent years has yielded neither world-class research nor very many highly trained scholars, scientists, or managers to <strong>sustain</strong> high-tech development. <br><br> India's main competitors especially China but also Singapore, Taiwan, and South Korea - are investing in large and differentiated higher education systems. They are providingaccess 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 theworld'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 (an Indian Institute of Technology at number 41.- the specific campus was not specified). These countries are positioningthemselves for leadership in the knowledge-based economies of the coming era. There was a time when countries could achieve economic success with cheap labour andlow-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 university system. India has significant advantages in the 21st century knowledge race. It has a large high ereducation sector - the third largest in the world in student numbers, after China andthe 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 asmall number of high 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 <strong>cumbersome</strong> structure, but the system allows for a variety of policies and approaches. Yet the weaknesses 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 is 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 <strong>differentiated</strong> academic system and fostering excellence. At present, the world-class institutions are mainly limited to the Indian Institutes of Technology (IITs), the Indian Institutes of Management (IIMs) and perhaps a few others such as the All India Institute of Medical Sciences and the Tata Institute of Fundamental Research. These institutions, combined, enroll well under 1 percent of the student population. India's colleges and universities, with just a few exceptions, have become large, under-funded, ungovernable institutions. At many of them, politics has intruded into campus life, influencing academic appointments and decisions across levels. <br><br> Under-investment in libraries, information technology, laboratories, and classrooms makes it very difficult to provide top-quality instruction or engage in cutting-edge research.The rise in the number of part-time teachers and the freeze on new full-time appointments in many places have affected morale in the academic profession. The lackof accountability means that teaching and research performance is seldom measured. The system provides few incentives to perform. Bureaucratic inertia hampers change.Student unrest and occasional faculty agitation disrupt operations. Nevertheless, with a semblance of normality, faculty administrators are. able to provide teaching, coordinate examinations, and award degrees. Even the small top tier of higher education faces serious problems. Many IIT graduates,well trained in technology, have chosen not to contribute their skills to the burgeoning technology sector in India. Perhaps half leave the country immediately upon graduation to pursue advanced study abroad - and most do not return. A stunning 86 per cent of students in science and technology fields from India who obtain degrees in the United States do not return home immediately following their study. Another significant group, of about 30 per cent, decides to earn MBAs in India because local salaries are higher.-and are lost to science and technology.A corps of dedicated and able teachers work at the IlTs and IIMs, but the lure of jobs abroad and in the private sector make it increasingly difficult to lure the best and brightest to the academic profession.Few in India are thinking creatively about higher education. There is no field of higher education research. Those in government as well as academic leaders seem content to do the "same old thing." Academic institutions and systems have become large and complex. They need good data, careful analysis, and creative ideas. In China, more than two-dozen higher education research centers, and several government agencies are involved in higher education policy.India has survived with an increasingly mediocre higher education system for decades.Now as India strives to compete in a globalized economy in areas that require highly trained professionals, the quality of higher education becomes increasingly important.India cannot build internationally recognized research-oriented universities overnight,but the country has the key elements in place to begin and sustain the process. India will need to create a dozen or more universities that can compete internationally to fully participate in the new world economy. Without these universities, India is destined to remain a scientific backwater.
Choose the word/group of words which is most opposite in meaning to the word/group of words printed in bold as used in the passage.<br> Differentiated
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. <br><br> Asia's rapid rise is the most successful story of economic development in recent history. Income per capita reached nearly $5,000 in purchasing power parity terms in 2010. Investment rates averaged 35% of GDP over the decade. The number of people living below the $1.25-a-d ay poverty line fell by 430 million between 2005 and 2010. With such achievements at a time when much of the rest of the world struggles with <strong>austerity</strong> measures and economic recovery, Asian leaders might be tempted to switch to autopilot. But closer examination of the region's economic and social prospects soon reveals many paradoxes.The world's fastest growing region remains home to nearly half the world's extreme poor. <br><br> While Asia has made tremendous inroads in the fight against poverty, not enough of the region's economic prosperity is reaching its poorest people.In urban areas of China, for example, the Gini coefficient (a measurement used to calculate inequality) has risen more than 35% since 1990. Nearly half a billion Asians still lack access to safe drinking water and infant mortality in many nations is more than 10 times higher than the levels seen in developed economies.While "Factory Asia" may be true for manufacturing and information technology services, vast number of its people are illiterate and unemployed. Its financial sector is underdeveloped, with many people having no access to simple banking, let alone other financial services. Asia's future prosperity, and the eradication of extreme poverty, will require much more than simply high growth. Growth must be accompanied by a narrowing of inequality.It is essential to balance the region's economic expansion with more inclusive policies. Cut off by poor roads, telecommunications, or government policies that don't allow them to easily borrow or save, Asia's poor and vulnerable are watching the chasm between rich and poor grow ever wider. That gap in prosperity can <strong>aggravate simmering</strong> social, economic and political tensions.Asian governments can help stem widening inequality by creating better conditions for the private sector to take the lead on economic expansion, continuing to promote economic diversification, and by spending on social services, education and healthcare, and regional road, sea and air networks that will open more opportunities to more people.There are areas where western governments can help too. By investing in infrastructure alongside public lenders, they can help attract much larger sums from the private sector.Asia can also capitalise on financial lessons from the west, particularly when it comes to setting banking regulations, strengthening regional links, and promoting bonds to better utilise Asian savings. When describing where Asia stands today, it's useful to remember that what we are witnessing is not the emergence of Asia, but rather the re-emergence of Asia.In 1820, Asia accounted for about 60% of total global output, with China and India together accounting for nearly half of global GDP. This was followed by nearly two centuries of economic decline once the western industrial revolution took hold - at rend that, since the information age, has been solidly reversed. By implementing structural reforms and opening their economies, China and others have rapidly emerged as engines of the global economy.The recent Asian Development Bank study suggests that we could see Asia producing over half of global GDP by mid-century, and 3 billion Asians would be considered part of the rich world, with capita income levels equal to that of Europe today.Carefully calibrated government support can help steer Asia's economic potential, reducing political risks while opening new markets to help move the west beyond the current crisis. In the long run, an Asian economy built on sustainable growth can support greater levels of trade, and generate growth in tourism. Conversely, a weaker Asia presents a host of threats to the west's future growth and prosperity. Embracing globalisation and regional co-operation has helped bring developing Asia success. By further strengthening this process by focusing on greater access and inclusion within economies, and pursuing sustainable development and improved governance, an "Asian century" is both plausible and within reach.But policies that worked when Asia was low-income and capital scarce are less likely to work today and unlikely to work in the future. Asia's leaders must devise bold and innovative national policies while pursuing regional and global cooperation. Long-term prosperity will depend on the intensity of resource use,including water and food, and success in managing the region's carbon footprint. Asia's challenges remain formidable, and its future prosperity must be earned. The right policy choices today could indeed make this the "Asian century", but this is far from preordained.
Which of the following statement(s) is/are correct in the context of the passage ? <br> I. Asia's per capita income reached approximately $ 5000 in purchasing power parity terms in 2010. <br> II. The number of people living below the $ 1.25 a day poverty line in Asia fell by 430 million between 2005 and 2010. <br> III. In 1820, Asia accounted for about 60% of total global output.
