TOP 100 UNIVERSITIES OF THE WORLD

2008 Rank School Name Country
Source: QS Quacquarelli Symonds (www.topuniversities.com)

1 HARVARD University
United States
2 YALE University
United States
3 University of CAMBRIDGE
United Kingdom
4 University of OXFORD
United Kingdom
5 CALIFORNIA Institute of Technology
United States
6 IMPERIAL College London
United Kingdom
7 UCL (University College London)
United Kingdom
8 University of CHICAGO
United States
9 MASSACHUSETTS Institute of Technology
United States
10 COLUMBIA University
United States
11 University of PENNSYLVANIA
United States
12 PRINCETON University
United States
13 DUKE University
United States
14 JOHNS HOPKINS University
United States
15 CORNELL University
United States
16 AUSTRALIAN National University
United States
17 STANFORD University
United States
18 University of MICHIGAN
United States
19 University of TOKYO
Japan
20 MCGILL University
Canada
21 CARNEGIE MELLON University
United States
22 KING'S College London
United Kingdom
23 University of EDINBURGH
United Kingdom
24 ETH Zurich (Swiss Federal Institute of T...
Switzerland
25 KYOTO University
Japan
26 University of HONG KONG
Hong Kong
27 BROWN University
United States
28 École Normale Supérieure, PARIS
France
29 University of MANCHESTER
United Kingdom
30 National University of SINGAPORE(NUS)
Singapore
31 University of CALIFORNIA, Los Angeles (U...
United States
32 University of BRISTOL
United Kingdom
33 NORTHWESTERN University
United States
34 ÉCOLE POLYTECHNIQUE
France
35 University of BRITISH COLUMBIA
Canada
36 University of California, BERKELEY
United States
37 The University of SYDNEY
Australia
38 The University of MELBOURNE
Australia
39 HONG KONG University of Science & Techno...
Australia
40 NEW YORK University (NYU)
United States
41 University of TORONTO
Canada
42 The CHINESE University of Hong Kong
Hong Kong
43 University of QUEENSLAND
Australia
44 OSAKA University
Japan
45 University of NEW SOUTH WALES
Australia
46 BOSTON University
United States
47 MONASH University
Australia
48 University of COPENHAGEN
Denmark
49 TRINITY College Dublin
Ireland
50 Ecole Polytechnique Fédérale de LAUSANNE...
Switzerland
51 PEKING University
China
52 SEOUL National University
Korea, South
53 University of AMSTERDAM
Netherlands
54 DARTMOUTH College
United States
55 University of WISCONSIN-Madison
United States
56 TSINGHUA University
China
57 HEIDELBERG Universität
Germany
58 University of CALIFORNIA, San Diego
United States
59 University of WASHINGTON
United States
60 WASHINGTON University in St. Louis
United States
61 TOKYO Institute of Technology
Japan
62 EMORY University
United States
63 UPPSALA University
Sweden
64 LEIDEN University
Netherlands
65 The University of AUCKLAND
New Zealand
66 LONDON School of ECONOMICS and Political...
United Kingdom
67 UTRECHT University
Netherlands
68 University of GENEVA
Switzerland
69 University of WARWICK
United Kingdom
70 University of TEXAS at Austin
United States
71 University of ILLINOIS
United States
72 Katholieke Universiteit LEUVEN
Belgium
73 University of GLASGOW
United Kingdom
74 University of ALBERTA
Canada
75 University of BIRMINGHAM
United Kingdom
76 University of SHEFFIELD
United Kingdom
77 NANYANG Technological University
Singapore
78 DELFT University of Technology
Netherlands
79 RICE University
United States
80 Technische Universität MÜNCHEN
Germany
81 University of AARHUS
Denmark
82 University of YORK
United Kingdom
83 GEORGIA Institute of Technology
United States
84 The University of WESTERN AUSTRALIA
Australia
85 University of ST ANDREWS
United Kingdom
86 University of NOTTINGHAM
United Kingdoms
87 University of MINNESOTA
United States
88 LUND University
Sweden
89 University of CALIFORNIA, Davis
United States
90 CASE WESTERN RESERVE University
United States
91 Université de Montréal
Canada
92 University of HELSINKI
Finland
93 Hebrew University of JERUSALEM
Israel
94 Ludwig-Maximilians-Universität München
Germany
95 KAIST - Korea Advanced Institute of Scie...
Korea, South
96 University of VIRGINIA
United States
97 University of PITTSBURGH
United States
98 Santa Barbara
United States
99 PURDUE University
United States
100 University of SOUTHAMPTON
United Kingdom

