Direction: Fill in the blank by choosing the most appropriate option. |
Direction: Fill in the blank by choosing the most appropriate option. |
Direction: Fill in the blank by choosing the most appropriate option. |
Direction: Fill in the blank by choosing the most appropriate option. |
Direction: Fill in the blank by choosing the most appropriate option. |
Direction: Fill in the blank by choosing the most appropriate option. |
Direction: Fill in the blank by choosing the most appropriate option. |
Direction: Fill in the blank by choosing the most appropriate option. |
Direction: Fill in the blank by choosing the most appropriate option. |
Direction: Fill in the blank by choosing the most appropriate option. |
Direction: The sentences given in each question, when properly sequenced, form a coherent paragraph. Each sentence is labelled with a letter. Choose the most logical order of sentences from among the given choices to construct a coherent paragraph. |
[a] Payment for imports and exports is made through a system called foreign exchange. The value of the money of one country in relation to the money of other countries is agreed upon. |
[b] The rates of exchange vary from time to time. |
[c] For example, an American dollar or a British pound sterling is worth certain amounts in the money of other countries. |
[d] Sometimes a US dollar is worth 60 rupees in India. |
Direction: The sentences given in each question, when properly sequenced, form a coherent paragraph. Each sentence is labelled with a letter. Choose the most logical order of sentences from among the given choices to construct a coherent paragraph. |
[a] When a dictionary is being edited, a lexicographer collects all the alphabetically arranged citations slips for a particular word. |
[b] The moment a new word is coined, it usually enters the spoken language. |
[c] The dictionary takes note of it and makes a note of it on a citation slip. |
[d] The word then passes from the realm of hearing to the realm of writing. |
Direction: The sentences given in each question, when properly sequenced, form a coherent paragraph. Each sentence is labelled with a letter. Choose the most logical order of sentences from among the given choices to construct a coherent paragraph. |
[a] The impression that corruption is a universal phenomenon persists and the people do not co-operate in checking this evil. |
[b] So there is hardly anything that the government can do about it now |
[c] It is regrettable that there is a widespread corruption in the country at all levels. |
[d] Recently several offenders were brought to book, but they were not given deterrent punishment. |
Direction: The sentences given in each question, when properly sequenced, form a coherent paragraph. Each sentence is labelled with a letter. Choose the most logical order of sentences from among the given choices to construct a coherent paragraph. |
[a] In all social affairs convention prescribes more or less generally accepted rules of behavior. |
[b] Of course, there is nothing absolute about conventions. |
[c] They vary from country to country, from age to age. |
[d] Convention has a necessary part to play in the life of everyone. |
Direction: The sentences given in each question, when properly sequenced, form a coherent paragraph. Each sentence is labelled with a letter. Choose the most logical order of sentences from among the given choices to construct a coherent paragraph. |
[a] In fact, only recently there have been serious studies to find out how many of us actually have nightmares. |
[b] Now that is changing. |
[c] The study of nightmares has been curiously neglected. |
[d] While results so far are inconclusive, it seems fair to say that at least half the population has occasional nightmares. |
Direction: Given below are a few foreign language phrases which are commonly used. Choose the correct meaning for each of the phrases. |
Direction: Given below are a few foreign language phrases which are commonly used. Choose the correct meaning for each of the phrases. |
Direction: Given below are a few foreign language phrases which are commonly used. Choose the correct meaning for each of the phrases. |
Direction: Given below are a few foreign language phrases which are commonly used. Choose the correct meaning for each of the phrases. |
Direction: Given below are a few foreign language phrases which are commonly used. Choose the correct meaning for each of the phrases. |
Direction: Select the word that is spelt CORRECTLY. |
Direction: Select the word that is spelt CORRECTLY. |
Direction: Select the word that is spelt CORRECTLY. |
Direction: Select the word that is spelt CORRECTLY. |
Direction: Select the word that is spelt CORRECTLY. |
Direction: Choose the explanation that best reflects the spirit of the idiom/proverb/phrase given in each question. |
Direction: Choose the explanation that best reflects the spirit of the idiom/proverb/phrase given in each question. |
Direction: Choose the explanation that best reflects the spirit of the idiom/proverb/phrase given in each question. |
Direction: Choose the explanation that best reflects the spirit of the idiom/proverb/phrase given in each question. |
Direction: Choose the explanation that best reflects the spirit of the idiom/proverb/phrase given in each question. |
Direction: The questions in this section are based on a single passage. The questions are to be answered, on the basis of what is stated or implied in the passage. Kindly note that more than one of the choices may conceivably answer some of the questions. |
The spread of education in society is at the foundation of success in countries that are latecomers to development. |
