4

T<ys+ 2 e] 2011 |C nqT+<+

(Continued...from Last week.)
7. A Rolling Stones Gathers No Mass
One who decides the goal of his life and
continues his efforts in one direction gains
success step by step. But some people are not
stable in their lives. They want to have wealth
or prominence in a short period of time. Reac
hing the threshold of success they skip to
something else. The goal is changed whatev-
er was gained earlier is lost. Shifting from one
job to another, one aim to another, one party
to another they do not consolidate their posi-
tion anywhere. With an humble investment a
Modi or a Dalma becomes an Indus trial giant
while a highly qualified technocrat may no
gain prominence if he often changes the cour
se of his life. A leader shifting from party to
party is lost in the wildness of politics. Selec
tion of a right job, perserverance and devotion
take a man to the summit. Shifting sands of
way ward ness are blown away by the strong
winds of tough competition.
8. Laws Grind the Poor and Rich
Men Rule the Laws ?
The rich is always an upper hand in the soc
iety. With the changing norms of morality and
idealism only the rich can afford to contest an
election. Thus most of the members of the legi
slatures i.e. the law making bodies are either
rich men or their representatives or stooges.
Naturally the laws are framed in the interest
of the rich. A rich finance minister would en
act laws giving relief in direct taxes which is
in the interest of the rich. Indirect taxes are
increased at the cost of the poor. The rich gain
advantage not simply in framing the laws but
in their interpretations too. Even judiciary
cannot help the poor. The poor always lose a
suit for they can neither have a good advo-
cate, nor can they bride those who can get the
things mended. The rich can afford all these
and get the things manipulated in their favour.
Thus laws grind the poor both ways.
9. Science is more a destroyed
than a Creator.
Science has nothing to do with creation. It
sustains life, it discovers the mysteries of nat
ure. It can sustain and prolong life through me
dical innovations. Its creation is limited to the
breeding process both of beneficent and malig
nant bacteria; life cells it has not been able to
create. But destroyed it is. It may be a destruc-
tion in favour of man or against him. But Scie
nce has established itself as the earth. Begin
ning, with fire at its early stage to destroy
forests and foes both men and animals, it has
developed its potentiality to bring about the
holo caust of the Hiroshima or a Nagasaki wit
hin moments. It can create, devils like nuclear
war-heads on missiles, chemical bombs and
computers to decide war strategy in spilt sec-
ond accuracy to annihilate life from this beau-
tiful planet forever.
10. Knowledge is power
Even in the past it was not only physical
strength that gave power to a king or a nation.
It was the material skill, the knowledge of
new ammunitions given by scientific research
that gave supremacy to a nation over the
other. The knowledge of oil technology gave
power to the USAand England over all coun-
tries of the Middle East. It was the knowledge
of the Gre eks that gave them supremacy over
Europe in the pre-Christian era.
11. Education should be for Life
not for Livelihood
To educate, according to webster's diction-
ary, means to advance the mental asethetic, ph
ysical or moral development. The subsidiary
meaning is to qualify by instruction for the
business and duties of life, to instruct, to train,
to rear. The accidents believed that education
means not only to know what a man doest not;
but to act as he should and does not. A Sans
krit scripture says that education is meant to
expand the horizons of knowledge. Thus the
aim of education is to rear in a way that his
whole personality is so developed that he bec
omes useful both himself and the society. One
can earn even without education - Modi beca
me an industrial giant. An artisan learns the
ways of earning from his forefathers. It rather
than irony that those who think of education
as a source of livelihood remain unemployed?
and those who adopt he real source earn thou-
sands per month from petty stalls.
12. Birds of a feather flock together
It is the common trait of people that bring
them together. Go to the Chambal Valley, you
find dacoits. To see the old men flocking toget
her in the morning in the parks, in the evening
of their lives, is a common sight. The good
would unite to bring relief to the poor while
the fundamentalists would come together to
deprive Muslim women of their right. They
would cross the party lines for they share the
male chauvinism in considering women to be
living at their mercy. Mafias would flock tog
ether in the ruling party while psychopants
would flock round the leader. It may look a bit
queer that the sense of flocking together is
more common among the
vice than among the
noble.
S.I. of Police: GENERAL ENGLISH
K.Venkata Ramana
Director K.V.R. Spoken English
Cell: 9959 310 234
Expansion
.. . ..:
. -. . - s
.-. .,. . 1sc .: .... se
-.. .:. .. .,. . . -. . : RRB,
APPSC.
Shortcut :
.. .. . .,. . 4:5:6
.. ., .. c , . ....
.... - .-.. . .. /.-.. .,
(4+5+6)/3 = 15/3 = 5
. . .. .. .. . .,. .... . .. .
--------> .
c --------> . : = (6/5) x 20 = 120/5 = 24
. . .. .. ., .... .+. . . .. -. . .. . .. .
:. .. . .
s, . -. .,. . :ss .: .... 1e
-.. .:. .. .,. . . -. . :
. -. . - c
. . .,. . ss .: . . .. s -..
- . . .,. . . . . .. . . . . -. . :
.... .. . .. . . . .,.. . a, b
.. ... .. .. (a>b)
. -. .. _... . .. (a+b) = 25, (a-b) = 5
. . . .,. . . . ... .. . .. .. a
2
-b
2
. . .. .. . .. . ..
a
2
-b
2
= (a+b)(a-b) = 25x5 = 125
. . .. . . . . .,. . . . ... .. . .. .
. .. .
Shortcut :
.. . . . .,. . . . ... .. . .. - . . . .
.,. . .. . x ,. .
- 25 x 5 = 75
:. .. . .
c, . . .,. . ss .: . . .. s
-.. - . . .,. . . . . .. . .
. . -. . :
. -. . - :
. . : ss .. .,. . . . . . -. . :
RRB, S.I.
Shortcut :
. ... : 'n' .. .,. . .. . .. n
2
. .. .
.. . n = 25
.
2
- c.
. . .. . ... : . .. .,. . .. . .. c.
. .. .
:. .. .
:, . . : se .. .,. . . . . . -. . :
. -. . - s
s . . . : ce - . ~. . . . .
. . -. . :
Shortcut :
x .... . ... : n .... ... . .. . ..
[(x x n)(n+1)/2]
.. . x = 5, n = 60
[(5x60)(60+1)/2]
= (300x61)/2
= 18300/2
= 9150
. . .. .... . ... : c .... ... . .. . ..
s . .. .
:. .. . .
s, e . . . : se - .~. . . . .
. . -. . :
. -. . - s
.. .,. ss. ,-c. -.. : .. . -.
.,. s. ,-c. . . -.. . . . -. . :
SI, RRB, APPSC.
Shortcut :
.. .. . . .... .. .. . .. . . .. .. .
. ,. . . . -.. .. .... . .. .
. .

-----
.
. . .. .... . . .. .
:. .. . .
s, .. .,. se. ,-c. -.. s . . .
-. .,. 1. ,-c. . . -.. .
. . -. . :
. -. . - e
sss . . . .,. a.. .. s. -.. -
,-. -. . :
Shortcut :
..s. . s. ,.. .. . . . . -.. .. ....
. .. .
s. ..s .
s
------
+s
+
-------
+
. . .. .... + . .. .
:. .. . .
e, ss . . . .,. a.. .. s . -.
. - ,-. -. . :
:. .. . . ~.-.
s, 1s c, ssc
:, see s, s:se
s, e, s
d+U eed (Number System)
. . : . . :.:
.. . .. ... .. _...
.. ssss.c+