Direction: Choose the correct synonym out of the comprehension four choices given below. |
Direction: Choose the correct synonym out of the comprehension four choices given below. |
Direction: Choose the correct synonym out of the comprehension four choices given below. |
Direction: Choose the correct synonym out of the comprehension four choices given below. |
Direction: Choose the correct synonym out of the comprehension four choices given below. |
Direction: Each of the following question consists of a word, followed by four word or group of words. Select the antonym of the words given below. |
Direction: Each of the following question consists of a word, followed by four word or group of words. Select the antonym of the words given below. |
Direction: Each of the following question consists of a word, followed by four word or group of words. Select the antonym of the words given below. |
Direction: Each of the following question consists of a word, followed by four word or group of words. Select the antonym of the words given below. |
Direction: Each of the following question consists of a word, followed by four word or group of words. Select the antonym of the words given below. |
Direction: Choose the correct option out of the four choices given below. |
Direction: Choose the correct option out of the four choices given below. |
Direction: Choose the correct option out of the four choices given below. |
Direction: Choose the correct option out of the four choices given below. |
Direction: Choose the correct option out of the four choices given below. |
Direction: Select the correct meaning of the italicized idioms and phrases out of the four choices given below. |
Direction: Select the correct meaning of the italicized idioms and phrases out of the four choices given below. |
Direction: Select the correct meaning of the italicized idioms and phrases out of the four choices given below. |
Direction: Select the correct meaning of the italicized idioms and phrases out of the four choices given below. |
Direction: Select the correct meaning of the italicized idioms and phrases out of the four choices given below. |
Direction: Given below are four commonly used foreign languages phrases, select the correct answer from the four options. |
Direction: Given below are four commonly used foreign languages phrases, select the correct answer from the four options. |
Direction: Given below are four commonly used foreign languages phrases, select the correct answer from the four options. |
Direction: Given below are four commonly used foreign languages phrases, select the correct answer from the four options. |
Direction: Given below are four commonly used foreign languages phrases, select the correct answer from the four options. |
Direction: In each of the following questions the first and the last parts of the passage are numbered as 5 and \[{{S}_{6}}\]. The rest of the passage is split into four parts and named P, Q, R, and 5. These four parts are not given in their proper order. Read the sentences and find out which of the four combination is correct. |
Then select the correct answer. |
\[{{S}_{1}}\] : There is no transportation system in any city that can be compared in the matter of inefficiency with the circulatory system of the body. |
P : The larger ones goes from the heart to various part of the body. |
Q : If you will imagine two systems of pipe, one large and one small, both meeting at a central pumping station, you'll have an idea of the circulatory system. |
R : These pipes are called arteries, veins and capillaries. |
S : The smaller system of pipe goes from the heart to the lungs and back. |
\[{{S}_{6}}\]: Artereis are blood vessels, in which blood is going away from the heart. |
Direction: In each of the following questions the first and the last parts of the passage are numbered as 5 and \[{{S}_{6}}\]. The rest of the passage is split into four parts and named P, Q, R, and 5. These four parts are not given in their proper order. Read the sentences and find out which of the four combination is correct. |
Then select the correct answer. |
\[{{S}_{1}}\] : In other words, Grammar grows and Changes and there is no such thing as correct the use of English for the past, the present and the future. |
P: 'The door is broke' |
Q: Yet this would have been correct in Shakespeare's time |
R: Today, only an uneducated person would say, 'My arm is broke'. |
S: e.g., in Shakespeare's play 'Hamlet,' there is the line |
\[{{S}_{6}}\]: All the words that man has invented are divided into eight classes, which are called parts of speech. |
Direction: In each of the following questions the first and the last parts of the passage are numbered as 5 and \[{{S}_{6}}\]. The rest of the passage is split into four parts and named P, Q, R, and 5. These four parts are not given in their proper order. Read the sentences and find out which of the four combination is correct. |
Then select the correct answer. |
\[{{S}_{1}}\] : His penance grew harder, he abjured Even fruit. |
P : Then the water, too, that the girl offered him in leaf-cups lay untouched |
Q: Birds peeked at them as they lay rotting at his feet. |
R: She gathered wild blossoms and said them humbly before him. |
S : The girl amused in sorrow, 'is there nothing left for me to do'. |
\[{{S}_{6}}\] : The ascetic took no notice. |
Direction: In each of the following questions the first and the last parts of the passage are numbered as 5 and \[{{S}_{6}}\]. The rest of the passage is split into four parts and named P, Q, R, and 5. These four parts are not given in their proper order. Read the sentences and find out which of the four combination is correct. |