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. <br><br> Asia's rapid rise is the most successful story of economic development in recent history. Income per capita reached nearly $5,000 in purchasing power parity terms in 2010. Investment rates averaged 35% of GDP over the decade. The number of people living below the $1.25-a-d ay poverty line fell by 430 million between 2005 and 2010. With such achievements at a time when much of the rest of the world struggles with <strong>austerity</strong> measures and economic recovery, Asian leaders might be tempted to switch to autopilot. But closer examination of the region's economic and social prospects soon reveals many paradoxes.The world's fastest growing region remains home to nearly half the world's extreme poor. <br><br> While Asia has made tremendous inroads in the fight against poverty, not enough of the region's economic prosperity is reaching its poorest people.In urban areas of China, for example, the Gini coefficient (a measurement used to calculate inequality) has risen more than 35% since 1990. Nearly half a billion Asians still lack access to safe drinking water and infant mortality in many nations is more than 10 times higher than the levels seen in developed economies.While "Factory Asia" may be true for manufacturing and information technology services, vast number of its people are illiterate and unemployed. Its financial sector is underdeveloped, with many people having no access to simple banking, let alone other financial services. Asia's future prosperity, and the eradication of extreme poverty, will require much more than simply high growth. Growth must be accompanied by a narrowing of inequality.It is essential to balance the region's economic expansion with more inclusive policies. Cut off by poor roads, telecommunications, or government policies that don't allow them to easily borrow or save, Asia's poor and vulnerable are watching the chasm between rich and poor grow ever wider. That gap in prosperity can <strong>aggravate simmering</strong> social, economic and political tensions.Asian governments can help stem widening inequality by creating better conditions for the private sector to take the lead on economic expansion, continuing to promote economic diversification, and by spending on social services, education and healthcare, and regional road, sea and air networks that will open more opportunities to more people.There are areas where western governments can help too. By investing in infrastructure alongside public lenders, they can help attract much larger sums from the private sector.Asia can also capitalise on financial lessons from the west, particularly when it comes to setting banking regulations, strengthening regional links, and promoting bonds to better utilise Asian savings. When describing where Asia stands today, it's useful to remember that what we are witnessing is not the emergence of Asia, but rather the re-emergence of Asia.In 1820, Asia accounted for about 60% of total global output, with China and India together accounting for nearly half of global GDP. This was followed by nearly two centuries of economic decline once the western industrial revolution took hold - at rend that, since the information age, has been solidly reversed. By implementing structural reforms and opening their economies, China and others have rapidly emerged as engines of the global economy.The recent Asian Development Bank study suggests that we could see Asia producing over half of global GDP by mid-century, and 3 billion Asians would be considered part of the rich world, with capita income levels equal to that of Europe today.Carefully calibrated government support can help steer Asia's economic potential, reducing political risks while opening new markets to help move the west beyond the current crisis. In the long run, an Asian economy built on sustainable growth can support greater levels of trade, and generate growth in tourism. Conversely, a weaker Asia presents a host of threats to the west's future growth and prosperity. Embracing globalisation and regional co-operation has helped bring developing Asia success. By further strengthening this process by focusing on greater access and inclusion within economies, and pursuing sustainable development and improved governance, an "Asian century" is both plausible and within reach.But policies that worked when Asia was low-income and capital scarce are less likely to work today and unlikely to work in the future. Asia's leaders must devise bold and innovative national policies while pursuing regional and global cooperation. Long-term prosperity will depend on the intensity of resource use,including water and food, and success in managing the region's carbon footprint. Asia's challenges remain formidable, and its future prosperity must be earned. The right policy choices today could indeed make this the "Asian century", but this is far from preordained.
What in your opinion should be the appropriate title of the given passage ?
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. <br><br> Asia's rapid rise is the most successful story of economic development in recent history. Income per capita reached nearly $5,000 in purchasing power parity terms in 2010. Investment rates averaged 35% of GDP over the decade. The number of people living below the $1.25-a-d ay poverty line fell by 430 million between 2005 and 2010. With such achievements at a time when much of the rest of the world struggles with <strong>austerity</strong> measures and economic recovery, Asian leaders might be tempted to switch to autopilot. But closer examination of the region's economic and social prospects soon reveals many paradoxes.The world's fastest growing region remains home to nearly half the world's extreme poor. <br><br> While Asia has made tremendous inroads in the fight against poverty, not enough of the region's economic prosperity is reaching its poorest people.In urban areas of China, for example, the Gini coefficient (a measurement used to calculate inequality) has risen more than 35% since 1990. Nearly half a billion Asians still lack access to safe drinking water and infant mortality in many nations is more than 10 times higher than the levels seen in developed economies.While "Factory Asia" may be true for manufacturing and information technology services, vast number of its people are illiterate and unemployed. Its financial sector is underdeveloped, with many people having no access to simple banking, let alone other financial services. Asia's future prosperity, and the eradication of extreme poverty, will require much more than simply high growth. Growth must be accompanied by a narrowing of inequality.It is essential to balance the region's economic expansion with more inclusive policies. Cut off by poor roads, telecommunications, or government policies that don't allow them to easily borrow or save, Asia's poor and vulnerable are watching the chasm between rich and poor grow ever wider. That gap in prosperity can <strong>aggravate simmering</strong> social, economic and political tensions.Asian governments can help stem widening inequality by creating better conditions for the private sector to take the lead on economic expansion, continuing to promote economic diversification, and by spending on social services, education and healthcare, and regional road, sea and air networks that will open more opportunities to more people.There are areas where western governments can help too. By investing in infrastructure alongside public lenders, they can help attract much larger sums from the private sector.Asia can also capitalise on financial lessons from the west, particularly when it comes to setting banking regulations, strengthening regional links, and promoting bonds to better utilise Asian savings. When describing where Asia stands today, it's useful to remember that what we are witnessing is not the emergence of Asia, but rather the re-emergence of Asia.In 1820, Asia accounted for about 60% of total global output, with China and India together accounting for nearly half of global GDP. This was followed by nearly two centuries of economic decline once the western industrial revolution took hold - at rend that, since the information age, has been solidly reversed. By implementing structural reforms and opening their economies, China and others have rapidly emerged as engines of the global economy.The recent Asian Development Bank study suggests that we could see Asia producing over half of global GDP by mid-century, and 3 billion Asians would be considered part of the rich world, with capita income levels equal to that of Europe today.Carefully calibrated government support can help steer Asia's economic potential, reducing political risks while opening new markets to help move the west beyond the current crisis. In the long run, an Asian economy built on sustainable growth can support greater levels of trade, and generate growth in tourism. Conversely, a weaker Asia presents a host of threats to the west's future growth and prosperity. Embracing globalisation and regional co-operation has helped bring developing Asia success. By further strengthening this process by focusing on greater access and inclusion within economies, and pursuing sustainable development and improved governance, an "Asian century" is both plausible and within reach.But policies that worked when Asia was low-income and capital scarce are less likely to work today and unlikely to work in the future. Asia's leaders must devise bold and innovative national policies while pursuing regional and global cooperation. Long-term prosperity will depend on the intensity of resource use,including water and food, and success in managing the region's carbon footprint. Asia's challenges remain formidable, and its future prosperity must be earned. The right policy choices today could indeed make this the "Asian century", but this is far from preordained.
Which of the following is not true as per the given information in the passage ?
