Mahatma Gandhi used nonviolent resistance to advocate for independence in India from British rule and rights for Indians in South Africa. He developed the concept of satyagraha, or nonviolence, drawing from ancient Indian traditions of ahimsa and sources like the Sermon on the Mount. In India, Gandhi led campaigns of noncooperation and civil disobedience to combat political, social, economic, and religious injustice. Through mass support, hunger strikes, and moral persuasion, he pressured the British to acknowledge the immorality of their rule and withdraw voluntarily. However, Gandhi could not prevent partition and was later assassinated.
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India as a country has undergone many changes since its attainment of independence 68 years ago. Economic, social and political aspirations of the people have also undergone tremendous changes. The various political parties, organizations, movements are the guiding force behind these changes. Especially Politics, inter alia, plays an important role in shaping the people’s perception of their country, of their development and well-being. The political party in power in a particular region and its ideology vastly determines the conditions of the people of that region. Hence the birth of any political party has direct connection with the well-being of its citizens.
Human rights violations are actions or behaviors that infringe upon the fundamental rights and freedoms to which all individuals are entitled by virtue of being human. These violations can occur at various levels, from the actions of individuals or local authorities to systemic abuses by governments or other entities. Here are some common examples of human rights violations:
1. **Torture and Inhumane Treatment:** The use of physical or psychological torture, cruel, or degrading treatment is a direct violation of the right to be free from torture and inhumane treatment.
2. **Arbitrary Detention:** Holding individuals in custody without due process or without legal justification is a violation of the right to liberty and security of the person.
3. **Extrajudicial Killings:** Unlawful or summary executions by government officials or law enforcement agencies violate the right to life.
4. **Freedom of Expression:** Censorship, restrictions on the media, and persecution of journalists infringe upon the right to freedom of expression.
5. **Freedom of Assembly and Association:** When governments suppress peaceful protests, ban political parties, or hinder the formation of civil society groups, they violate the rights to freedom of assembly and association.
6. **Discrimination:** Discrimination based on race, gender, religion, nationality, sexual orientation, or other factors infringes on the principle of equality and non-discrimination.
7. **Forced Labor and Human Trafficking:** Coercing individuals to work against their will or trafficking them for exploitative purposes is a grave violation of their human rights.
8. **Child Labor and Child Soldiers:** Using children for labor or as soldiers deprives them of their rights to education, safety, and freedom from exploitation.
9. **Violence Against Women:** Domestic violence, sexual assault, and harmful traditional practices such as female genital mutilation violate the rights of women to live free from violence and discrimination.
10. **Denial of Education:** Preventing access to quality education, especially for girls and marginalized groups, denies them their right to education.
11. **Religious Persecution:** Discrimination and violence against individuals based on their religious beliefs violate their right to freedom of thought, conscience, and religion.
12. **Refugee and Asylum Seeker Rights:** Denying asylum seekers their right to seek refuge from persecution is a violation of their rights as refugees.
13. **Right to Adequate Housing:** Forcible eviction, homelessness, and inadequate housing conditions infringe on the right to a standard of living.
14. **Environmental and Indigenous Rights:** Violations against indigenous communities' land rights and the destruction of the environment can have severe human rights implications.
15. **Privacy Violations:** Surveillance, data breaches, and invasions of privacy without just cause infringe on the right to privacy.