Then select the correct answer. |
\[{{S}_{1}}\] : I suddenly began to climb swiftly and The next I knew it was speeding eastward again till it became a speck in the blue morning. |
P: I didn't know what force they could command, but I was certain that it would be sufficient. |
Q: My enemies had located me and the next thing would be a cordon round me. |
R : This made me do some savage thinking. |
S : The aero plane had seen my bicycle and would conclude that I would try to escape by the road |
\[{{S}_{6}}\] : In that case, there might be a chance on the moors to the right or left. |
Direction: In each of the following questions the first and the last parts of the passage are numbered as 5 and \[{{S}_{6}}\]. The rest of the passage is split into four parts and named P, Q, R, and 5. These four parts are not given in their proper order. Read the sentences and find out which of the four combination is correct. |
Then select the correct answer. |
\[{{S}_{1}}\] : 'As a matter of fact,' said the boy modestly 'I'm a spaceman'. |
P: 'You can't see it from here'. |
Q : 'From another planet'. |
R : 'I'm a spaceman,' he said again. |
S : George and Cathy stored at the boy |
\[{{S}_{6}}\]: Cathy gasped, George gave a shout of laughter. |
Direction: Read the following passage and answer the questions that follow. |
Passage |
Educational planning should aim at meeting the educational needs of the entire population of all age groups. While the traditional structure of education as a three-layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery, which is equally important under modern conditions. Workers need to rewind, or renew their enthusiasm, or strike out in a new direction, or improve their skills as much as any university professor. The retired and the aged have their needs as well. Educational planning, in other words, should take care of the needs of everyone. Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled 'Learning to Be' prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future adult for various forms of self-learning. A viable educational system of the future should consist of modules with different kinds of functions serving a diversity of constituents. And performance, not the period of study, should be the basis for credentials. The writing is already on the wall. |
In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For, to move in that direction means much more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing Open University programmes for older learners of different categories and introducing extension services in the conventional colleges and schools. Also, these institutions should learn to co-operate with the numerous community organizations such as libraries, museums, municipal recreational programmes, health services, etc. |
Direction: Read the following passage and answer the questions that follow. |
Passage |
Educational planning should aim at meeting the educational needs of the entire population of all age groups. While the traditional structure of education as a three-layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery, which is equally important under modern conditions. Workers need to rewind, or renew their enthusiasm, or strike out in a new direction, or improve their skills as much as any university professor. The retired and the aged have their needs as well. Educational planning, in other words, should take care of the needs of everyone. Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled 'Learning to Be' prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future adult for various forms of self-learning. A viable educational system of the future should consist of modules with different kinds of functions serving a diversity of constituents. And performance, not the period of study, should be the basis for credentials. The writing is already on the wall. |
In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For, to move in that direction means much more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing Open University programmes for older learners of different categories and introducing extension services in the conventional colleges and schools. Also, these institutions should learn to co-operate with the numerous community organizations such as libraries, museums, municipal recreational programmes, health services, etc. |
Direction: Read the following passage and answer the questions that follow. |
Passage |
Educational planning should aim at meeting the educational needs of the entire population of all age groups. While the traditional structure of education as a three-layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery, which is equally important under modern conditions. Workers need to rewind, or renew their enthusiasm, or strike out in a new direction, or improve their skills as much as any university professor. The retired and the aged have their needs as well. Educational planning, in other words, should take care of the needs of everyone. Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled 'Learning to Be' prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future adult for various forms of self-learning. A viable educational system of the future should consist of modules with different kinds of functions serving a diversity of constituents. And performance, not the period of study, should be the basis for credentials. The writing is already on the wall. |
