9 September 2015

How water conservation can save money in drought-ridden India

How water conservation can save money in drought-ridden India
Per drop, more crop" is not just a fanciful slogan; it is a dire necessity. In fact, this motto ideally needs to be expanded to "per drop, more crop - more reward" to add an income element to it as well. This objective can be realised through easy-to-adopt and cost-effective technologies and agronomic practices that can raise farm output with less water.
India is not an inherently water-short country. Its average total annual rainfall of around 1,200 mm, including pre-monsoon and winter showers, is higher than the world average of 990 mm. This should normally suffice to meet the country's critical needs. That, unfortunately, is not the case. The reasons are well known. The bulk of this rainfall (nearly 890 mm) is received in the four-month monsoon season (June to September). The spatial spread of the rains, too, is highly skewed - from a mere 100 mm in western Rajasthan to 11,000 mm in Meghalaya's Cherrapunji. This necessitates better management of water in terms of its storage, distribution and economical use. Otherwise, a sizeable part of the rainwater will continue to flow down wastefully to the seas, eroding precious soil in its trail.
There are at least two more water-related factors that are worrisome. First, the rainfall pattern seems to be undergoing a perceptible change in recent years. Extreme weather events such as downpours, hailstorms and cloud bursts, which are injurious to crops, are becoming more frequent. The number of rainy spells, on the other hand, is tending to decline, thus causing relatively longer dry or drought-like phases even during the monsoon season. As many as 219 districts have been identified, which are now affected by drought more frequently than in the past. The agrarian distress in these tracts is relatively more predominant than elsewhere.
The second, and even more disquieting, factor is the rapidly receding water table, especially in the agriculturally progressive belts, due to indiscriminate extraction of groundwater. The Central Ground Water Board has identified 1,071 blocks and talukas where sub-surface water has been over-exploited. Urgent interventions are needed to curb excessive tapping of groundwater and to regularly recharge this vital water reserve.
To achieve the goal of more crop per drop, it is imperative to conserve water received through rains and snow melting and prevent its wastage. That will help irrigate more area with available water. Thankfully, the newly launched Pradhan Mantri Krishi Sinchayee Yojana has this as one of its objectives. The scheme aims at making at least life-saving irrigation available to as many fields as possible. It also has a component to promote more efficient use of water. At present, the water-use efficiency under most irrigation projects is far below the desirable level of 50 per cent. Even a 10 per cent increase in efficiency can irrigate 14 million hectares more with the available water.
Equally vital is to promote technologies and crop varieties that can ensure maximum output with minimum water. Fortunately, there is no dearth of such technologies and, hopefully, more are underway. These include, among others, micro irrigation systems like drip and sprinkler irrigation; conservation agriculture involving minimum disturbance of soil, raised-bed seed planting and furrow irrigation; and system of rice intensification, which helps nearly double the paddy yield with 50 per cent less water. Micro-irrigation should be made compulsory for other water-guzzling crops, notably sugarcane, to save water without affecting production. At present, water-saving techniques are deployed only on a fraction of the total cropped area though many states offer subsidies to promote their use. Obviously, more needs to be done for this, particularly in the water-deficient areas.
This apart, efforts to improve the photosynthetic capacity of crop plants and shorten their growing period to reduce their water uptake need to be redoubled. Major successes have already been achieved in shortening the maturity period of several key crops. However, the progress on enhancing photosynthesis efficiency of crop plants is still meagre and needs to be hastened.

Cleaning coal instead of wishing it away

Even with growth in renewable energy generation, coal will remain indispensable. The solution lies in better utilisation by moving towards more efficient power plants.