It's important to note tha
The Struggle for Powerless Class in Arundhati Roy’s Writingsijtsrd
Arundhati Roy’s political essays are focused on highlighting her struggle for the powerless class of the world. She tries to make space for justice, right and freedom for the voiceless and silenced class in the society. Social justice is the foundation for peace. She does not advocate meek surrender or violent resistance but fights with a true democratic spirit and non violent principle under the constitutional concept. There is a dangerous systemic flaw in parliamentary democracy. The system of checks and balances as the pillars of the democracy weakens. Democratic institutions become undemocratic in a democratic society and they become completely unaccountable. The relation between the powerless and powerful is like a relation between the lamb and the beast. She hopes that these two classes live together in perfect harmony in the world. Dr K J SIBI "The Struggle for Powerless Class in Arundhati Roy’s Writings" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30605.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/english/30605/the-struggle-for-powerless-class-in-arundhati-roy%E2%80%99s-writings/dr-k-j-sibi
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
India as a country has undergone many changes since its attainment of independence 68 years ago. Economic, social and political aspirations of the people have also undergone tremendous changes. The various political parties, organizations, movements are the guiding force behind these changes. Especially Politics, inter alia, plays an important role in shaping the people’s perception of their country, of their development and well-being. The political party in power in a particular region and its ideology vastly determines the conditions of the people of that region. Hence the birth of any political party has direct connection with the well-being of its citizens.
Human rights violations are actions or behaviors that infringe upon the fundamental rights and freedoms to which all individuals are entitled by virtue of being human. These violations can occur at various levels, from the actions of individuals or local authorities to systemic abuses by governments or other entities. Here are some common examples of human rights violations:
1. **Torture and Inhumane Treatment:** The use of physical or psychological torture, cruel, or degrading treatment is a direct violation of the right to be free from torture and inhumane treatment.
2. **Arbitrary Detention:** Holding individuals in custody without due process or without legal justification is a violation of the right to liberty and security of the person.
3. **Extrajudicial Killings:** Unlawful or summary executions by government officials or law enforcement agencies violate the right to life.
4. **Freedom of Expression:** Censorship, restrictions on the media, and persecution of journalists infringe upon the right to freedom of expression.
5. **Freedom of Assembly and Association:** When governments suppress peaceful protests, ban political parties, or hinder the formation of civil society groups, they violate the rights to freedom of assembly and association.
6. **Discrimination:** Discrimination based on race, gender, religion, nationality, sexual orientation, or other factors infringes on the principle of equality and non-discrimination.
7. **Forced Labor and Human Trafficking:** Coercing individuals to work against their will or trafficking them for exploitative purposes is a grave violation of their human rights.
8. **Child Labor and Child Soldiers:** Using children for labor or as soldiers deprives them of their rights to education, safety, and freedom from exploitation.
9. **Violence Against Women:** Domestic violence, sexual assault, and harmful traditional practices such as female genital mutilation violate the rights of women to live free from violence and discrimination.
10. **Denial of Education:** Preventing access to quality education, especially for girls and marginalized groups, denies them their right to education.
11. **Religious Persecution:** Discrimination and violence against individuals based on their religious beliefs violate their right to freedom of thought, conscience, and religion.
12. **Refugee and Asylum Seeker Rights:** Denying asylum seekers their right to seek refuge from persecution is a violation of their rights as refugees.
13. **Right to Adequate Housing:** Forcible eviction, homelessness, and inadequate housing conditions infringe on the right to a standard of living.
14. **Environmental and Indigenous Rights:** Violations against indigenous communities' land rights and the destruction of the environment can have severe human rights implications.
15. **Privacy Violations:** Surveillance, data breaches, and invasions of privacy without just cause infringe on the right to privacy.
It's important to note tha
The Struggle for Powerless Class in Arundhati Roy’s Writingsijtsrd
Arundhati Roy’s political essays are focused on highlighting her struggle for the powerless class of the world. She tries to make space for justice, right and freedom for the voiceless and silenced class in the society. Social justice is the foundation for peace. She does not advocate meek surrender or violent resistance but fights with a true democratic spirit and non violent principle under the constitutional concept. There is a dangerous systemic flaw in parliamentary democracy. The system of checks and balances as the pillars of the democracy weakens. Democratic institutions become undemocratic in a democratic society and they become completely unaccountable. The relation between the powerless and powerful is like a relation between the lamb and the beast. She hopes that these two classes live together in perfect harmony in the world. Dr K J SIBI "The Struggle for Powerless Class in Arundhati Roy’s Writings" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30605.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/english/30605/the-struggle-for-powerless-class-in-arundhati-roy%E2%80%99s-writings/dr-k-j-sibi
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Democracy & Governance in India
1. B. Com 1st Sem ASODL Democracy & Governance in India
Q1. Fundamental Rights and duties of Citizens are two sides of the same coin. Discuss briefly.