In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For, to move in that direction means much more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing Open University programmes for older learners of different categories and introducing extension services in the conventional colleges and schools. Also, these institutions should learn to co-operate with the numerous community organizations such as libraries, museums, municipal recreational programmes, health services, etc. |
Direction: Read the following passage and answer the questions that follow. |
Passage |
Educational planning should aim at meeting the educational needs of the entire population of all age groups. While the traditional structure of education as a three-layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery, which is equally important under modern conditions. Workers need to rewind, or renew their enthusiasm, or strike out in a new direction, or improve their skills as much as any university professor. The retired and the aged have their needs as well. Educational planning, in other words, should take care of the needs of everyone. Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled 'Learning to Be' prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future adult for various forms of self-learning. A viable educational system of the future should consist of modules with different kinds of functions serving a diversity of constituents. And performance, not the period of study, should be the basis for credentials. The writing is already on the wall. |
In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For, to move in that direction means much more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing Open University programmes for older learners of different categories and introducing extension services in the conventional colleges and schools. Also, these institutions should learn to co-operate with the numerous community organizations such as libraries, museums, municipal recreational programmes, health services, etc. |
Direction: Read the following passage and answer the questions that follow. |
Passage |
Educational planning should aim at meeting the educational needs of the entire population of all age groups. While the traditional structure of education as a three-layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery, which is equally important under modern conditions. Workers need to rewind, or renew their enthusiasm, or strike out in a new direction, or improve their skills as much as any university professor. The retired and the aged have their needs as well. Educational planning, in other words, should take care of the needs of everyone. Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled 'Learning to Be' prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future adult for various forms of self-learning. A viable educational system of the future should consist of modules with different kinds of functions serving a diversity of constituents. And performance, not the period of study, should be the basis for credentials. The writing is already on the wall. |
In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For, to move in that direction means much more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing Open University programmes for older learners of different categories and introducing extension services in the conventional colleges and schools. Also, these institutions should learn to co-operate with the numerous community organizations such as libraries, museums, municipal recreational programmes, health services, etc. |
Direction: Read the following passage and answer the questions that follow. |
Passage |
Educational planning should aim at meeting the educational needs of the entire population of all age groups. While the traditional structure of education as a three-layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery, which is equally important under modern conditions. Workers need to rewind, or renew their enthusiasm, or strike out in a new direction, or improve their skills as much as any university professor. The retired and the aged have their needs as well. Educational planning, in other words, should take care of the needs of everyone. Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled 'Learning to Be' prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future adult for various forms of self-learning. A viable educational system of the future should consist of modules with different kinds of functions serving a diversity of constituents. And performance, not the period of study, should be the basis for credentials. The writing is already on the wall. |
In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For, to move in that direction means much more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing Open University programmes for older learners of different categories and introducing extension services in the conventional colleges and schools. Also, these institutions should learn to co-operate with the numerous community organizations such as libraries, museums, municipal recreational programmes, health services, etc. |
Direction: Read the following passage and answer the questions that follow. |
Passage |
Educational planning should aim at meeting the educational needs of the entire population of all age groups. While the traditional structure of education as a three-layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery, which is equally important under modern conditions. Workers need to rewind, or renew their enthusiasm, or strike out in a new direction, or improve their skills as much as any university professor. The retired and the aged have their needs as well. Educational planning, in other words, should take care of the needs of everyone. Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled 'Learning to Be' prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future adult for various forms of self-learning. A viable educational system of the future should consist of modules with different kinds of functions serving a diversity of constituents. And performance, not the period of study, should be the basis for credentials. The writing is already on the wall. |
