Step 1: Analyze option (A). This option suggests assigning permanent responsibility for both healthcare and economy revival to district administrations. While they were actively involved during the crisis, giving them permanent responsibility for all such matters may not be realistic. Such roles are usually coordinated at state/national levels. Hence, (A) is not strongly plausible.
Step 2: Analyze option (B). A task force to review the post-pandemic measures is both logical and practical. Governments commonly review their response to crises to learn lessons, improve systems, and understand effectiveness. Thus, (B) is highly plausible.
Step 3: Analyze option (C). A committee to create a future pandemic management program is also very reasonable. Planning ahead by learning from past experiences minimizes losses in life and economy for future emergencies. Hence, (C) is also plausible.
Step 4: Analyze option (D). Population control as a solution to pandemics is neither directly relevant nor scientifically valid, since pandemics are driven by disease transmission and preparedness, not population size alone. Therefore, (D) is implausible. \[ \boxed{\text{Thus, the plausible actions are (B) and (C).}} \]
Eight students (P, Q, R, S, T, U, V, and W) are playing musical chairs. The figure indicates their order of position at the start of the game. They play the game by moving forward in a circle in the clockwise direction.
After the 1st round, the 4th student behind P leaves the game.
After the 2nd round, the 5th student behind Q leaves the game.
After the 3rd round, the 3rd student behind V leaves the game.
After the 4th round, the 4th student behind U leaves the game.
Who all are left in the game after the 4th round?

The 12 musical notes are given as \( C, C^\#, D, D^\#, E, F, F^\#, G, G^\#, A, A^\#, B \). Frequency of each note is \( \sqrt[12]{2} \) times the frequency of the previous note. If the frequency of the note C is 130.8 Hz, then the ratio of frequencies of notes F# and C is:
Here are two analogous groups, Group-I and Group-II, that list words in their decreasing order of intensity. Identify the missing word in Group-II.
Abuse \( \rightarrow \) Insult \( \rightarrow \) Ridicule
__________ \( \rightarrow \) Praise \( \rightarrow \) Appreciate