SHOW ME THE MEANING LYRICS

Show me the meaning of being lonely
Verse 1
So many words for the broken heart,
Its hard to see in a crimson love,
So hard to breath,
Walk with me and maybe
Nights of light so soon become
Wild and free I can feel the sun
Your every wish will be done they tell me

Chorous
Show me the meaning of being lonely
Is this the feeling I need to walk with
Tell me why I can't be there where you are
There's somethin' missin' in my heart
Verse 2
Life goes on as it never ends
Eyes of stone observe the trends
They never say forever gaze, if only
Guilty roads to an endless love
There's no control are you with me now
Your every wish will be done they tell me

Show me the meaning of being lonely
Is this the feeling I need to walk with
Tell me why I can't be there where you are
There's somethin' missin' in my heart

There's nowhere to run i have no place to go Surrender
My heart' body and soul how can it be you're asking me
To feel the things you never show
You are missing in my heart
Tell me why i can't be there where you are

Show me the meaning of being lonely
Is this the feeling I need to walk with
Tell me why I can't be there where you are
There's somethin' missin' in my heart

Verse3
There's no way to run I have no place to go
Surrender my heart
Body and soul
How could it be you're askin me to feel things you never show

WIPRO Moddel paper 2009

Directions (1-5): Study the following information carefully and answer the questions given below:
A, B, C, D, E, F and G are sitting around a circle facing at the centre. D is sitting between A and G. F is second to the right of G and E is second to the right of F. C is not an immediate neighbor of G.

1. Who is to the immediate left of E?
1) A
2) C
3) F
4) Data inadequate
5) None of these

2. Which of the following is not correct?
1) G is second to the right of A
2) B is second to the right of D
3) F is second to the left of E
4) E is second to the left of D
5) All are correct

3. In which of the following groups the third members is sitting between the first and the second members?
1) EAD
2) DGB
3) GFB
4) DAG
5) None of these

4. Who is sitting between C and A?
1) E
2) D
3) F
4) G
5) None of these

5. Who is to the immediate right of G?
1) F
2) D
3) B
4) Data inadequate
5) None of these

6. A student scores 55% marks in 8 papers of 100 marks each. He scores 15% of his total marks in English. How much does he score in English?
1) 55
2) 66
3) 77
4) 44
5) None of these

7. What should come in place of the question-mark (?) in the following number series?
5690 5121 4552 3983 3414 2845?
1) 2276
2) 2516
3) 2746
4) 2356
5) None of these

8. Car 'X' covers a distance of 385 kms in 7 hours and car 'Y' covers a distance of 715 kms in 13 hrs. What is the difference in the speed of the two cars?
1) 2kms/hr
2) 1km/hr
3) 3kms/hr
4) 5kms/hr
5) None of these

9. The ratio of the present ages of Sunita and vinita is 4:5. Six years hence the ratio of their ages will be 14:17. What will be the ratio of their ages 12 years hence?
1) 15:19
2) 13:15
3) 16:19
4) 17:19
5) None of these

10. Find out the greatest possible number for which 30% of that number is less than 100?
1) 331
2) 335
3) 325
4) 333
5) 328


Directions (Q. 11-25): Read the following passage carefully and answer the questions given below it. Certain words are given in bold to help you to locate them while answering some of the questions.

The health of nations can be measured by the food security and well-being of their people. An innovative programme in India shows how botanic gardens can contribute to that well-being by educating people about the uses of local biodiversity, particularly for healthcare and income-generation.
In 1994, the Tropical Botanic Garden and Research Institute in Kerala launched two outreach programmes - “Herbs for All and Health for All” and “Plants for All and Wealth for All”. The programmes teach people how to take care of their food, nutrition, hygiene and health by making the best use of the plant resources around them.
The Research Institute selected four rural villages as partners. A team of scientists, including botanists, experts in Ayurveda (a holistic system of healing, which evolved among the sages of India some 3000-5000 years ago), and sociologists visited the villages and met with local leaders to explain the programmes. The villages selected representatives to attend a two-day workshop in Kerala devoted to agro biodiversity and conservation.
The workshop particularly highlighted the role of home gardens as a tool for the community management of genetic resources. The students visited a model home garden at the institute, composed of many different medicinal and ornamental plants and vegetables. They were encouraged to take samples from the home garden with them when they returned to their villages.
The next step was intensive training on primary health care and the conservation and sustainable use of plant diversity. The trainees, a core group of 10 people selected from the workshop participants by each village, learned how to treat common ailments with plants conserved at the Botanic Garden.
At the end of the training, they were furnished with seedlings of medicinal plants and lesser known fruits and vegetables, as well as practical information on cultivating them back home.
Returning to their villages, the trainees each adopted 20 local families to educate in the preparation and use of plant-based herbal medicines, stressing the need for self-reliance in the primary health care of family members.
The programme has since been extended to other villages and the Botanic Garden and Research Institute has widened its reach even further by producing and distributing brochures, fliers and books in the local language on primary health care, commonly cultivated medicinal and aromatic plants and wild edible fruits and vegetables.
The Kerala programme has been recognized by the World Bank and international organizations as an inspiration for projects in developing countries.