The World Bank recently announced that short of exceptional circumstances, they would no longer fund coal in developing regions. The U.S. and other nations are also contemplating, if not making, similar choices, driven in part by concerns about climate change. This view may be impractical, if not myopic, given that at least for India, coal isn’t going away anytime soon. Even with a very high Renewable Energy (RE) future, there will be an inevitable growth of energy from base-load power sources, which will likely be coal.
Coal is polluting, and studies by the Centre for Science and Environment (CSE), which recently came out with a benchmarking exercise, point out that many plants don’t do very well in terms of local air pollution. CSE’s head, Sunita Narain, mentioned that as an environmentalist, she would love to see coal power disappear, but it is not likely to do so, and perhaps in the short run there isn’t an easy alternative.
Not only are there a lot of old and cheap plants already installed, many new ones are under construction or planning. However, many of them aren’t run optimally, either from an efficiency perspective or from an environmental one. Instead of trying to wish coal away, a better strategy would be to improve and clean up coal combustion.
Phasing out inefficient plants
Commenting on such funding restrictions, Coal India Limited — which received a World Bank loan to help reorganise and improve operations, and repaid the loan early — has said thank you, but we don’t need funding any more. But, utilisation of coal continues under a business-as-usual approach, which is likely to be non-optimal and inefficient.
Use of less efficient and even dirtier plants is not unique to India. While India has strived for better performance and larger and more modern plants, China’s initial growth of coal power was based on regional plants of a “small” size (often under 50 MW), and it is only now that these plants are being phased out — more over local air pollution concerns than carbon per se. Of course, India is in a different league than China when it comes to carbon emissions from coal power plants; data from 2012 indicate that coal usage led to more than five times greater emissions from China than India.
Better coal utilisation is at multiple levels. If one is concerned about carbon, then simple efficiency improvements are key, like using less coal for more output. This means moving India away from its present sub-critical coal power plants to super-critical and ultra-super-critical ones. This could reduce coal usage by perhaps more than 15 per cent in new plants. This by itself will help reduce other pollutants.
Reducing local environmental impacts is an area where power plants should be helped, especially in relation to water use and particulate emissions, not to mention treatment of waste ash. Global assistance for this would go a long way in improving the quality of life of Indians, and leave them better off and willing to engage on broader carbon reductions.
So called “clean coal” is under development worldwide. But carbon capture and sequestration is some years away from commercialisation, let alone competitive commercialisation. Thus, “cleaner coal” — in the form of more efficient coal plants — requires innovation to work well with Indian (high-ash) coal. Such efforts need support, ranging from technology, to policy support and financing. Another need unique to India is for innovative coal plants that can better harmonise with varying grid conditions. With limits to hydropower growth, and little gas (let alone cheap shale gas), India’s coal plants will have to perform some level of grid balancing even in a high-renewable world, at least until the grid transforms through measures like deployment of ancillary services markets, storage technologies and smart grids.
CSE’s benchmarking was focussed extensively on local air pollution and pointed out that a lot of India’s power plants were now being built away from the cities, so “someone else” is burdened. This is classic NIMBY (not in my backyard).
BANANA advocacy
At a recent talk, Ms Narain jokingly mentioned that the best way to get enforcement of existing standards would be have plants built in urban areas, maybe next to the Prime Minister’s home. However, the global push to “end coal” appears to be a manifestation of BANANA (Build Absolutely Nothing Anywhere Near Anything), which is sometimes aimed at limiting dangerous forms of growth but often ends up being against all new growth.
Advocates of BANANA conveniently ignore history, and the history of aggregate consumption indicates India’s “fair share” of carbon emissions (if there is such a thing) to be decades away. Of course, the aim isn’t for India to reach emission levels close to those of China and the U.S but not to limit emissions at the cost of limiting human development. While carbon is a global pollutant, views on BANANA cannot override a nation’s choices regarding NIMBY. With or without state-of-the-art technology for lower emissions and higher efficiency, new plants are going to be built in India. Without global support and a push for improvements, the only result would be suboptimal and more polluting plants.

Agriculture Expert Ramesh Chand appointed as new full time member of NITI Aayog

Agriculture Expert Ramesh Chand appointed as new full time member of NITI Aayog
The Prime Minister has approved the appointment of agriculture expert Prof Ramesh Chand as one of the full-time members in the NITI Aayog. He has been a member of a task force on agriculture development under NITI Aayog which is formulating strategies to give a boost to the agriculture sector. Shri Ramesh Chand has also headed a government panel on Minimum Support Price and has been working as Director of National Institute of Agricultural Economics and Policy Research (NIAP) in New Delhi since 2010.

The National Institute of Transforming India, NITI Aayog under the Chairmanship of Prime Minister Narendra Modi has been set up in place of place of Planning Commission. It has noted economist Aravind Panagariya as its Vice Chairman while economist Bibek Debroy and former DRDO Chief VKSaraswat along with agriculture expert Ramesh Chand now as full time members. 