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. <br><br> Asia's rapid rise is the most successful story of economic development in recent history. Income per capita reached nearly $5,000 in purchasing power parity terms in 2010. Investment rates averaged 35% of GDP over the decade. The number of people living below the $1.25-a-d ay poverty line fell by 430 million between 2005 and 2010. With such achievements at a time when much of the rest of the world struggles with <strong>austerity</strong> measures and economic recovery, Asian leaders might be tempted to switch to autopilot. But closer examination of the region's economic and social prospects soon reveals many paradoxes.The world's fastest growing region remains home to nearly half the world's extreme poor. <br><br> While Asia has made tremendous inroads in the fight against poverty, not enough of the region's economic prosperity is reaching its poorest people.In urban areas of China, for example, the Gini coefficient (a measurement used to calculate inequality) has risen more than 35% since 1990. Nearly half a billion Asians still lack access to safe drinking water and infant mortality in many nations is more than 10 times higher than the levels seen in developed economies.While "Factory Asia" may be true for manufacturing and information technology services, vast number of its people are illiterate and unemployed. Its financial sector is underdeveloped, with many people having no access to simple banking, let alone other financial services. Asia's future prosperity, and the eradication of extreme poverty, will require much more than simply high growth. Growth must be accompanied by a narrowing of inequality.It is essential to balance the region's economic expansion with more inclusive policies. Cut off by poor roads, telecommunications, or government policies that don't allow them to easily borrow or save, Asia's poor and vulnerable are watching the chasm between rich and poor grow ever wider. That gap in prosperity can <strong>aggravate simmering</strong> social, economic and political tensions.Asian governments can help stem widening inequality by creating better conditions for the private sector to take the lead on economic expansion, continuing to promote economic diversification, and by spending on social services, education and healthcare, and regional road, sea and air networks that will open more opportunities to more people.There are areas where western governments can help too. By investing in infrastructure alongside public lenders, they can help attract much larger sums from the private sector.Asia can also capitalise on financial lessons from the west, particularly when it comes to setting banking regulations, strengthening regional links, and promoting bonds to better utilise Asian savings. When describing where Asia stands today, it's useful to remember that what we are witnessing is not the emergence of Asia, but rather the re-emergence of Asia.In 1820, Asia accounted for about 60% of total global output, with China and India together accounting for nearly half of global GDP. This was followed by nearly two centuries of economic decline once the western industrial revolution took hold - at rend that, since the information age, has been solidly reversed. By implementing structural reforms and opening their economies, China and others have rapidly emerged as engines of the global economy.The recent Asian Development Bank study suggests that we could see Asia producing over half of global GDP by mid-century, and 3 billion Asians would be considered part of the rich world, with capita income levels equal to that of Europe today.Carefully calibrated government support can help steer Asia's economic potential, reducing political risks while opening new markets to help move the west beyond the current crisis. In the long run, an Asian economy built on sustainable growth can support greater levels of trade, and generate growth in tourism. Conversely, a weaker Asia presents a host of threats to the west's future growth and prosperity. Embracing globalisation and regional co-operation has helped bring developing Asia success. By further strengthening this process by focusing on greater access and inclusion within economies, and pursuing sustainable development and improved governance, an "Asian century" is both plausible and within reach.But policies that worked when Asia was low-income and capital scarce are less likely to work today and unlikely to work in the future. Asia's leaders must devise bold and innovative national policies while pursuing regional and global cooperation. Long-term prosperity will depend on the intensity of resource use,including water and food, and success in managing the region's carbon footprint. Asia's challenges remain formidable, and its future prosperity must be earned. The right policy choices today could indeed make this the "Asian century", but this is far from preordained.
In the author's opinion what are the areas where western government can help Asia boost economic development ? <br> I. By investing in infrastructure alongside public lenders, western governments can help attract much larger sums from the private sector. <br> II. Asia can capitalise on financial lessons from the west, Particularly when it comes to setting banking regulations, strengthening regional links and promoting bonds to better utilise Asian savings. <br> III. "Factory Asia" can make vast number of its people literate and employed.
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. <br><br> Asia's rapid rise is the most successful story of economic development in recent history. Income per capita reached nearly $5,000 in purchasing power parity terms in 2010. Investment rates averaged 35% of GDP over the decade. The number of people living below the $1.25-a-d ay poverty line fell by 430 million between 2005 and 2010. With such achievements at a time when much of the rest of the world struggles with <strong>austerity</strong> measures and economic recovery, Asian leaders might be tempted to switch to autopilot. But closer examination of the region's economic and social prospects soon reveals many paradoxes.The world's fastest growing region remains home to nearly half the world's extreme poor. <br><br> While Asia has made tremendous inroads in the fight against poverty, not enough of the region's economic prosperity is reaching its poorest people.In urban areas of China, for example, the Gini coefficient (a measurement used to calculate inequality) has risen more than 35% since 1990. Nearly half a billion Asians still lack access to safe drinking water and infant mortality in many nations is more than 10 times higher than the levels seen in developed economies.While "Factory Asia" may be true for manufacturing and information technology services, vast number of its people are illiterate and unemployed. Its financial sector is underdeveloped, with many people having no access to simple banking, let alone other financial services. Asia's future prosperity, and the eradication of extreme poverty, will require much more than simply high growth. Growth must be accompanied by a narrowing of inequality.It is essential to balance the region's economic expansion with more inclusive policies. Cut off by poor roads, telecommunications, or government policies that don't allow them to easily borrow or save, Asia's poor and vulnerable are watching the chasm between rich and poor grow ever wider. That gap in prosperity can <strong>aggravate simmering</strong> social, economic and political tensions.Asian governments can help stem widening inequality by creating better conditions for the private sector to take the lead on economic expansion, continuing to promote economic diversification, and by spending on social services, education and healthcare, and regional road, sea and air networks that will open more opportunities to more people.There are areas where western governments can help too. By investing in infrastructure alongside public lenders, they can help attract much larger sums from the private sector.Asia can also capitalise on financial lessons from the west, particularly when it comes to setting banking regulations, strengthening regional links, and promoting bonds to better utilise Asian savings. When describing where Asia stands today, it's useful to remember that what we are witnessing is not the emergence of Asia, but rather the re-emergence of Asia.In 1820, Asia accounted for about 60% of total global output, with China and India together accounting for nearly half of global GDP. This was followed by nearly two centuries of economic decline once the western industrial revolution took hold - at rend that, since the information age, has been solidly reversed. By implementing structural reforms and opening their economies, China and others have rapidly emerged as engines of the global economy.The recent Asian Development Bank study suggests that we could see Asia producing over half of global GDP by mid-century, and 3 billion Asians would be considered part of the rich world, with capita income levels equal to that of Europe today.Carefully calibrated government support can help steer Asia's economic potential, reducing political risks while opening new markets to help move the west beyond the current crisis. In the long run, an Asian economy built on sustainable growth can support greater levels of trade, and generate growth in tourism. Conversely, a weaker Asia presents a host of threats to the west's future growth and prosperity. Embracing globalisation and regional co-operation has helped bring developing Asia success. By further strengthening this process by focusing on greater access and inclusion within economies, and pursuing sustainable development and improved governance, an "Asian century" is both plausible and within reach.But policies that worked when Asia was low-income and capital scarce are less likely to work today and unlikely to work in the future. Asia's leaders must devise bold and innovative national policies while pursuing regional and global cooperation. Long-term prosperity will depend on the intensity of resource use,including water and food, and success in managing the region's carbon footprint. Asia's challenges remain formidable, and its future prosperity must be earned. The right policy choices today could indeed make this the "Asian century", but this is far from preordained.
What suggestions has the author of this passage made that can help Asian governments stem widening inequality in the region ? <br> I. By creating better conditions for the private sector to take the lead on economic expansion. <br> II. By continuing to promote economic diversification. <br> III. By spending on social services, education and healthcare and regional road, sea and air networks that will open more opportunities to more people.