11. A nation's health cannot be considered sound when it is unable to provide
1) its people with proper employment.
2) its people with proper infrastructure for career growth.
3) its populace with the basic necessities of life.
4) its people with a secure environment and gardens.
5) its subject with proper education.

12. Botanic gardens play a virtual role in making people lead a good life by
1) focussing on the positive aspects of our environment.
2) promoting agri-business on a large scale.
3) making them aware about sound health and happy life.
4) adopting various anti-pollution measures.
5) producing several developmental models.

13. What is the objective of the programmes “Herbs for All and Health for All” and “Plants for All and Wealth for All”?
1) to raise the income level of people
2) to focus on the attainment of universal literacy
3) to make people aware about their surroundings
4) to make people aware of their rights
5) None of these

14. What is the role of home garden as mentioned in the passage?
1) It can preserve the origins of various plants.
2) It can help in reproducing plants which have become extinct.
3) It can help in better understanding of our bio-diversity.
4) It can store herbal plants.
5) None of these

15. Which of the following is true in context of the passage?
1) The evolution of Ayurveda dates back to 3000-5000 B.C.
2) The Tropical Botanic Garden and Research Institute in Kerala was founded in
the year 1994.
3) The two-day workshop was held in the villages of Kerala.
4) The Kerala programme has been funded by the World Bank.
5) None of these

16. What seems to be the prime reason behind the cultivation of herbal plants, wild edible fruits and vegetables?
1) to research in the field of botany
2) to restore our ancient practice of ayurveda
3) to promote primary healthcare
4) to return to nature
5) None of these

17. Which of the following is not true in context of the passage?
1)The Kerala programme is running successfully in various developing
countries.
2) The Kerala programme initially focussed on the rural areas.
3) A nation is healthy if it feeds well its entire population.
4) Common ailments can be treated by using herbal plants.
5) None of these

18. What is unique about the treatment of Ayurveda as mentioned in the passage?
1) It takes years to cure a disease.
2) It is the oldest system of healing.
3) It treats the whole person rather than just the symptoms of a disease.
4) It is based on cults.
5) None of these

19. What is the central theme of this passage?
1) Ecology and science in our life
2) Environment and pollution
3) Health of our nation
4) Botanic gardens and their utilities
5) Biodiversity's links to health

Directions (Q. 20-22): Choose the word which is most similar in meaning to the word given in bold as used in the passage.

20. SUSTAINABLE
1) conservative
2) striking
3) effective
4) maintained
5) justified

21. AILMENTS
1) problems
2) disorders
3) imbalance
4) syndrome
5) illness

22. AROMATIC
1) herbal
2) mystical
3) fragrant
4) distinct
5) extinct

Directions (Q.23-25): Choose the word which is most opposite in meaning to the word given in bold as used in the passage.

23. OUTREACH
1) farflung
2) farthest
3) selected
4) distant
5) limited

24. CONSERVATION
1) deterioration
2) peril
3) recrimination
4) degradation
5) depreciation

25. FURNISHED
1) deprived
2) refused
3) altered
4) diminished
5) halted

ANSWERS: 1. (2) 2. (5) 3. (3) 4. (1) 5. (3) 6. (2) 7. (1) 8. (5) 9. (3) 10. (4) 11. (3) 12. (1) 13. (5) 14. (1) 15. (5) 16. (3) 17. (1) 18. (3) 19. (5) 20. (4) 21. (5) 22. (3) 23. (5) 24. (4) 25. (1)

Use & Benefits of Ayurvedic Fruits :

BARLEY

Properties:
Barley is bitter, sweet, cool, breaks up stool, increases intelligence and appetite, good for the voice, gives strength, causes the formation of wind, destroys the humor of phlegm and bile, clears the blood impurities, cures coryza and satisfies the thirst.

Uses:

1. Barley is commonly used just like the wheat. It is considered as the best cereal for a diabetic patient. If it is taken along with "Methi" or "Chauli" shak then it reduces the excessive fat from the body. It is also good for the milk-giving animals.