Q2. What are the Directive Principles of State Policy and what is their significance?
Q3. Panchayati Raj has brought about democracy at the grass roots. Explain this statement.
Q4. Why are elections regarded as important in a democracy?
Q5. What are the federal features of the Indian constitution?
Conflict Resolution: Mahatma Gandhi
The story of Mahatma Gandhi (1869-1948) offers a dramatic example of how a person of outstanding
character representing oppressed peoples can move the conscience of the oppressors to reflect, reorient
themselves, and take steps to reverse injustices. Through his movement of nonviolent resistance, Gandhi was
able to win independence for India from British rule.
Gandhi received from his family a foundation of Indian wisdom, and he studied law in England. Working for
21 years in South Africa, he advocated for the rights of the Indians who were living there. Formative
influences included his readings from the Sermon on the Mount, the Bhagavad Gita, and the writings of
Russian author Leo Tolstoy and American author Henry David Thoreau.
Gandhi built the notion of satyagraha (the power of truth, translated as non-violence in Western languages)
based on the ancient concept of ahimsa (the refusal to harm). Gandhi believed that there is a common truth to
humanity, which is veiled or hidden when there is conflict, and that nonviolence is the way to restore this
truth. According to him, the battlefield of nonviolence is in the human heart, and the goal is not to defeat
human beings but to defeat the evil that corrupts their minds. Gandhi came to a realization that “Nonviolence
is the law of our species, as violence is the law of the brute.” Gandhi taught people that we have to liberate
ourselves before we can liberate others; thus, he stressed self-control and daily self-discipline.
In India, Gandhi developed strategies to deal with four kinds of conflict: political, social, economic, and
religious. He started combating social injustice and political oppression there through nonviolent means. He
believed that India would be free from the British only through returning to its own moral roots and
traditions. He formed a tactical alliance with the Indian Muslims and launched a program of non-cooperation
that included economic boycotts and civil disobedience. He advocated for the rights of the Untouchables and
urged the Indian people to develop their own economic foundation through such basic activities as spinning
thread, weaving cloth, and refining salt. By gaining the support of the masses, going on long hunger strikes,
and using his sheer force of character. Gandhi made the British acknowledge the immorality of their position
as oppressors, and they withdrew voluntarily.
Gandhi regarded conflict as an opportunity for oppressed people to gain empowerment and identity. He
carefully chose and trained leaders in the principles of nonviolent action. He was committed to discovering
truth and keeping an open flow of information. Gandhi always sought to develop personal relationships with
his opponents, because he considered them to be potential partners in a search for fair and truthful solutions.
For Gandhi, the goal was to further the process of self-realization for both the British and the Indians.
Gandhi was a saint among political leaders and a political leader among saints as he worked to resolve deep-
seated political, social, economic, and religions conflicts. Gandhi taught that if people continue demanding
equal compensation for offenses, as in “an eye for an eye and a tooth for a tooth,” the whole world would
2. become blind and toothless. Still, he was unable to prevent the bloody partition between India and Pakistan
and was assassinated by a Hindu fanatic.
Q1. “Nonviolence is the law of our species, as violence is the law of the brute”. Explain this statement.
Q2. Give another example of conflict resolution by non-violence from recent political scenario.
Q.1: Which country has a two-party system?
(a) India
(b) Sri Lanka
(c) United Kingdom
(d) Nepal
Q.2: Which of the following is a National Political Party?
(a) Janata Dal (Secular)
(b) Telugu Desam Party
(c) Trinamool Congress
(d) BJP
Q.3: Which one of the following is a Regional Party?
(a) BJP
(b) CPI-M
(c) INC
(d) JDU
Q.4: Bahujan Samaj Party does not represent which section of the society?