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. <br><br> Asia's rapid rise is the most successful story of economic development in recent history. Income per capita reached nearly $5,000 in purchasing power parity terms in 2010. Investment rates averaged 35% of GDP over the decade. The number of people living below the $1.25-a-d ay poverty line fell by 430 million between 2005 and 2010. With such achievements at a time when much of the rest of the world struggles with <strong>austerity</strong> measures and economic recovery, Asian leaders might be tempted to switch to autopilot. But closer examination of the region's economic and social prospects soon reveals many paradoxes.The world's fastest growing region remains home to nearly half the world's extreme poor. <br><br> While Asia has made tremendous inroads in the fight against poverty, not enough of the region's economic prosperity is reaching its poorest people.In urban areas of China, for example, the Gini coefficient (a measurement used to calculate inequality) has risen more than 35% since 1990. Nearly half a billion Asians still lack access to safe drinking water and infant mortality in many nations is more than 10 times higher than the levels seen in developed economies.While "Factory Asia" may be true for manufacturing and information technology services, vast number of its people are illiterate and unemployed. Its financial sector is underdeveloped, with many people having no access to simple banking, let alone other financial services. Asia's future prosperity, and the eradication of extreme poverty, will require much more than simply high growth. Growth must be accompanied by a narrowing of inequality.It is essential to balance the region's economic expansion with more inclusive policies. Cut off by poor roads, telecommunications, or government policies that don't allow them to easily borrow or save, Asia's poor and vulnerable are watching the chasm between rich and poor grow ever wider. That gap in prosperity can <strong>aggravate simmering</strong> social, economic and political tensions.Asian governments can help stem widening inequality by creating better conditions for the private sector to take the lead on economic expansion, continuing to promote economic diversification, and by spending on social services, education and healthcare, and regional road, sea and air networks that will open more opportunities to more people.There are areas where western governments can help too. By investing in infrastructure alongside public lenders, they can help attract much larger sums from the private sector.Asia can also capitalise on financial lessons from the west, particularly when it comes to setting banking regulations, strengthening regional links, and promoting bonds to better utilise Asian savings. When describing where Asia stands today, it's useful to remember that what we are witnessing is not the emergence of Asia, but rather the re-emergence of Asia.In 1820, Asia accounted for about 60% of total global output, with China and India together accounting for nearly half of global GDP. This was followed by nearly two centuries of economic decline once the western industrial revolution took hold - at rend that, since the information age, has been solidly reversed. By implementing structural reforms and opening their economies, China and others have rapidly emerged as engines of the global economy.The recent Asian Development Bank study suggests that we could see Asia producing over half of global GDP by mid-century, and 3 billion Asians would be considered part of the rich world, with capita income levels equal to that of Europe today.Carefully calibrated government support can help steer Asia's economic potential, reducing political risks while opening new markets to help move the west beyond the current crisis. In the long run, an Asian economy built on sustainable growth can support greater levels of trade, and generate growth in tourism. Conversely, a weaker Asia presents a host of threats to the west's future growth and prosperity. Embracing globalisation and regional co-operation has helped bring developing Asia success. By further strengthening this process by focusing on greater access and inclusion within economies, and pursuing sustainable development and improved governance, an "Asian century" is both plausible and within reach.But policies that worked when Asia was low-income and capital scarce are less likely to work today and unlikely to work in the future. Asia's leaders must devise bold and innovative national policies while pursuing regional and global cooperation. Long-term prosperity will depend on the intensity of resource use,including water and food, and success in managing the region's carbon footprint. Asia's challenges remain formidable, and its future prosperity must be earned. The right policy choices today could indeed make this the "Asian century", but this is far from preordained.
'Which of the following statements is not correct as per the given information in the passage ?
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. <br><br> Asia's rapid rise is the most successful story of economic development in recent history. Income per capita reached nearly $5,000 in purchasing power parity terms in 2010. Investment rates averaged 35% of GDP over the decade. The number of people living below the $1.25-a-d ay poverty line fell by 430 million between 2005 and 2010. With such achievements at a time when much of the rest of the world struggles with <strong>austerity</strong> measures and economic recovery, Asian leaders might be tempted to switch to autopilot. But closer examination of the region's economic and social prospects soon reveals many paradoxes.The world's fastest growing region remains home to nearly half the world's extreme poor. <br><br> While Asia has made tremendous inroads in the fight against poverty, not enough of the region's economic prosperity is reaching its poorest people.In urban areas of China, for example, the Gini coefficient (a measurement used to calculate inequality) has risen more than 35% since 1990. Nearly half a billion Asians still lack access to safe drinking water and infant mortality in many nations is more than 10 times higher than the levels seen in developed economies.While "Factory Asia" may be true for manufacturing and information technology services, vast number of its people are illiterate and unemployed. Its financial sector is underdeveloped, with many people having no access to simple banking, let alone other financial services. Asia's future prosperity, and the eradication of extreme poverty, will require much more than simply high growth. Growth must be accompanied by a narrowing of inequality.It is essential to balance the region's economic expansion with more inclusive policies. Cut off by poor roads, telecommunications, or government policies that don't allow them to easily borrow or save, Asia's poor and vulnerable are watching the chasm between rich and poor grow ever wider. That gap in prosperity can <strong>aggravate simmering</strong> social, economic and political tensions.Asian governments can help stem widening inequality by creating better conditions for the private sector to take the lead on economic expansion, continuing to promote economic diversification, and by spending on social services, education and healthcare, and regional road, sea and air networks that will open more opportunities to more people.There are areas where western governments can help too. By investing in infrastructure alongside public lenders, they can help attract much larger sums from the private sector.Asia can also capitalise on financial lessons from the west, particularly when it comes to setting banking regulations, strengthening regional links, and promoting bonds to better utilise Asian savings. When describing where Asia stands today, it's useful to remember that what we are witnessing is not the emergence of Asia, but rather the re-emergence of Asia.In 1820, Asia accounted for about 60% of total global output, with China and India together accounting for nearly half of global GDP. This was followed by nearly two centuries of economic decline once the western industrial revolution took hold - at rend that, since the information age, has been solidly reversed. By implementing structural reforms and opening their economies, China and others have rapidly emerged as engines of the global economy.The recent Asian Development Bank study suggests that we could see Asia producing over half of global GDP by mid-century, and 3 billion Asians would be considered part of the rich world, with capita income levels equal to that of Europe today.Carefully calibrated government support can help steer Asia's economic potential, reducing political risks while opening new markets to help move the west beyond the current crisis. In the long run, an Asian economy built on sustainable growth can support greater levels of trade, and generate growth in tourism. Conversely, a weaker Asia presents a host of threats to the west's future growth and prosperity. Embracing globalisation and regional co-operation has helped bring developing Asia success. By further strengthening this process by focusing on greater access and inclusion within economies, and pursuing sustainable development and improved governance, an "Asian century" is both plausible and within reach.But policies that worked when Asia was low-income and capital scarce are less likely to work today and unlikely to work in the future. Asia's leaders must devise bold and innovative national policies while pursuing regional and global cooperation. Long-term prosperity will depend on the intensity of resource use,including water and food, and success in managing the region's carbon footprint. Asia's challenges remain formidable, and its future prosperity must be earned. The right policy choices today could indeed make this the "Asian century", but this is far from preordained.