2. After crushing barley and then boiling it in the water till 1/4th of the total quantity of water remains and then putting it down from the fire and crushing it further for one hour and if this is given to a person having kidney pains, problems in urination, inflammation while urinating or diarrhea it gives great relief to him.

3. If the water in which barley and kidney beans are boiled, is given to a person suffering from diarrhea it gives him instant relief.

4. If plethora, inflammation and thirst the barley's "sattu" (grinded after roasting) dissolved in the water gives permanent relief.

5. The flour of Barley mixed in same quantity of sugar if drunk helps in preventing abortion. It also pacifies the excessive humor of bile.

6. Women who usually are prone to abortion get benefited if powdered barley mixed with powdered sesame, sugar and honey is given to her.

7. "Sattu" of barley drives away tiredness.

Note:
Barley should not be used by people having gastric trouble

Badminton Court Dimensions

Overall Court Dimensions

The overall dimensions of a badminton court is 20 feet by 44 feet. The lines along these measurements mark the sidelines for doubles play and long service lines for singles play.

The Net Line

The net line marks the middle of the court where the net is placed, creating a 22 feet by 20 feet area on each side of the net.

Short Service Line

The short service line is marked 6 feet 6 inches (some are marked 7 feet) from the center line. The area inside the short service line is also called the Non Volley Zone.

Center Line

The Center Line is the line that divides the court from the Short Service Line to the Back Boundary Line. This delineates the Left from Right Service Court.

Side Line for Singles Play

The Singles Side Line is marked 1 1/2 feet from the edge of the outer boundary (doubles side line)

Back Boundary Line and Long Service Line for Singles

The back boundary line is the same for singles and doubles play it is the outermost back line on the court.

Long Service Line for Doubles

The Long Service line for Doubles is marked 2 1/2 feet inside the Back Boundary Line.

The Badminton Net

The badminton net measures 5 feet tall in the center

SEHWAG vs GAMBIR

I don’t try to match Sehwag: Gambhir

Saturday, January 02, 2010 2:37:40 PM

New Delhi: Opening the innings with Virender Sehwag has its own peril since the right-hander makes batting look ridiculously easy but Gautam Gambhir believes he still manages to hold his own because he doesn't try to match his partner shot by shot.

In an interview before leaving for the tri-series in Bangladesh, Gambhir shared his batting philosophy which revolves around his own strength, rather than his partner's influence.

"I just try to be myself. I know areas where I'm strong at and play accordingly, rather than thinking what Sehwag is doing at the other end. I have my own game, I have my own style.

“One good thing that happened with me is that I came to know my game much early in my career. I know my strength and I play according to it. That's what I always try to do, rather than going out of my comfort zone. I don't try things I cannot do. You cannot take challenges which you are not up to,” Gambhir explained

In recent times, Gambhir has evolved from being just another swashbuckler from the Delhi stable to a batsman for all seasons and even though he has to vacate the opener's slot in ODIs for Sachin Tendulkar, Gambhir said he relished the challenge of batting at number three which allows him to prove his versatility.

"Batting at number three is the toughest job. There are times when the team has lost an early wicket, and you've got to consolidate and at the same time, capitalise on the first 10-15 overs of the powerplays.

"You also have to carry on the momentum if the openers get off to a great start. You should be able to play both games and that's why it's tough.

"When you open, you have all the freedom in the world to go out and play your shots because there are other people who would take care of the rest. But at number three, you have to build a partnership and you can't waste balls or time either.

"In the past, I played one way. I just went in and started playing my shots. But I wanted to play the other way also to see if I can do that as well," he said.

Talking about his transformation, Gambhir said he realised soon that posturing in borrowed plumes doesn't help.

"In the past, I tried to be very flamboyant. But when you are trying to be more aggressive than you actually are, you are going to throw away your wicket. You may get 30-40 quickly but you are not going to get big runs which really matter. The more shots you play, the more chances you have of getting out," he said.

Apart from his amazing consistency, Gambhir has also emerged as a finisher and the left-hander said he enjoys this role.

"Rather than scoring a brisk knock, it's much more important to stay till the end and guide the team to victory. Your ability to finish off a game shows your character. There have been times when people had given us fantastic starts but still the team ended up losing the game.

"Nothing matches the satisfaction of winning the game for your country. This is one thing I always wanted to do. That's why the (match-winning) Eden Gardens knock (against Sri Lanka last month) is one of my best and close to heart because I finished it. Not having (MS) Dhoni and Yuvraj (Singh) actually helped me (in that match)," he said.

Interestingly, Gambhir is a rare Indian batsman who doesn't roll his arm, except the 2006 ODI against England at Faridabad.

Gambhir said he enjoys bowling his leg-breaks but batting saps him of all his energies.