In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For, to move in that direction means much more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing Open University programmes for older learners of different categories and introducing extension services in the conventional colleges and schools. Also, these institutions should learn to co-operate with the numerous community organizations such as libraries, museums, municipal recreational programmes, health services, etc. |
Direction: Read the following passage and answer the questions that follow. |
Passage |
Educational planning should aim at meeting the educational needs of the entire population of all age groups. While the traditional structure of education as a three-layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery, which is equally important under modern conditions. Workers need to rewind, or renew their enthusiasm, or strike out in a new direction, or improve their skills as much as any university professor. The retired and the aged have their needs as well. Educational planning, in other words, should take care of the needs of everyone. Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled 'Learning to Be' prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future adult for various forms of self-learning. A viable educational system of the future should consist of modules with different kinds of functions serving a diversity of constituents. And performance, not the period of study, should be the basis for credentials. The writing is already on the wall. |
In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For, to move in that direction means much more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing Open University programmes for older learners of different categories and introducing extension services in the conventional colleges and schools. Also, these institutions should learn to co-operate with the numerous community organizations such as libraries, museums, municipal recreational programmes, health services, etc. |
Direction: Read the following passage and answer the questions that follow. |
Passage |
Educational planning should aim at meeting the educational needs of the entire population of all age groups. While the traditional structure of education as a three-layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery, which is equally important under modern conditions. Workers need to rewind, or renew their enthusiasm, or strike out in a new direction, or improve their skills as much as any university professor. The retired and the aged have their needs as well. Educational planning, in other words, should take care of the needs of everyone. Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled 'Learning to Be' prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future adult for various forms of self-learning. A viable educational system of the future should consist of modules with different kinds of functions serving a diversity of constituents. And performance, not the period of study, should be the basis for credentials. The writing is already on the wall. |
In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For, to move in that direction means much more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing Open University programmes for older learners of different categories and introducing extension services in the conventional colleges and schools. Also, these institutions should learn to co-operate with the numerous community organizations such as libraries, museums, municipal recreational programmes, health services, etc. |
Direction: Read the following passage and answer the questions that follow. |
Passage |
Educational planning should aim at meeting the educational needs of the entire population of all age groups. While the traditional structure of education as a three-layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery, which is equally important under modern conditions. Workers need to rewind, or renew their enthusiasm, or strike out in a new direction, or improve their skills as much as any university professor. The retired and the aged have their needs as well. Educational planning, in other words, should take care of the needs of everyone. Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled 'Learning to Be' prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future adult for various forms of self-learning. A viable educational system of the future should consist of modules with different kinds of functions serving a diversity of constituents. And performance, not the period of study, should be the basis for credentials. The writing is already on the wall. |
In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For, to move in that direction means much more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing Open University programmes for older learners of different categories and introducing extension services in the conventional colleges and schools. Also, these institutions should learn to co-operate with the numerous community organizations such as libraries, museums, municipal recreational programmes, health services, etc. |
List I | List II |
A. Buxa Tiger Reserve | 1. Rajastan |
B. Periyar Tiger Reserve | 2. Gujara |
C. Sariska National Park | 3. Westbangal |
D. Wild Ass Sanctuary | 4. Kerala |