Choose the word/group of words which is most similar in meaning to the word/group of words printed in bold as used in the passage. <br> Austerity
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. <br><br> Asia's rapid rise is the most successful story of economic development in recent history. Income per capita reached nearly $5,000 in purchasing power parity terms in 2010. Investment rates averaged 35% of GDP over the decade. The number of people living below the $1.25-a-d ay poverty line fell by 430 million between 2005 and 2010. With such achievements at a time when much of the rest of the world struggles with <strong>austerity</strong> measures and economic recovery, Asian leaders might be tempted to switch to autopilot. But closer examination of the region's economic and social prospects soon reveals many paradoxes.The world's fastest growing region remains home to nearly half the world's extreme poor. <br><br> While Asia has made tremendous inroads in the fight against poverty, not enough of the region's economic prosperity is reaching its poorest people.In urban areas of China, for example, the Gini coefficient (a measurement used to calculate inequality) has risen more than 35% since 1990. Nearly half a billion Asians still lack access to safe drinking water and infant mortality in many nations is more than 10 times higher than the levels seen in developed economies.While "Factory Asia" may be true for manufacturing and information technology services, vast number of its people are illiterate and unemployed. Its financial sector is underdeveloped, with many people having no access to simple banking, let alone other financial services. Asia's future prosperity, and the eradication of extreme poverty, will require much more than simply high growth. Growth must be accompanied by a narrowing of inequality.It is essential to balance the region's economic expansion with more inclusive policies. Cut off by poor roads, telecommunications, or government policies that don't allow them to easily borrow or save, Asia's poor and vulnerable are watching the chasm between rich and poor grow ever wider. That gap in prosperity can <strong>aggravate simmering</strong> social, economic and political tensions.Asian governments can help stem widening inequality by creating better conditions for the private sector to take the lead on economic expansion, continuing to promote economic diversification, and by spending on social services, education and healthcare, and regional road, sea and air networks that will open more opportunities to more people.There are areas where western governments can help too. By investing in infrastructure alongside public lenders, they can help attract much larger sums from the private sector.Asia can also capitalise on financial lessons from the west, particularly when it comes to setting banking regulations, strengthening regional links, and promoting bonds to better utilise Asian savings. When describing where Asia stands today, it's useful to remember that what we are witnessing is not the emergence of Asia, but rather the re-emergence of Asia.In 1820, Asia accounted for about 60% of total global output, with China and India together accounting for nearly half of global GDP. This was followed by nearly two centuries of economic decline once the western industrial revolution took hold - at rend that, since the information age, has been solidly reversed. By implementing structural reforms and opening their economies, China and others have rapidly emerged as engines of the global economy.The recent Asian Development Bank study suggests that we could see Asia producing over half of global GDP by mid-century, and 3 billion Asians would be considered part of the rich world, with capita income levels equal to that of Europe today.Carefully calibrated government support can help steer Asia's economic potential, reducing political risks while opening new markets to help move the west beyond the current crisis. In the long run, an Asian economy built on sustainable growth can support greater levels of trade, and generate growth in tourism. Conversely, a weaker Asia presents a host of threats to the west's future growth and prosperity. Embracing globalisation and regional co-operation has helped bring developing Asia success. By further strengthening this process by focusing on greater access and inclusion within economies, and pursuing sustainable development and improved governance, an "Asian century" is both plausible and within reach.But policies that worked when Asia was low-income and capital scarce are less likely to work today and unlikely to work in the future. Asia's leaders must devise bold and innovative national policies while pursuing regional and global cooperation. Long-term prosperity will depend on the intensity of resource use,including water and food, and success in managing the region's carbon footprint. Asia's challenges remain formidable, and its future prosperity must be earned. The right policy choices today could indeed make this the "Asian century", but this is far from preordained.
Choose the word/group of words which is most similar in meaning to the word/group of words printed in bold as used in the passage. <br> Inroads
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. <br><br> Asia's rapid rise is the most successful story of economic development in recent history. Income per capita reached nearly $5,000 in purchasing power parity terms in 2010. Investment rates averaged 35% of GDP over the decade. The number of people living below the $1.25-a-d ay poverty line fell by 430 million between 2005 and 2010. With such achievements at a time when much of the rest of the world struggles with <strong>austerity</strong> measures and economic recovery, Asian leaders might be tempted to switch to autopilot. But closer examination of the region's economic and social prospects soon reveals many paradoxes.The world's fastest growing region remains home to nearly half the world's extreme poor. <br><br> While Asia has made tremendous inroads in the fight against poverty, not enough of the region's economic prosperity is reaching its poorest people.In urban areas of China, for example, the Gini coefficient (a measurement used to calculate inequality) has risen more than 35% since 1990. Nearly half a billion Asians still lack access to safe drinking water and infant mortality in many nations is more than 10 times higher than the levels seen in developed economies.While "Factory Asia" may be true for manufacturing and information technology services, vast number of its people are illiterate and unemployed. Its financial sector is underdeveloped, with many people having no access to simple banking, let alone other financial services. Asia's future prosperity, and the eradication of extreme poverty, will require much more than simply high growth. Growth must be accompanied by a narrowing of inequality.It is essential to balance the region's economic expansion with more inclusive policies. Cut off by poor roads, telecommunications, or government policies that don't allow them to easily borrow or save, Asia's poor and vulnerable are watching the chasm between rich and poor grow ever wider. That gap in prosperity can <strong>aggravate simmering</strong> social, economic and political tensions.Asian governments can help stem widening inequality by creating better conditions for the private sector to take the lead on economic expansion, continuing to promote economic diversification, and by spending on social services, education and healthcare, and regional road, sea and air networks that will open more opportunities to more people.There are areas where western governments can help too. By investing in infrastructure alongside public lenders, they can help attract much larger sums from the private sector.Asia can also capitalise on financial lessons from the west, particularly when it comes to setting banking regulations, strengthening regional links, and promoting bonds to better utilise Asian savings. When describing where Asia stands today, it's useful to remember that what we are witnessing is not the emergence of Asia, but rather the re-emergence of Asia.In 1820, Asia accounted for about 60% of total global output, with China and India together accounting for nearly half of global GDP. This was followed by nearly two centuries of economic decline once the western industrial revolution took hold - at rend that, since the information age, has been solidly reversed. By implementing structural reforms and opening their economies, China and others have rapidly emerged as engines of the global economy.The recent Asian Development Bank study suggests that we could see Asia producing over half of global GDP by mid-century, and 3 billion Asians would be considered part of the rich world, with capita income levels equal to that of Europe today.Carefully calibrated government support can help steer Asia's economic potential, reducing political risks while opening new markets to help move the west beyond the current crisis. In the long run, an Asian economy built on sustainable growth can support greater levels of trade, and generate growth in tourism. Conversely, a weaker Asia presents a host of threats to the west's future growth and prosperity. Embracing globalisation and regional co-operation has helped bring developing Asia success. By further strengthening this process by focusing on greater access and inclusion within economies, and pursuing sustainable development and improved governance, an "Asian century" is both plausible and within reach.But policies that worked when Asia was low-income and capital scarce are less likely to work today and unlikely to work in the future. Asia's leaders must devise bold and innovative national policies while pursuing regional and global cooperation. Long-term prosperity will depend on the intensity of resource use,including water and food, and success in managing the region's carbon footprint. Asia's challenges remain formidable, and its future prosperity must be earned. The right policy choices today could indeed make this the "Asian century", but this is far from preordained.
Choose the word/group of words which is most opposite in meaning to the word/group of words printed in bold as used in the passage. <br> Aggravate
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. <br><br> Asia's rapid rise is the most successful story of economic development in recent history. Income per capita reached nearly $5,000 in purchasing power parity terms in 2010. Investment rates averaged 35% of GDP over the decade. The number of people living below the $1.25-a-d ay poverty line fell by 430 million between 2005 and 2010. With such achievements at a time when much of the rest of the world struggles with <strong>austerity</strong> measures and economic recovery, Asian leaders might be tempted to switch to autopilot. But closer examination of the region's economic and social prospects soon reveals many paradoxes.The world's fastest growing region remains home to nearly half the world's extreme poor. <br><br> While Asia has made tremendous inroads in the fight against poverty, not enough of the region's economic prosperity is reaching its poorest people.In urban areas of China, for example, the Gini coefficient (a measurement used to calculate inequality) has risen more than 35% since 1990. Nearly half a billion Asians still lack access to safe drinking water and infant mortality in many nations is more than 10 times higher than the levels seen in developed economies.While "Factory Asia" may be true for manufacturing and information technology services, vast number of its people are illiterate and unemployed. Its financial sector is underdeveloped, with many people having no access to simple banking, let alone other financial services. Asia's future prosperity, and the eradication of extreme poverty, will require much more than simply high growth. Growth must be accompanied by a narrowing of inequality.It is essential to balance the region's economic expansion with more inclusive policies. Cut off by poor roads, telecommunications, or government policies that don't allow them to easily borrow or save, Asia's poor and vulnerable are watching the chasm between rich and poor grow ever wider. That gap in prosperity can <strong>aggravate simmering</strong> social, economic and political tensions.Asian governments can help stem widening inequality by creating better conditions for the private sector to take the lead on economic expansion, continuing to promote economic diversification, and by spending on social services, education and healthcare, and regional road, sea and air networks that will open more opportunities to more people.There are areas where western governments can help too. By investing in infrastructure alongside public lenders, they can help attract much larger sums from the private sector.Asia can also capitalise on financial lessons from the west, particularly when it comes to setting banking regulations, strengthening regional links, and promoting bonds to better utilise Asian savings. When describing where Asia stands today, it's useful to remember that what we are witnessing is not the emergence of Asia, but rather the re-emergence of Asia.In 1820, Asia accounted for about 60% of total global output, with China and India together accounting for nearly half of global GDP. This was followed by nearly two centuries of economic decline once the western industrial revolution took hold - at rend that, since the information age, has been solidly reversed. By implementing structural reforms and opening their economies, China and others have rapidly emerged as engines of the global economy.The recent Asian Development Bank study suggests that we could see Asia producing over half of global GDP by mid-century, and 3 billion Asians would be considered part of the rich world, with capita income levels equal to that of Europe today.Carefully calibrated government support can help steer Asia's economic potential, reducing political risks while opening new markets to help move the west beyond the current crisis. In the long run, an Asian economy built on sustainable growth can support greater levels of trade, and generate growth in tourism. Conversely, a weaker Asia presents a host of threats to the west's future growth and prosperity. Embracing globalisation and regional co-operation has helped bring developing Asia success. By further strengthening this process by focusing on greater access and inclusion within economies, and pursuing sustainable development and improved governance, an "Asian century" is both plausible and within reach.But policies that worked when Asia was low-income and capital scarce are less likely to work today and unlikely to work in the future. Asia's leaders must devise bold and innovative national policies while pursuing regional and global cooperation. Long-term prosperity will depend on the intensity of resource use,including water and food, and success in managing the region's carbon footprint. Asia's challenges remain formidable, and its future prosperity must be earned. The right policy choices today could indeed make this the "Asian century", but this is far from preordained.