Govt favours discontinuing interview for appointment to various posts

Govt favours discontinuing interview for appointment to various posts
Union Minister of State (Independent Charge) for Development of North Eastern Region (DoNER), MoS PMO, Personnel, Public Grievances, Pensions, Atomic Energy and Space, Dr Jitendra Singh has said that the Union Government is in favour of doing away with the practice of holding interviews for appointment to junior level posts. Presiding over a meeting of Principal Secretaries of General Administration Department (GAD)/Personnel from different States and Union Territories here today, Dr Jitendra Singh said that the Department of Personnel & Training (DoPT) has initiated a serious exercise for identifying the posts for which interview for selection can be discontinued and a communique in this regard has been sent to various State Governments, State Public Service Commissions and Staff Selection Commission. He said that this follows the suggestion put forward by the Prime Minister Shri Narendra Modi during his Independence Day address to the nation from the ramparts of the Red Fort.

Dr Jitendra Singh said that the government will soon identify all those posts, particularly at junior level like Group III & IV, where an interview is avoidable and will stop this practice. He said, for a post for which an interview is not necessary to determine the capability of a candidate, the provision of interview sometimes leads to scope for manipulation, manoeuvrability and corruption. Therefore, barring such posts where an interview would help in testing special capabilities for a particular assignment, abolition of the provision of interview will not only be in larger public interest but would also offer a level playing field for even those of the candidates who lack resources and come from lower socio-economic strata, he added.

Referring to some of the revolutionary decisions taken by the DoPT during the last 15 months of the present government, Dr Jitendra Singh made a special mention of the introduction of self-attestation of certificates. This, he said, not only eliminated inconvenience caused to the youth for going around to seek attestation of certificates from gazetted officers, etc., but also sent out a reassuring message that the present government has the capacity to trust the youth of this country. Similarly, he also referred to the Pension Department’s plans to finalise Pension Portal which would help in ending the practice of producing life certificates by a pensioner.

Dr Jitendra Singh also informed that a pilot exercise undertaken for three States of Jammu & Kashmir, Maharashtra and Tamil Nadu had proved successful wherein, for the first time, an Induction training programme was introduced for the newly inducted State-level functionaries and the same practice is now being extended to other States as well. He also referred to a landmark decision by the DoPT to revise and revisit the pattern and syllabus of IAS and other Civil Services Exam to offer a level playing opportunity for aspirants from different streams.

The meeting was attended among others by Secretary, DoPT, Shri Sanjay Kothari, Secretary, Department of Administrative Reforms & Public Grievances, Shri Devendra Chaudhry and Establishment Officer, DoPT, Shri Rajiv Kumar. 

International Literacy Day–2015 Celebrated

International Literacy Day–2015 Celebrated

Without literacy Empowerment not possible, says president of India Shri Pranab Mukherjee
Shri Pranab Mukherjee, President of India said that all leaders including Mahatma Gandhi have emphasised on literacy. Literacy was included even in Millennium Development Goals. He said this while speaking at the function held for celebrating International Literacy Day 2015 at New Delhi today. The function was organised by National Literacy Mission Authority, Ministry of Human Resource Development, Government of India. The President further said that we have significantly raised our literacy rates from 18% in 1951 to 72.98% in 2011 but are yet to achieve 100% literacy. We must strive to achieve the goal of literacy laid down in XII Five Year Plan and gender gap in literacy should not remain more than 10 percentage points.  Saakshar Bharat in combination with Swachh Bharat has the potential to transform India. Literacy gives empowerment and without it empowerment is not possible. Literacy has assumed greater significance in light of paradigm shift which has taken place in last one decade by giving rights to people backed by enactments in areas of employment, education and information etc. Therefore, we must consider empowerment and sustainability through literacy. President congratulated Minister of Human Resource Development for fixing target of 100% literacy under Saansad Aadarsh Gram Yojna. In his closing remarks, he said that we must make Bharat – Saakshar Bharat, Swachh Bharat – a Bharat of our dreams!