(a) Dalits
3. (b) Adivasis
(c) OBCs
(d) Trade Unions
Q.5: Which political party has been in power for the last 30 years continuously in West
Bengal?
(a) CPI
(b) CPI-M
(c) Indian National Congress
(d) Trinamool Congress
Q.6: What is meant by two-party system?
(a) Two parties run the government
(b) Two members run a party
(c) Two parties contest elections
(d) None of these.
Q.7: Which system of government does India have?
(a) One-party system
(b) Two-party system
(c) Multi-party system
(d) None of these.
Q.8: What is an alliance?
(a) One party contest elections
(b) Several parties join hands for contesting elections
(c) Two-parties contest elections
(d) None of these.
4. Q.9: What are National Parties?
(a) Parties which have units in various states.
(b) Parties which have no units
(c) Parties which have units in two states
(d) Parties which have units in all states
Q.10: On what ideologies does the Indian National Congress rest?
(a) Communalism
(b) Socialism
(c) Federalism
(d) Secularism
Q.11: The Bhartiya Janta Party (BJP) came to power in 1998 as the leader of
(a) UPA
(b) LF
(c) NDA
(d) None of these.
Q.12: Who is the founder of the Bahujan Samaj Party (BSP)?
(a) Jyotiba Phule
(b) Kanshi Ram
(c) BR Ambedkar
(d) Sahu Maharaj
Q.13: The main base of BSP is in
(a) Punjab
(b) Delhi
5. (c) Haryana
(d) UP
Q.14: Which party enjoys a strong hold in Tripura, West Bengal and Kerala?
(a) CPI (M)
(b) CPI
(c) BSP
(d) BJP
Q.15: Which out of the following is a state party?
(a) INC
(b) AGP
(c) BJP
(d) CPI (M)
Q.16: Which of the following countries has a single party system?
(a) Pakistan
(b) Nepal
(c) People’s Republic of China
(d) Bangladesh
Q.17: When was the Indian National Congress was formed?
(a) 1885
(b) 1977
(c) 1980
(d) 1989
Q18: When was CPI founded?
6. (a) 1984
(b) 1964
(c) 1980
(d) 1925
Q.19: Which one of the following is a State Party?
(a) Congress Party
(b) BJP
(c) Communist party of India – Marxist
(d) TGP
Q.20: What is the guiding philosophy of BJP?
(a) Bahujan Samaj
(b) Revolutionary Democracy
(c) Modernity
(d) Hindutva
Q.21: What is defection?
(a) Loyalty towards a party
(b) Changing party allegiance
(c) Political reforms
(d) None of these.
Q.22: Which out of the following is a feature of Partisanship?
(a) Inability to take a balance view
(b) Similarity of views
(c) Represents the individuals
7. (d) None of these.
Q.23: Who is Partisan?
(a) Disloyal party member
(b) Staunch party member
(c) Estranged party member
(d) None of these.
Q.24: How many parties are registered with Election Commission of India?
(a) About 500
(b) About 650
(c) About 700
(d) About 750
Q.25: What is meant by a one party system?
(a) One single party runs the government
(b) One single person runs the party
(c) When the king rules the country
(d) When one party is allowed to contest elections.
26. Which one of the following is not a political party?
27. Which one of the following is not a national political party?
28. Which one of the following emerged as a political party from a movement?
29. India has adopted ______________ as its economic system to bring about a socialistic
30. Local government is the basis of
31. The final interpreter of the Indian Constitution is
32. One of the following laws favors women’s interests
8. 33. One of the following was once an associate State of the Union of India and later
became a full-fledged State-
34. President of India can be impeached by
35. Who among the following was the leader of Cabinet Mission
36. In what respect is a democratic government better than its alternatives?
37. Which one of the following is a special feature that distinguishes a movement from an interest
group?
38. What does Universal Adult suffrage stand for?
39. Who is known as Father of Indian Constitution?
40. On which date the Indian Constitution was passed by the Constituent assembly
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