Choose the word/group of words which is most opposite in meaning to the word/group of words printed in bold as used in the passage. <br> Simmering
In each of the following questions four words are given of which two words are most nearly the same or opposite in meaning. Find the number of correct letter combination.
(A) dominate (B) radical (C) determined (D) monopolise
In each of the following questions four words are given of which two words are most nearly the same or opposite in meaning. Find the number of correct letter combination.
(A) critical (B) equitable (C) impartial (D) unearth
In each of the following questions four words are given of which two words are most nearly the same or opposite in meaning. Find the number of correct letter combination.
(A) shining (B) raise (C) flourish (D) thrive
In each of the following questions four words are given of which two words are most nearly the same or opposite in meaning. Find the number of correct letter combination.
(A) Affable (B) rude (C) pacify (D) cajole
In each of the following questions four words are given of which two words are most nearly the same or opposite in meaning. Find the number of correct letter combination.
(A) energetic (B) partial (C) diffuse (D) dispassionate
Pick out the most effective pair of words from the given pair of words make the sentences meaningfully complete.
Weather officials have "¦"¦"¦below-normal rains this year. If the predictions come true, farm output could"¦"¦"¦"¦as most of India's farmlands depend on rainwater for irrigation.
Pick out the most effective pair of words from the given pair of words make the sentences meaningfully complete.
It is the role of the state to"¦"¦"¦.crime and protect people and property. If the state is unable to prevent a crime it falls upon the state to "¦"¦"¦.the victim.
Pick out the most effective pair of words from the given pair of words make the sentences meaningfully complete.
A person who is clean and tidy in how he dresses up commands better "¦"¦"¦. from those around him than those who have a"¦"¦"¦"¦and unkempt appearance.
Pick out the most effective pair of words from the given pair of words make the sentences meaningfully complete.
Today we have achieved a milestone by completing 60 years of independence. It's now the time for everyone or every Indian to undergo "¦"¦"¦ of the achievements we already made and also those that are to be still "¦"¦"¦
Pick out the most effective pair of words from the given pair of words make the sentences meaningfully complete.
Education is an essential means of "¦"¦"¦ women with the knowledge, skills and self-confidence necessary to fully "¦"¦"¦"¦ in the development process.
Rearrange the following six sentences (A). (B), (C), (D), (E) and (F) in the proper sequence to form a meaningful paragraph; then answer the questions given below them. <br><br> (A) As a consequence, even if it is plausible that ambient air pollution plays a role for the onset and increasing frequency of respiratory allergy, it is not easy to prove this conclusively. <br><br> (B) Another factor clouding the issue is that laboratory evaluations do not reflect what happens during natural exposure when atmospheric pollution mixtures are inhaled. <br><br> (C) Interpretation of studies are confounded by the effect of cigarette smoke, exposure to indoor pollutants and to outdoors and indoors allergens. <br><br> (D) However, despite evidence of a correlation between the increasing frequency of respiratory allergy and the increasing trend in air pollution, the link and interaction is still speculative. <br><br> (E) Allergic respiratory diseases such as hay fever and bronchial asthma have indeed become more common in the last decades in all industrialized countries and the reasons for this increase are still debated. <br><br> (F) Several studies have shown the adverse effects of ambient air pollution on respiratory health.
Which of the following should be the LAST sentence after rearrangement ?
Rearrange the following six sentences (A). (B), (C), (D), (E) and (F) in the proper sequence to form a meaningful paragraph; then answer the questions given below them. <br><br> (A) As a consequence, even if it is plausible that ambient air pollution plays a role for the onset and increasing frequency of respiratory allergy, it is not easy to prove this conclusively. <br><br> (B) Another factor clouding the issue is that laboratory evaluations do not reflect what happens during natural exposure when atmospheric pollution mixtures are inhaled. <br><br> (C) Interpretation of studies are confounded by the effect of cigarette smoke, exposure to indoor pollutants and to outdoors and indoors allergens. <br><br> (D) However, despite evidence of a correlation between the increasing frequency of respiratory allergy and the increasing trend in air pollution, the link and interaction is still speculative. <br><br> (E) Allergic respiratory diseases such as hay fever and bronchial asthma have indeed become more common in the last decades in all industrialized countries and the reasons for this increase are still debated. <br><br> (F) Several studies have shown the adverse effects of ambient air pollution on respiratory health.
Which of the following should be the FIRST sentence after rearrangement ?
Rearrange the following six sentences (A). (B), (C), (D), (E) and (F) in the proper sequence to form a meaningful paragraph; then answer the questions given below them. <br><br> (A) As a consequence, even if it is plausible that ambient air pollution plays a role for the onset and increasing frequency of respiratory allergy, it is not easy to prove this conclusively. <br><br> (B) Another factor clouding the issue is that laboratory evaluations do not reflect what happens during natural exposure when atmospheric pollution mixtures are inhaled. <br><br> (C) Interpretation of studies are confounded by the effect of cigarette smoke, exposure to indoor pollutants and to outdoors and indoors allergens. <br><br> (D) However, despite evidence of a correlation between the increasing frequency of respiratory allergy and the increasing trend in air pollution, the link and interaction is still speculative. <br><br> (E) Allergic respiratory diseases such as hay fever and bronchial asthma have indeed become more common in the last decades in all industrialized countries and the reasons for this increase are still debated. <br><br> (F) Several studies have shown the adverse effects of ambient air pollution on respiratory health.
Which of the following should be the THIRD sentence after rearrangement ?
Rearrange the following six sentences (A). (B), (C), (D), (E) and (F) in the proper sequence to form a meaningful paragraph; then answer the questions given below them. <br><br> (A) As a consequence, even if it is plausible that ambient air pollution plays a role for the onset and increasing frequency of respiratory allergy, it is not easy to prove this conclusively. <br><br> (B) Another factor clouding the issue is that laboratory evaluations do not reflect what happens during natural exposure when atmospheric pollution mixtures are inhaled. <br><br> (C) Interpretation of studies are confounded by the effect of cigarette smoke, exposure to indoor pollutants and to outdoors and indoors allergens. <br><br> (D) However, despite evidence of a correlation between the increasing frequency of respiratory allergy and the increasing trend in air pollution, the link and interaction is still speculative. <br><br> (E) Allergic respiratory diseases such as hay fever and bronchial asthma have indeed become more common in the last decades in all industrialized countries and the reasons for this increase are still debated. <br><br> (F) Several studies have shown the adverse effects of ambient air pollution on respiratory health.
