List of top Questions asked in CUET (UG)

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The Buddha (and other teachers) taught orally through discussions and debates. Men and women (perhaps children as well) attended these discourses and discussed what they heard. None of the Buddha's speeches were written down during his lifetime. After his death (c, fifth-fourth century BCE) his teachings were compiled by his disciples at a council of "elders" or senior monks at Vesali (Pall for Vaishali in present-day Bihar). These compilations were known as Tipitaka - literally, three baskets to hold different types of texts. They were first transmitted orally and then written and classified according to length as well as subject matter.
The Vinaya Pitaka included rules and regulations for those who joined the sangha or monastic order; the Buddha's teachings were included in the Sutta Pitaka; and the Abhidhamma Pitaka dealt with philosophical matters. Each pitalar comprised a number of individual texts. Later, commentaries were written on these texts by Buddhist scholars.
As Buddhism travelled to new regions such as Sri Lanka, other texts such as the Diparamsa (literally, the chronicle of the island) and Mahawansa (the great chronicle) were written, containing regional histories of Buddhism. Many of these works contained biographies of the Buddha. Some of the oldest texts are in Pali, while later compositions are in Sanskrit.
When Buddhism spread to East Asia, pilgrims such as Fa Xian and Xuan Zang travelled all the way from China to India in search of texts. These they took back to their own country, where they were translated by scholars. Indian Buddhist teachers also travelled to faraway places, carrying texts to disseminate the teachings of the Buddha.
The Buddhist texts were preserved in manuscripts for several centuries in monasteries in different parts of Asia. Modern translations have been prepared from Pali, Sanskrit, Chinese and Tibetan texts.
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Watershed management basically refers to efficient management and conservation of surface and groundwater resources. It involves prevention of runoff and shortage and recharge of groundwater through various methods like percolation tanks. Recharge wells. Etc. however. In broad sense watershed management includes conservation. Regeneration and judicious use of all resources- natural (like land water plants and animals) and human with in a watershed. Watershed management aims at bringing about balance between natural resources on the one hand and society on the other. The success of watershed development largely depends upon community participation.
The Central and State Government have initiated many watershed development and management programmes in the country. some of these are being implemented by non-government organisations also. Haryali is a watershed development project sponsored by the Central Government which aims at enabling the rural populations to conserve water for drinking, irrigation. fisheries and afforestation. The Project is being executed by Gram Panchayats with people's participation. Neeru-Meeru (water and you) programme (in Andhra Pradesh) and Arvary Pani Sansad (in Alwar Rajasthan) have taken up constructions of various water- harvesting structures such as percolation tanks, Dug out ponds (Johand), Check dams, etc... through people's participation. Tamil Nadu has made water harvesting structures in the houses compulsory. No building can be constructed without making structures for water harvesting.
watershed development projects in some areas have been successful in rejuvenating environment and economy. However. There are only a few success stories. In majority of cases. The programme is still in its nascent stage. There is a need to generate awareness regarding benefits of watershed development and management among people in the country, and through this integrated water resource management approach water availability can be ensured on sustainable basis.
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Sangeet Natak Akademi (SNA)
The SNA was established on 31 May 1952. In his speech at the inauguration on 28 January 1953, Maulana Azad (1888-1958), then Union Minister for Education and later founder of the Indian Council for Cultural Relations (ICCR), said that the aim of the SNA was to 'preserve our traditions by offering them an institutional form'.
The SNA's mission, stated in its Memorandum of Association is:
To promote research in the fields of Indian music, dance and drama and for this purpose to establish a library and a museum; to encourage the exchange of ideas and enrichment of techniques between the different regions in regard to the arts of music, dance and drama; to publish research on Indian performing arts; to revive and preserve folk traditions in different regions; to sponsor and encourage festival, seminars and conferences; to give recognition to individual artists for outstanding achievement: to foster cultural contacts between different regions of the country and with other countries; and to cooperate with similar Akademis, institutions and associations for the furtherance of these objectives
With respect to theatre, the SNA holds workshops for playwrights; funds interstate cultural exchange programmes; funds research in the traditional performing arts; offers financial support to cultural institutions; organizes festivals of modern theatre, traditional performance, shadow theatre, marionette theatre and other forms of puppetry: gives awards and fellowship to distinguished artists: collects audiotapes, videos and photographs; and maintains an audiovisual archive as well as a library.