Smt. Smriti Irani, Union Minister of Human Resource Development, in her address, congratulated the literacy functionaries and volunteers and said that it is a matter of prestige that in the last 15 months a record number of 2.28 crore learners have been made literate. Scope of literacy has been expanded to include economic empowerment of beneficiaries and around one crore bank accounts have been opened under Pradhan Mantri Jan Dhan Yojna. Efforts of literacy functionaries deserve appreciation and require to be stated in figures and it must be mentioned that very recently and in a short span of one month, they have mobilised and facilitated around 92.7 lakh beneficiaries to avail benefits of Pradhan Mantri Suraksha Bima Yojna. She said national policy on education is being revised and for the revised policy, she requested one and all to suggest ways and means to achieve the goal of universal literacy. The Ministry has taken the pledge to achieve 100% literacy by March 2016, in adopted Saansad Aadarsh Grams located in 410 districts and made an appeal to state and district representatives to take similar kind of pledge for their respective operational areas. She made an appeal to literacy functionaries and officials to spread the message to honour women in family and only then one would be considered as literate and educated.

Shri Upendra Kushwaha, Minister of State for Human Resource Development (School Education & Literacy) in his welcome address said that illiteracy in India or elsewhere is a blot on the face of humanity. Illiteracy must be eradicated and it is the responsibility of educated ones to do it. It is unfortunate that one out of every five men and one third of women in India are still illiterate. Our country has progressed and we are moving towards the goal of literacy but much remains to be done. Therefore, whoever you are, wherever you are you must contribute towards efforts for eradication of illiteracy.  

Shri Shigeru Aoyagi, Director, UNESCO, at New Delhi read out the message of Ms. Irina Bokova, Director General, UNESCO. Ms. Bokova said, UNESCO’s message on this International Literacy Day is to allow women and men to participate fully in their societies, we need greater investments and more effective policies to embed action for literacy within wider development policies, supported by innovative mechanisms that generate positive synergies across all policy areas that are vital to build more just and cohesive societies. This is essential to all efforts to build a better future for all, on the basis of human rights and dignity.

A short film, titled, ‘Saaksharta Se Samajik Suraksha Ki Ore’, was screened during the function. It highlighted the efforts done under Saakshar Bharat programme to mobilise and facilitate the target groups to avail benefits of financial inclusion and social security schemes of Government of India especially Pradhan Mantri Jan Dhan Yojna and Pradhan Mantri Suraksha Bima Yojna.
The President of India, Shri Pranab Mukherjee also presented 11 Saakshar Bharat Awards - 2015 to States, Districts, Blocks, Gram Panchayats, State Resource Centre (SRC) and Jan Shikshan Sansthan (JSS) for best performance in the field of adult education and skill development. Following are the list of awardees:
Category of Award
Winners
Best Performing State
Tamil Nadu
Best Performing District
1. Bastar, Chhattisgarh
2. Dharampuri, Tamil Nadu
3. Haveri, Karnataka
Best Performing Gram Panchayat
1. Palamalai, Salem District, Tamil   Nadu
2. Giroud, Raipur District, Chhattisgarh
3. Poosarlapadu, Srikakulam District, Andhra Pradesh
4. Ankireddygudem, Nalgonda District, Telangana
5. Khanggabok Part - II, Mayai Leikai ,  Thoubal District, Manipur
Best Performing Resource Support Organisation
1. State Resource Centre (SRC), West Bengal
2. Jan Shikshan Sansthan, Allahabad, Uttar Pradesh

Shri S. C. Khuntia, Secretary (School Education & Literacy), Shri Y.S.K. Sheshu Kumar, Joint Secretary (Adult Education) & Director General, National Literacy Mission Authority and Mr. Shigeru Aoyagi, Director, UNESCO, New Delhi Office & Representative to Bhutan, India, Maldives and Sri Lanka were also present on the occasion. Vote of thanks was proposed by Sh. Y. S. K. Sheshu Kumar, JS (AE) and Director General, National Literacy Mission Authority.
The function was attended by dignitaries, guests and beneficiaries & functionaries of adult education programme.

6 September 2015

Empowering teachers


Every year, thousands of young adults enter the teaching profession, in our education system that already has 8.5 million teachers. are responsible for more than just the of their students. They have a huge impact on building their future and hence the future of our nation. The question that we need to ask is how are we supporting our teachers to be highly effective in their classrooms?

Many deep-rooted issues plague our current teacher development system. These issues range from inadequate preparation before entering the profession to lack of recognition and continuing professional development opportunities.