I. Enhance enrolment, retention and attendance of primary school children. |
II. Improve the nutritional status of primary school children. |
III. Improve the habit of reading among rural household |
IV. Encourage the use of tiffin boxes among primary school children. |
I. Rowlatt Act Movement |
II. Khera Movement |
III. Champaran |
IV. Ahmedabad mill strike |
List I | List II |
A. DM Dharmadhikari | 1. National Corporate Governance Policy |
B. Anil Kakodkar | 2. Air India-Indian Airlines Merger |
C. BN Srikrishna | 3. Indian Railways High Levels Safety Review Committee |
D. Adli Godrej | 4. Financial Sector Legislative Reforms Commission |
I. Gross domestic savings |
II. Net capital inflow |
III. Direct foreign investment |
List I | List II |
A. Kakrapar | 1. Karnataka |
B. Kaiga | 2. Gujarat |
C. Rawatbhata | 3. Rajasthan |
D. Narora | 4. Uttar Pradesh |
I. He has won the World Chess Championship five times. |
II. He is the first sports person to receive the Rajiv Gandhi Khel Ratna Award |
III. He is the currently the number 1 rating player on the FIDE rating. |
List I (Tribal Groups) | List II (States where predominantly located) |
A. Reang | 1. Arunachal Pradesh |
B. Dimasa | 2. Nagaland |
C. Konyak | 3. Tripura |
D. Mishmi | 4. Asom |
I. Paschim Banga |
II. Chhattisgarh |
III. Jharkhand |
IV. Madhya Pradesh |
Direction: Study the following information carefully and answer the questions given below. |
A, B, C, D, E, F, G and H are eight employees of an organization working in three departments viz. personnel, administration and marketing with not more than three of them in any department. Each of them has a different choice of sports from football, cricket, volleyball, badminton, lawn tennis, basketball, hockey and table tennis not necessarily in the same order. D works in administration and does not like either football or cricket. F works in personnel with only A who likes table tennis. E and H do not work in the same department as D.C likes hockey and does not work in marketing. G does not work in administration and does not like either cricket or badminton, one of those who work in administration likes football. The one who likes volleyball works in personnel. None of those who work in administration likes either badminton or lawn tennis. H does not like cricket. |
Direction: Study the following information carefully and answer the questions given below. |
A, B, C, D, E, F, G and H are eight employees of an organization working in three departments viz. personnel, administration and marketing with not more than three of them in any department. Each of them has a different choice of sports from football, cricket, volleyball, badminton, lawn tennis, basketball, hockey and table tennis not necessarily in the same order. D works in administration and does not like either football or cricket. F works in personnel with only A who likes table tennis. E and H do not work in the same department as D.C likes hockey and does not work in marketing. G does not work in administration and does not like either cricket or badminton, one of those who work in administration likes football. The one who likes volleyball works in personnel. None of those who work in administration likes either badminton or lawn tennis. H does not like cricket. |
Direction: Study the following information carefully and answer the questions given below. |
A, B, C, D, E, F, G and H are eight employees of an organization working in three departments viz. personnel, administration and marketing with not more than three of them in any department. Each of them has a different choice of sports from football, cricket, volleyball, badminton, lawn tennis, basketball, hockey and table tennis not necessarily in the same order. D works in administration and does not like either football or cricket. F works in personnel with only A who likes table tennis. E and H do not work in the same department as D.C likes hockey and does not work in marketing. G does not work in administration and does not like either cricket or badminton, one of those who work in administration likes football. The one who likes volleyball works in personnel. None of those who work in administration likes either badminton or lawn tennis. H does not like cricket. |
Direction: Study the following information carefully and answer the questions given below. |
A, B, C, D, E, F, G and H are eight employees of an organization working in three departments viz. personnel, administration and marketing with not more than three of them in any department. Each of them has a different choice of sports from football, cricket, volleyball, badminton, lawn tennis, basketball, hockey and table tennis not necessarily in the same order. D works in administration and does not like either football or cricket. F works in personnel with only A who likes table tennis. E and H do not work in the same department as D.C likes hockey and does not work in marketing. G does not work in administration and does not like either cricket or badminton, one of those who work in administration likes football. The one who likes volleyball works in personnel. None of those who work in administration likes either badminton or lawn tennis. H does not like cricket. |
Direction: Study the following information carefully and answer the questions given below. |