In the quest for development, primary education is absolutely essential because it creates the base. But higher education is just as important, for it provides the cutting edge. And universities are the life-blood of higher education. Islands of excellence in professional education, such as Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), are valuable complements but cannot be substitutes for universities which provide educational opportunities for people at large. |
There can be no doubt that higher education has made a significant contribution to economic development, social progress and political democracy in independent India. It is a source of dynamism for the economy. It has created social opportunities for people. It has fostered the vibrant democracy in our polity. It has provided a beginning for the creation of a knowledge society. But it would be a mistake to focus on its strengths alone. It has weak' nesses that are a cause for serious concern. There is, in fact, a quiet crisis in higher education in India that runs deep. It is not yet discernible simply because there are pockets of excellence, an enormous reservoir of talented young people and an intense competition in the admissions process. And, in some important spheres, we continue to reap the benefits of what was sown in higher education 50 years ago by the founding fathers of the Republic. The reality is that we have miles to go. The proportion of our population. in the age group 18-24, that enters the world of higher education is around 7 per cent, which is only one-half the average for Asia. The opportunities for higher education, in terms of the number of places in universities, are simply not enough in relation to our needs. What is more, the quality of higher education in most of our universities requires substantial improvement. |
It is clear that the system of higher education in India faces serious challenges. It needs a systematic overhaul, so that we can educate much larger numbers without diluting academic standards. This is imperative because the transformation of economy and society in the 21st century would depend, in significant part. on the spread and the quality of education among our people, particularly in the sphere of higher education. It is only an inclusive society that can provide the foundations for a knowledge society. |
The challenges that confront higher education in India are clear. It needs a massive expansion of opportunities for higher education, to 1500 universities nationwide, that would enable India to attain a gross enrolment ratio of at least 15 percent by 2015. It is just as important to raise the average quality of higher education in every sphere. At the same time, it is essential to create institutions that are exemplars of excellence at par with the best in the world. In the pursuit of these objectives, providing people with access to higher education in a socially inclusive manner is imperative. The realization of these objectives, combined with access, would not only develop the skills and capabilities we need for the economy but would also help transform India a knowledge economy and society. |
Direction: The questions in this section are based on a single passage. The questions are to be answered, on the basis of what is stated or implied in the passage. Kindly note that more than one of the choices may conceivably answer some of the questions. |
The spread of education in society is at the foundation of success in countries that are latecomers to development. |
In the quest for development, primary education is absolutely essential because it creates the base. But higher education is just as important, for it provides the cutting edge. And universities are the life-blood of higher education. Islands of excellence in professional education, such as Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), are valuable complements but cannot be substitutes for universities which provide educational opportunities for people at large. |
There can be no doubt that higher education has made a significant contribution to economic development, social progress and political democracy in independent India. It is a source of dynamism for the economy. It has created social opportunities for people. It has fostered the vibrant democracy in our polity. It has provided a beginning for the creation of a knowledge society. But it would be a mistake to focus on its strengths alone. It has weaknesses that are a cause for serious concern. There is, in fact, a quiet crisis in higher education in India that runs deep. It is not yet discernible simply because there are pockets of excellence, an enormous reservoir of talented young people and an intense competition in the admissions process. And, in some important spheres, we continue to reap the benefits of what was sown in higher education 50 years ago by the founding fathers of the Republic. The reality is that we have miles to go. The proportion of our population. in the age group 18-24, that enters the world of higher education is around 7 per cent, which is only one-half the average for Asia. The opportunities for higher education, in terms of the number of places in universities, are simply not enough in relation to our needs. What is more, the quality of higher education in most of our universities requires substantial improvement. |
It is clear that the system of higher education in India faces serious challenges. It needs a systematic overhaul, so that we can educate much larger numbers without diluting academic standards. This is imperative because the transformation of economy and society in the 21st century would depend, in significant part on the spread and the quality of education among our people, particularly in the sphere of higher education. It is only an inclusive society that can provide the foundations for a knowledge society. |