Teachers need to be equipped with the necessary and mindsets that can equip them to become to student learning. To support our teachers, some organisations are already building innovative models across three critical levers of teacher preparation, continuous professional development and motivation.
  • Enabling a practice-oriented teacher preparation system: Our current teacher preparation system relies too heavily on theoretical aspects of training, with a negligible practical component. When young teachers enter the profession, they are not adequately prepared for real-life classroom experiences.

I am a Teacher, a non-profit organisation, runs a residency-based where student teachers spend a whole year in classrooms teaching alongside mentor teachers. The combination of real classroom experience along with connections made to theory equips teachers for effective classroom instruction. The one-year course work is divided into four phases: building self-awareness, enhancing knowledge and skills, encouraging the building of a personal theory of education, and finally, creating a repository of best teaching practices.

Muktangan, an organisation running its own schools and teacher education programme, aims to provide experiential learning to its trainee teachers by constantly relating theory to practice. The trainees undertake intensive observation of individual children over the course of one year. They discuss and reflect upon their observations in a weekly tutorial with a faculty member and produce a detailed case study capturing all aspects of child development by the end of the course.

  • Ensuring continuing professional development for in-service teachers: Teachers need curriculum-aligned resources and opportunities that can help them evolve as professionals. They need to be empowered with the latest tools for lesson planning, assessments, integration of technology, inclusion in classrooms and promoting 21st century skills in students.

By using social networking platforms such as WhatsApp, teachers are already creating 'Communities of Learning' to share best practices on these areas with their peers.

Innovative teacher-mentor models are helping teachers improve their pedagogical skills, thereby empowering them for better classroom delivery. Sustained Mastery Programme run by 3.2.1 Education Foundation provides in-school coaching support to teachers after a two-day intensive workshop. The 1:1 mentoring where teachers get specific feedback on their classroom practice ensures that teachers are able to apply the knowledge they gained during the training workshop.

  • Enhancing teacher motivation: By creating an enabling environment for professional development in the current school environments, teachers can be motivated to improve their classroom delivery.

STiR is working with around 10,000 teachers across India to empower them to become committed, skillful and influential teachers. It engages with teachers over a three-year period. During this, it focuses on building motivation and cultivating a growth mindset in teachers, training them to integrate best practices in the classroom and sharing learning in their networks. STiR certifies its teachers based on professional skills, facilitation skills, classroom practices, and subject matter expertise.

(CENTA) offers assessment and certification services for teachers based on competencies expected from them. Their vision is to motivate teachers to take full ownership of their own professional development and therefore also catalyse demand for high-quality teacher development.

While these organisations are leading the way for innovation in teacher development, there is a need for concerted effort by government, donors and civil society to scale these innovative models and build the capacity of teachers in our education system. The government can create an enabling policy environment for fostering such innovations, and donors and civil society can collaborate to identify the specific needs of teachers and develop solutions accordingly.

Teacher quality is central to the problems and solutions of our education system. Great teachers not only make learning fun and stimulating, but can impact children's lives, empowering them to become responsible and productive citizens. As we celebrate Teachers' Day, let's recognise and celebrate the role that teachers play in changing lives and building nations, and commit to enabling them for the highest level of performance and education delivery.