A, B, C, D, E, F, G and H are eight employees of an organization working in three departments viz. personnel, administration and marketing with not more than three of them in any department. Each of them has a different choice of sports from football, cricket, volleyball, badminton, lawn tennis, basketball, hockey and table tennis not necessarily in the same order. D works in administration and does not like either football or cricket. F works in personnel with only A who likes table tennis. E and H do not work in the same department as D.C likes hockey and does not work in marketing. G does not work in administration and does not like either cricket or badminton, one of those who work in administration likes football. The one who likes volleyball works in personnel. None of those who work in administration likes either badminton or lawn tennis. H does not like cricket. |
Direction: Read the following information carefully to answer the questions given below. |
(i) \['A+B'\] means 'A is the father of B'. |
(ii) \['A-B'\] means 'A is the wife of B'. |
(iii) \['A\times B'\] means 'A is the brother of B'. |
(iv) \['A-B'\] means 'A is the daughter of B'. |
Direction: Read the following information carefully to answer the questions given below. |
(i) \['A+B'\] means 'A is the father of B'. |
(ii) \['A-B'\] means 'A is the wife of B'. |
(iii) \['A\times B'\] means 'A is the brother of B'. |
(iv) \['A-B'\] means 'A is the daughter of B'. |
Direction: Read the following information carefully to answer the questions given below. |
(i) \['A+B'\] means 'A is the father of B'. |
(ii) \['A-B'\] means 'A is the wife of B'. |
(iii) \['A\times B'\] means 'A is the brother of B'. |
(iv) \['A-B'\] means 'A is the daughter of B'. |
Direction: Read the following information carefully to answer the questions given below. |
(i) \['A+B'\] means 'A is the father of B'. |
(ii) \['A-B'\] means 'A is the wife of B'. |
(iii) \['A\times B'\] means 'A is the brother of B'. |
(iv) \['A-B'\] means 'A is the daughter of B'. |
Direction: Read the following information carefully to answer the questions given below. |
(i) \['A+B'\] means 'A is the father of B'. |
(ii) \['A-B'\] means 'A is the wife of B'. |
(iii) \['A\times B'\] means 'A is the brother of B'. |
(iv) \['A-B'\] means 'A is the daughter of B'. |
Direction: In each of the questions below are given four statements followed by four conclusions numbered I, II, III and IV. Read all the conclusions and then decide which of the given conclusions logically follows from the given statements disregarding commonly known facts. |
Statements All cups are bottles. Some bottles are jugs. No jug is plate. Some plates are tables. |
Conclusions |
I. Some tables are bottles. |
II. Some plates are cups. |
III. No table is bottle. |
IV. Some jugs are cups. |
Direction: In each of the questions below are given four statements followed by four conclusions numbered I, II, III and IV. Read all the conclusions and then decide which of the given conclusions logically follows from the given statements disregarding commonly known facts. |
Statements All birds are horses. All horses are tigers. Some tigers are lions. Some lions are monkeys. |
Conclusions |
I. Some tigers are horses. |
II. Some monkeys are birds. |
III. Some tigers are birds. |
IV. Some monkeys are horses. |
Direction: In each of the questions below are given four statements followed by four conclusions numbered I, II, III and IV. Read all the conclusions and then decide which of the given conclusions logically follows from the given statements disregarding commonly known facts. |
Statements Some chairs are handles. All handles are pots. All pots are mats. Some mats are buses. |
Conclusions |
I. Some buses are handles. |
II. Some mats are chairs. |
III. No bus is handle. |
IV. Some mats are handles. |
Direction: In each of the questions below are given four statements followed by four conclusions numbered I, II, III and IV. Read all the conclusions and then decide which of the given conclusions logically follows from the given statements disregarding commonly known facts. |
Statements Some sticks are lamps. Some flowers are lamps. Some lamps are dresses. |
All dresses are shirts. |
Conclusions |
I. Some shirts are sticks. |
II. Some shirts are flowers. |
III. Some flowers are sticks. |
IV. Some dresses are sticks. |
Direction: In each of the questions below are given four statements followed by four conclusions numbered I, II, III and IV. Read all the conclusions and then decide which of the given conclusions logically follows from the given statements disregarding commonly known facts. |
Statements Some benches are walls. All walls are houses. Some houses are jungles. |
All jungles are roads. |
Conclusions |
I. Some roads are benches. |
II. Some jungles are walls. |
III. Some houses are benches. |
IV. Some roads are houses. |
Direction: Complete the series by choosing the correct option. |
Direction: Complete the series by choosing the correct option. |
Direction: Complete the series by choosing the correct option. |
Direction: Complete the series by choosing the correct option. |
Direction: Complete the series by choosing the correct option. |
Direction: (Q. Nos. 133-137) In each question below is given a statement followed by two assumptions numbered I and II. You have to consider the statement and the following assumptions and decide which of the following assumption is implicit in the statement. |
Statement The Government has decided to provide monetary reliefs to the farmers in the drought hit areas. |
Assumptions |
I. The farmers of the affected areas may accept the Government relief. |
II. The Government machinery may be able to reach the affected farmers to provide relief. |
Direction: (Q. Nos. 133-137) In each question below is given a statement followed by two assumptions numbered I and II. You have to consider the statement and the following assumptions and decide which of the following assumption is implicit in the statement. |