Which of the following should be the FOURTH sentence after rearrangement ?
Rearrange the following six sentences (A). (B), (C), (D), (E) and (F) in the proper sequence to form a meaningful paragraph; then answer the questions given below them. <br><br> (A) As a consequence, even if it is plausible that ambient air pollution plays a role for the onset and increasing frequency of respiratory allergy, it is not easy to prove this conclusively. <br><br> (B) Another factor clouding the issue is that laboratory evaluations do not reflect what happens during natural exposure when atmospheric pollution mixtures are inhaled. <br><br> (C) Interpretation of studies are confounded by the effect of cigarette smoke, exposure to indoor pollutants and to outdoors and indoors allergens. <br><br> (D) However, despite evidence of a correlation between the increasing frequency of respiratory allergy and the increasing trend in air pollution, the link and interaction is still speculative. <br><br> (E) Allergic respiratory diseases such as hay fever and bronchial asthma have indeed become more common in the last decades in all industrialized countries and the reasons for this increase are still debated. <br><br> (F) Several studies have shown the adverse effects of ambient air pollution on respiratory health.
Which of the following should be the SECOND sentence after rearrangement ?
Read each sentence to find out whether there is any grammatical error in it. The error if any, will be in one part of the sentence, the number of that part is the answer. If there is no error, mark (e). (Ignore errors of punctuation, if any)
In the first two months of this fiscal, tractor sales has seen (a) /a drop of about five percent (b)/ however, the industry is waiting for the monsoon (c)/ to really arrive at a firm conclusion about growth prospects for the current year. (d)/ No error (e)
Read each sentence to find out whether there is any grammatical error in it. The error if any, will be in one part of the sentence, the number of that part is the answer. If there is no error, mark (e). (Ignore errors of punctuation, if any)
Dolphins are truly out of the ordinary because of their intelligence (a)/ and, among the many creatures that share the earth for us (b)/ they come closest to humankind in terms of (c)/ familial traits, emotions and learning. (d)/ No error (e)
Read each sentence to find out whether there is any grammatical error in it. The error if any, will be in one part of the sentence, the number of that part is the answer. If there is no error, mark (e). (Ignore errors of punctuation, if any)
Corruption indulged in by the high and mighty adversely impacts (a)/ our nation, and in the coming months (b)/ we may see revival of efforts (c)/ to tackle such large scale corruption. (d)/ No error (e)
Read each sentence to find out whether there is any grammatical error in it. The error if any, will be in one part of the sentence, the number of that part is the answer. If there is no error, mark (e). (Ignore errors of punctuation, if any)
It is notable and welcome that the ministry of (a)/ environmental and forests is to issue approvals online (b)/in a time bound manner, with clear timelines (c)/in place for the various sub-steps along the way. (d)/No error (e)
Read each sentence to find out whether there is any grammatical error in it. The error if any, will be in one part of the sentence, the number of that part is the answer. If there is no error, mark (e). (Ignore errors of punctuation, if any)
To portray (a)/ what a fairness cream does without (b)/ any sort of comparison or visual (c)/ references are very difficult. (d)/ No error (e)
In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Women (41) up half the world's population and yet represent a staggering 70% of the world's poor. We live in a world in which women living in poverty face gross (42) and injustice from birth to death. From poor education to poor nutrition to (43) and low pay employment, the sequence of discrimination that a woman may suffer during her entire life is unacceptable but all too common. Millennium Development Goal 3 is to promote gender equality and empower women. This MDG is critical for (44) poverty and improving prospects for women. But how can women break gender based stereotypes to minimise discrimination and (45) gender based violence when they are trapped in societies with socio-cultural practices which routinely discriminate them from having equal opportunities in education, health and livelihood? These women are invisible and the (46) in their way prevent them from accessing the most basic human rights and needs. The outlook is bleak. Women make up 70% of the world's working hours and (47) only 10% of the world's income and half of what men earn. This leads to greater poverty, slower economic growth and a (48) standard of living. In developing countries, millions of women also die each year as a result of gender-based (49). This deep-rooted gender discrimination creates a bleak outlook for women in developing countries. For millions of girls living in poverty, it is often those closest to them who work against the child's interests and their immediate environment is often (50) and sometimes, downright harmful. Parents arrange marriages when you are a child. Neighbours say, if you are a girl, you must limit your activities to your home. Friends say, it is OK not to go to school.
In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Women (41) up half the world's population and yet represent a staggering 70% of the world's poor. We live in a world in which women living in poverty face gross (42) and injustice from birth to death. From poor education to poor nutrition to (43) and low pay employment, the sequence of discrimination that a woman may suffer during her entire life is unacceptable but all too common. Millennium Development Goal 3 is to promote gender equality and empower women. This MDG is critical for (44) poverty and improving prospects for women. But how can women break gender based stereotypes to minimise discrimination and (45) gender based violence when they are trapped in societies with socio-cultural practices which routinely discriminate them from having equal opportunities in education, health and livelihood? These women are invisible and the (46) in their way prevent them from accessing the most basic human rights and needs. The outlook is bleak. Women make up 70% of the world's working hours and (47) only 10% of the world's income and half of what men earn. This leads to greater poverty, slower economic growth and a (48) standard of living. In developing countries, millions of women also die each year as a result of gender-based (49). This deep-rooted gender discrimination creates a bleak outlook for women in developing countries. For millions of girls living in poverty, it is often those closest to them who work against the child's interests and their immediate environment is often (50) and sometimes, downright harmful. Parents arrange marriages when you are a child. Neighbours say, if you are a girl, you must limit your activities to your home. Friends say, it is OK not to go to school.
In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Women (41) up half the world's population and yet represent a staggering 70% of the world's poor. We live in a world in which women living in poverty face gross (42) and injustice from birth to death. From poor education to poor nutrition to (43) and low pay employment, the sequence of discrimination that a woman may suffer during her entire life is unacceptable but all too common. Millennium Development Goal 3 is to promote gender equality and empower women. This MDG is critical for (44) poverty and improving prospects for women. But how can women break gender based stereotypes to minimise discrimination and (45) gender based violence when they are trapped in societies with socio-cultural practices which routinely discriminate them from having equal opportunities in education, health and livelihood? These women are invisible and the (46) in their way prevent them from accessing the most basic human rights and needs. The outlook is bleak. Women make up 70% of the world's working hours and (47) only 10% of the world's income and half of what men earn. This leads to greater poverty, slower economic growth and a (48) standard of living. In developing countries, millions of women also die each year as a result of gender-based (49). This deep-rooted gender discrimination creates a bleak outlook for women in developing countries. For millions of girls living in poverty, it is often those closest to them who work against the child's interests and their immediate environment is often (50) and sometimes, downright harmful. Parents arrange marriages when you are a child. Neighbours say, if you are a girl, you must limit your activities to your home. Friends say, it is OK not to go to school.
In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Women (41) up half the world's population and yet represent a staggering 70% of the world's poor. We live in a world in which women living in poverty face gross (42) and injustice from birth to death. From poor education to poor nutrition to (43) and low pay employment, the sequence of discrimination that a woman may suffer during her entire life is unacceptable but all too common. Millennium Development Goal 3 is to promote gender equality and empower women. This MDG is critical for (44) poverty and improving prospects for women. But how can women break gender based stereotypes to minimise discrimination and (45) gender based violence when they are trapped in societies with socio-cultural practices which routinely discriminate them from having equal opportunities in education, health and livelihood? These women are invisible and the (46) in their way prevent them from accessing the most basic human rights and needs. The outlook is bleak. Women make up 70% of the world's working hours and (47) only 10% of the world's income and half of what men earn. This leads to greater poverty, slower economic growth and a (48) standard of living. In developing countries, millions of women also die each year as a result of gender-based (49). This deep-rooted gender discrimination creates a bleak outlook for women in developing countries. For millions of girls living in poverty, it is often those closest to them who work against the child's interests and their immediate environment is often (50) and sometimes, downright harmful. Parents arrange marriages when you are a child. Neighbours say, if you are a girl, you must limit your activities to your home. Friends say, it is OK not to go to school.