5 September 2015

combined Lower subordinate services prelims exam 2015


PLAN OF EXAMINATION : The competitive examination comprises three successive stages
viz : - (1) Preliminary Examination (Objective Type) (2) Main Examination (Objective &
Conventional) (3) Interview
PRELIMINARY EXAMINATION
The preliminary examination will consist of the one paper (General Studies) of which answer
sheet shall be on OMR sheets. The syllabus is mentioned in appendix-5 of this advertisement The
prescribed time for paper is two hours (9.30 am. to 11.30 am.) and prescribed maximum marks for
paper is 300 & No. of questions will be 150.
MAIN (WRITTEN) EXAMINATION
The main examination will consist two compulsory papers - lst question paper General Studies
(Objective), Maximum marks 200, Time 2 hours (9.30 am to 11.30 am.) & no. of question 120 and
IInd question paper (Conventional) General Hindi & Hindi Essay, Total marks 200, Time 3 hours
(2.00 pm. to 5.00 p.m.). This question paper contains two parts (first part General Hindi - 100
marks and Second part Hindi Essay - 100 marks). The syllabus whereof is mentioned in Appendix-
6 of this advertisement.
Appendix- 5
SYLLABUS FOR GENERAL STUDIES (PRE. EXAMINATION)
M.M. -300 Time-2 hrs. No. Of questions- 150
(1) History of india and Indian National movement :- in History of India emphasis should be
on broad understanding of social, economic and politic, aspects of Indian history. In the Indian
National movement, the candidates are expected to have synoptic view of the freedom movement,
growth of nationalist and attainment of Independence.
(2) Indian and World Geography-Physical, Social, Economic Geography of india and the
World :- Questions on the Geography of India will relate to Physical, Social & Economic Geography
of lndia In World Geography only general understanding of the subject will be expected.
(3) lndian Polity and Governance, Constitution, Political system, Panchayati Raj & Public
Policy, rights-issues etc :- Indian polity and Governance questions will test knowledge of
country’s constitution, political- system including Panchayati Raj and Community Development.
(4) Indian Economy and Social Development :- The candidates will be tested with respect to
problems and relationship between population, Environment, Urbanisation, broad features of
economic policy in India and Indian Culture.
(5) Current Events of National and lnternational Importance :- This will also include questions
on Games & Sports.
(6) lndian Agriculture :- The candidates will be expected to have general understanding of
agriculture in India, agricultural produce and its marketing.
(7) General Science :- Questions on General Science will cover general appreciation and
understanding of science including matters of everyday observation and special study of any
scientific discipline. This will also include questions on role of science and technology in the
development of India.
(8) Elementary Mathematics up to class 10th level :- Arithmetic, Algebra and Geometry.
Note:- The candidates are expected to have general awareness about the above
topics with special reference to UP.
Appendix-6
SYLLABUS FOR GENERAL STUDIES (MAIN EXAMINATION)
PAPER-1
M.M. - 200 Time -2 hrs. No. of questions -120
(1) Current Affairs of National and International Importance - This will also include
questions on Sports & Games.
(2) Logical and Critical Reasoning and Analytical Ability.
(3) General Mental Ability - Questions as would test candidates‘ result-oriented aptitude. (4)
Statistical Analysis - Graphs and Diagrams, as would test the candidates’ ability to draw
common sense conclusions from information presented in statistical, graphical or diagrammatical
form.
(5) General Awareness and Knowledge of lndian Constitution and Panchayati Raj system
(6) Computer Knowledge - introduction to computers, Hardware & Software, Computer
Network, Internet & E-mail.
(7) Gandhian Thoughts - Political, Social and Economic spheres.
(8) UP. specific questions - On Education, Culture, Agriculture, Population, Trade & Commerce,
Social Customs, industries etc.
(9) Interpersonal Skills including Communication Skills, Decision making and Problem-solving.
(10) General Human behaviours - Discipline, Morality, Leadership, Women-empowerment.
(11) General Science - Questions on General Science will cover general appreciation and
understanding of science including matters of everyday observation and special study of any
scientific discipline. This will also include questions on role of science and technology in the
development of india.
PAPER-2
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DeefOekeâlece Debkeâ -200
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eqveOee&efjle Debkeâ-100
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ef›eâÙeeÙeW, efnvoer JeCe&ceeuee, efJejece efÛevn, Meyo jÛevee, JeekeäÙe jÛevee, DeLe&, cegneJejs SJeb ueeskeâesefòeâÙeeb, G.Øe. keâer cegKÙe yeesefueÙeeb leLee efnvoer Yee<ee kesâ
ØeÙeesie ceW nesves Jeeueer DeMegefæÙeeb~
efÉleerÙe KeC[ efnvoer efveyevOe efveOee&efjle Debkeâ -100
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700 Meyo nesieer~ efveyevOe nsleg efvecveJeled #es$e neWies :-
(De) (i) meeefnlÙe, mebmke=âefle (ii) je°^erÙe efJekeâeme ÙeespeveeSb/ef›eâÙeevJeÙeve (iii) ke=âef<e, GÅeesie SJeb JÙeeheej~
(ye) (i) efJe%eeve, heÙee&JejCe (ii) Øeeke=âeflekeâ DeeheoeSb SJeb Gvekesâ efveJeejCe (iii) je°^erÙe, Devleje&°^erÙe, meeceefÙekeâ meeceeefpekeâ mecemÙeeSb/efveoeve~
(3) Personality Test ( Viva - voce) - Total Marks - 50
The test will relate to the matter of general

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