Statement Gambling through lotteries is banned by the Central Government in all the states with immediate effect. |
Assumptions |
I. This may save innocent citizens from getting cheated of their hard earned money. |
II. The citizens may not gamble in any other way, if the lotteries are banned |
Direction: (Q. Nos. 133-137) In each question below is given a statement followed by two assumptions numbered I and II. You have to consider the statement and the following assumptions and decide which of the following assumption is implicit in the statement. |
Statement The municipal corporation has given permission for holding fun fairs in the local football ground during the holiday season. |
Assumptions |
I. The local residents may protest against the corporation's decision. |
II. Many people may not participate in the fun fair. |
Direction: (Q. Nos. 133-137) In each question below is given a statement followed by two assumptions numbered I and II. You have to consider the statement and the following assumptions and decide which of the following assumption is implicit in the statement. |
Statement Many organizations have switched over to online mode of examinations. |
Assumptions |
I. Candidates from all parts of the country may be well versed using computers. |
II. Online mode of examinations helps in recruiting more capable personnel. |
Direction: (Q. Nos. 133-137) In each question below is given a statement followed by two assumptions numbered I and II. You have to consider the statement and the following assumptions and decide which of the following assumption is implicit in the statement. |
Statement You need to be talented to identify the talent. |
Assumptions |
I. Talent is acquired and developed |
II. Talent is hereditary. |
Direction: In each of the following questions, a related pair of words is followed by four pair of words or phrase. Select the pair that best expresses a relationship similar to the one expressed in question. |
Direction: In each of the following questions, a related pair of words is followed by four pair of words or phrase. Select the pair that best expresses a relationship similar to the one expressed in question. |
Direction: In each of the following questions, a related pair of words is followed by four pair of words or phrase. Select the pair that best expresses a relationship similar to the one expressed in question. |
Direction: In each of the following questions, a related pair of words is followed by four pair of words or phrase. Select the pair that best expresses a relationship similar to the one expressed in question. |
Direction: In each of the following questions, a related pair of words is followed by four pair of words or phrase. Select the pair that best expresses a relationship similar to the one expressed in question. |
I. Only students can participate in the race. |
II. Same participants in the race are girls. |
III. All girl participants in the race are invited for coaching. |
Direction: Read the given information carefully and then answer the following questions. |
Six friends-Deepa, Prakash, Pankaj, Priti, Mukesh and Lalit are sitting in a circle, facing the centre of the circle. Deepa is between Prakash and Pankaj. Priti is between Mukesh and Lalit. Prakash and Mukesh are opposite to each other. |
Direction: Read the given information carefully and then answer the following questions. |
Six friends-Deepa, Prakash, Pankaj, Priti, Mukesh and Lalit are sitting in a circle, facing the centre of the circle. Deepa is between Prakash and Pankaj. Priti is between Mukesh and Lalit. Prakash and Mukesh are opposite to each other. |
Direction: Read the given information carefully and then answer the following questions. |
Six friends-Deepa, Prakash, Pankaj, Priti, Mukesh and Lalit are sitting in a circle, facing the centre of the circle. Deepa is between Prakash and Pankaj. Priti is between Mukesh and Lalit. Prakash and Mukesh are opposite to each other. |
Direction: Read the given information carefully and then answer the following questions. |
Six friends-Deepa, Prakash, Pankaj, Priti, Mukesh and Lalit are sitting in a circle, facing the centre of the circle. Deepa is between Prakash and Pankaj. Priti is between Mukesh and Lalit. Prakash and Mukesh are opposite to each other. |
Direction: Read the given information carefully and then answer the following questions. |
Six friends-Deepa, Prakash, Pankaj, Priti, Mukesh and Lalit are sitting in a circle, facing the centre of the circle. Deepa is between Prakash and Pankaj. Priti is between Mukesh and Lalit. Prakash and Mukesh are opposite to each other. |
Direction: There is a passage given below which is followed by two questions. You have to read the passage and then answer the questions. The earth's resources are being depleted too fast and at a very rapid rate. To correct this, India must keep its resources consumption at present levels for many coming years in future.' |
Direction: There is a passage given below which is followed by two questions. You have to read the passage and then answer the questions. The earth's resources are being depleted too fast and at a very rapid rate. To correct this, India must keep its resources consumption at present levels for many coming years in future.' |
Direction: Each of the following questions, consists of two statements one labeled as assertion (A) and other Reason (R). You are to examine these two statements carefully and select the correct answer. |
Assertion (A) The Indian Constitution provides Fundamental Rights to its citizens. |
Reason (R) It aims at protecting the rights and liberties of the Indian citizens. |