In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Women (41) up half the world's population and yet represent a staggering 70% of the world's poor. We live in a world in which women living in poverty face gross (42) and injustice from birth to death. From poor education to poor nutrition to (43) and low pay employment, the sequence of discrimination that a woman may suffer during her entire life is unacceptable but all too common. Millennium Development Goal 3 is to promote gender equality and empower women. This MDG is critical for (44) poverty and improving prospects for women. But how can women break gender based stereotypes to minimise discrimination and (45) gender based violence when they are trapped in societies with socio-cultural practices which routinely discriminate them from having equal opportunities in education, health and livelihood? These women are invisible and the (46) in their way prevent them from accessing the most basic human rights and needs. The outlook is bleak. Women make up 70% of the world's working hours and (47) only 10% of the world's income and half of what men earn. This leads to greater poverty, slower economic growth and a (48) standard of living. In developing countries, millions of women also die each year as a result of gender-based (49). This deep-rooted gender discrimination creates a bleak outlook for women in developing countries. For millions of girls living in poverty, it is often those closest to them who work against the child's interests and their immediate environment is often (50) and sometimes, downright harmful. Parents arrange marriages when you are a child. Neighbours say, if you are a girl, you must limit your activities to your home. Friends say, it is OK not to go to school.
In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Women (41) up half the world's population and yet represent a staggering 70% of the world's poor. We live in a world in which women living in poverty face gross (42) and injustice from birth to death. From poor education to poor nutrition to (43) and low pay employment, the sequence of discrimination that a woman may suffer during her entire life is unacceptable but all too common. Millennium Development Goal 3 is to promote gender equality and empower women. This MDG is critical for (44) poverty and improving prospects for women. But how can women break gender based stereotypes to minimise discrimination and (45) gender based violence when they are trapped in societies with socio-cultural practices which routinely discriminate them from having equal opportunities in education, health and livelihood? These women are invisible and the (46) in their way prevent them from accessing the most basic human rights and needs. The outlook is bleak. Women make up 70% of the world's working hours and (47) only 10% of the world's income and half of what men earn. This leads to greater poverty, slower economic growth and a (48) standard of living. In developing countries, millions of women also die each year as a result of gender-based (49). This deep-rooted gender discrimination creates a bleak outlook for women in developing countries. For millions of girls living in poverty, it is often those closest to them who work against the child's interests and their immediate environment is often (50) and sometimes, downright harmful. Parents arrange marriages when you are a child. Neighbours say, if you are a girl, you must limit your activities to your home. Friends say, it is OK not to go to school.
In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Women (41) up half the world's population and yet represent a staggering 70% of the world's poor. We live in a world in which women living in poverty face gross (42) and injustice from birth to death. From poor education to poor nutrition to (43) and low pay employment, the sequence of discrimination that a woman may suffer during her entire life is unacceptable but all too common. Millennium Development Goal 3 is to promote gender equality and empower women. This MDG is critical for (44) poverty and improving prospects for women. But how can women break gender based stereotypes to minimise discrimination and (45) gender based violence when they are trapped in societies with socio-cultural practices which routinely discriminate them from having equal opportunities in education, health and livelihood? These women are invisible and the (46) in their way prevent them from accessing the most basic human rights and needs. The outlook is bleak. Women make up 70% of the world's working hours and (47) only 10% of the world's income and half of what men earn. This leads to greater poverty, slower economic growth and a (48) standard of living. In developing countries, millions of women also die each year as a result of gender-based (49). This deep-rooted gender discrimination creates a bleak outlook for women in developing countries. For millions of girls living in poverty, it is often those closest to them who work against the child's interests and their immediate environment is often (50) and sometimes, downright harmful. Parents arrange marriages when you are a child. Neighbours say, if you are a girl, you must limit your activities to your home. Friends say, it is OK not to go to school.
In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Women (41) up half the world's population and yet represent a staggering 70% of the world's poor. We live in a world in which women living in poverty face gross (42) and injustice from birth to death. From poor education to poor nutrition to (43) and low pay employment, the sequence of discrimination that a woman may suffer during her entire life is unacceptable but all too common. Millennium Development Goal 3 is to promote gender equality and empower women. This MDG is critical for (44) poverty and improving prospects for women. But how can women break gender based stereotypes to minimise discrimination and (45) gender based violence when they are trapped in societies with socio-cultural practices which routinely discriminate them from having equal opportunities in education, health and livelihood? These women are invisible and the (46) in their way prevent them from accessing the most basic human rights and needs. The outlook is bleak. Women make up 70% of the world's working hours and (47) only 10% of the world's income and half of what men earn. This leads to greater poverty, slower economic growth and a (48) standard of living. In developing countries, millions of women also die each year as a result of gender-based (49). This deep-rooted gender discrimination creates a bleak outlook for women in developing countries. For millions of girls living in poverty, it is often those closest to them who work against the child's interests and their immediate environment is often (50) and sometimes, downright harmful. Parents arrange marriages when you are a child. Neighbours say, if you are a girl, you must limit your activities to your home. Friends say, it is OK not to go to school.
In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Women (41) up half the world's population and yet represent a staggering 70% of the world's poor. We live in a world in which women living in poverty face gross (42) and injustice from birth to death. From poor education to poor nutrition to (43) and low pay employment, the sequence of discrimination that a woman may suffer during her entire life is unacceptable but all too common. Millennium Development Goal 3 is to promote gender equality and empower women. This MDG is critical for (44) poverty and improving prospects for women. But how can women break gender based stereotypes to minimise discrimination and (45) gender based violence when they are trapped in societies with socio-cultural practices which routinely discriminate them from having equal opportunities in education, health and livelihood? These women are invisible and the (46) in their way prevent them from accessing the most basic human rights and needs. The outlook is bleak. Women make up 70% of the world's working hours and (47) only 10% of the world's income and half of what men earn. This leads to greater poverty, slower economic growth and a (48) standard of living. In developing countries, millions of women also die each year as a result of gender-based (49). This deep-rooted gender discrimination creates a bleak outlook for women in developing countries. For millions of girls living in poverty, it is often those closest to them who work against the child's interests and their immediate environment is often (50) and sometimes, downright harmful. Parents arrange marriages when you are a child. Neighbours say, if you are a girl, you must limit your activities to your home. Friends say, it is OK not to go to school.
In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.
Women (41) up half the world's population and yet represent a staggering 70% of the world's poor. We live in a world in which women living in poverty face gross (42) and injustice from birth to death. From poor education to poor nutrition to (43) and low pay employment, the sequence of discrimination that a woman may suffer during her entire life is unacceptable but all too common. Millennium Development Goal 3 is to promote gender equality and empower women. This MDG is critical for (44) poverty and improving prospects for women. But how can women break gender based stereotypes to minimise discrimination and (45) gender based violence when they are trapped in societies with socio-cultural practices which routinely discriminate them from having equal opportunities in education, health and livelihood? These women are invisible and the (46) in their way prevent them from accessing the most basic human rights and needs. The outlook is bleak. Women make up 70% of the world's working hours and (47) only 10% of the world's income and half of what men earn. This leads to greater poverty, slower economic growth and a (48) standard of living. In developing countries, millions of women also die each year as a result of gender-based (49). This deep-rooted gender discrimination creates a bleak outlook for women in developing countries. For millions of girls living in poverty, it is often those closest to them who work against the child's interests and their immediate environment is often (50) and sometimes, downright harmful. Parents arrange marriages when you are a child. Neighbours say, if you are a girl, you must limit your activities to your home. Friends say, it is OK not to go to school.
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