Direction: Each of the following questions, consists of two statements one labeled as assertion (A) and other Reason (R). You are to examine these two statements carefully and select the correct answer. |
Assertion (A) Hindi in Devanagri script is the official language of India |
Reason (R) Languages of India are listed in the 8th Schedule. |
Direction: Each of the following questions, consists of two statements one labeled as assertion (A) and other Reason (R). You are to examine these two statements carefully and select the correct answer. |
Assertion (A) Right to Education is a Fundamental Right. |
Reason (R) Our Constitution has no provision for education before making Right to Education as Fundamental Right. |
Direction: Each of the following questions, consists of two statements one labeled as assertion (A) and other Reason (R). You are to examine these two statements carefully and select the correct answer. |
Assertion (A) The Constitution of India was adopted on November 26, 1949. |
Reason (R) The bulk of the Constitution became operative on January 26, 1950, which date is referred to in the Constitution as its date of commencement. |
Direction: Each of the following questions, consists of two statements one labeled as assertion (A) and other Reason (R). You are to examine these two statements carefully and select the correct answer. |
Assertion (A) A void contract is not necessarily illegal. |
Reason (R) Every illegal contract is void |
Direction: Each of the following questions, consists of two statements one labeled as assertion (A) and other Reason (R). You are to examine these two statements carefully and select the correct answer. |
Assertion (A) The President is bound to act in accordance with the advice of the Council of Ministers. |
Reason (R) The Council of Ministers cannot be required to reconsider its advice. |
Direction: Each of the following questions, consists of two statements one labeled as assertion (A) and other Reason (R). You are to examine these two statements carefully and select the correct answer. |
Assertion (A) The Election Commission decides the schedule of election to Parliament or State Legislatures. |
Reason (R) The Constitution provides for an independent body in the form of Election Commission to conduct free and fair elections. |
Direction: Each of the following questions, consists of two statements one labeled as assertion (A) and other Reason (R). You are to examine these two statements carefully and select the correct answer. |
Assertion (A) In India, the judiciary is independent of the executive. |
Reason (R) Judiciary favours the government and helps in the implementation of its plans. |
Direction: Each of the following questions, consists of two statements one labeled as assertion (A) and other Reason (R). You are to examine these two statements carefully and select the correct answer. |
Assertion (A) The President of India is indirectly elected by an electoral college. |
Reason (R) Under a parliamentary system of government, the head of the state is only a nominal head. |
Direction: Each of the following questions, consists of two statements one labeled as assertion (A) and other Reason (R). You are to examine these two statements carefully and select the correct answer. |
Assertion (A) A person claims compensation for his non gratuitous act. |
Reason (R) A person who enjoys benefit from lawful non gratuitous act of another must compensate him even though there is no contract. |
Principle Attempt to murder is punishable under Section 307 of IPC but preparation is not an offence. |
Facts A mixes sugar, thinking that it was poison, in the tea meant for B with an intention to cause his death. What offence if any has been committed by A? |
Principle A confession made in the court should be free and voluntary. A confession made under pressure is a weak type of evidence. |
Facts Ram and Shyam are good friends, they are room partners. Shyam becomes friendly with Sumit, who is a drug addict. Shyam also starts consuming drugs. One day, Shyam does not have money to buy drugs. He steals an imported watch of Ram. Ram complains to the police. Shyam is arrested. In the lock up, the police tell Shyam that if he confesses, he may be released. Shyam confesses in the court. |
Principle Whoever intending to take dishonestly any movable property out of the possession of any person without that person's consent moves that property with an intention to take. It is said to commit theft. |
Facts Y cuts down a tree on Z's ground with the intention of dishonestly taking it out of Z's possession without Z's consent. Y could not take away the tree. |
Principle Article 220 of the Constitution reads as follows "No person who after the commencement of this Constitution has held office as a permanent judge of a High Court shall plead or act in any court or before any authority in India except the Supreme Court and the other High Courts". |
Facts Mr A, a lawyer practising in the Allahabad High Court, was appointed as an additional Judge in the Allahabad High Court. After six months, he submitted his resignation citing the reason that he would like to continue his practice. |
Principle Contract is an agreement freely entered into between the parties. |
Facts Raju was a dealer of cement. The Government of India, by an order issued under the Essential Commodities Act, fixed the price of cement and also the quantity, which a person can buy from the dealer. Raju carried on his business under this new order for sometime but he refused to pay sales tax on his sale transactions on the ground that these were not the contracts freely entered into by him |
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