The challenges that confront higher education in India are clear. It needs a massive expansion of opportunities for higher education, to 1500 universities nationwide, that would enable India to attain a gross enrolment ratio of at least 15 percent by 2015. It is just as important to raise the average quality of higher education in every sphere. At the same time, it is essential to create institutions that are exemplars of excellence at par with the best in the world. In the pursuit of these objectives, providing people with access to higher education in a socially inclusive manner is imperative. The realization of these objectives, combined with access, would not only develop the skills and capabilities we need for the economy but would also help transform India a knowledge economy and society. |
Direction: The questions in this section are based on a single passage. The questions are to be answered, on the basis of what is stated or implied in the passage. Kindly note that more than one of the choices may conceivably answer some of the questions. |
The spread of education in society is at the foundation of success in countries that are latecomers to development. |
In the quest for development, primary education is absolutely essential because it creates the base. But higher education is just as important, for it provides the cutting edge. And universities are the life-blood of higher education. Islands of excellence in professional education, such as Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), are valuable complements but cannot be substitutes for universities which provide educational opportunities for people at large. |
There can be no doubt that higher education has made a significant contribution to economic development, social progress and political democracy in independent India. It is a source of dynamism for the economy. It has created social opportunities for people. It has fostered the vibrant democracy in our polity. It has provided a beginning for the creation of a knowledge society. But it would be a mistake to focus on its strengths alone. It has weaknesses that are a cause for serious concern. There is, in fact, a quiet crisis in higher education in India that runs deep. It is not yet discernible simply because there are pockets of excellence, an enormous reservoir of talented young people and an intense competition in the admissions process. And, in some important spheres, we continue to reap the benefits of what was sown in higher education 50 years ago by the founding fathers of the Republic. The reality is that we have miles to go. The proportion of our population. in the age group 18-24, that enters the world of higher education is around 7 per cent, which is only one-half the average for Asia. The opportunities for higher education, in terms of the number of places in universities, are simply not enough in relation to our needs. What is more, the quality of higher education in most of our universities requires substantial improvement. |
It is clear that the system of higher education in India faces serious challenges. It needs a systematic overhaul, so that we can educate much larger numbers without diluting academic standards. This is imperative because the transformation of economy and society in the 21st century would depend, in significant part on the spread and the quality of education among our people, particularly in the sphere of higher education. It is only an inclusive society that can provide the foundations for a knowledge society. |
The challenges that confront higher education in India are clear. It needs a massive expansion of opportunities for higher education, to 1500 universities nationwide, that would enable India to attain a gross enrolment ratio of at least 15 percent by 2015. It is just as important to raise the average quality of higher education in every sphere. At the same time, it is essential to create institutions that are exemplars of excellence at par with the best in the world. In the pursuit of these objectives, providing people with access to higher education in a socially inclusive manner is imperative. The realization of these objectives, combined with access, would not only develop the skills and capabilities we need for the economy but would also help transform India a knowledge economy and society. |
Direction: The questions in this section are based on a single passage. The questions are to be answered, on the basis of what is stated or implied in the passage. Kindly note that more than one of the choices may conceivably answer some of the questions. |
The spread of education in society is at the foundation of success in countries that are latecomers to development. |
In the quest for development, primary education is absolutely essential because it creates the base. But higher education is just as important, for it provides the cutting edge. And universities are the life-blood of higher education. Islands of excellence in professional education, such as Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), are valuable complements but cannot be substitutes for universities which provide educational opportunities for people at large. |
There can be no doubt that higher education has made a significant contribution to economic development, social progress and political democracy in independent India. It is a source of dynamism for the economy. It has created social opportunities for people. It has fostered the vibrant democracy in our polity. It has provided a beginning for the creation of a knowledge society. But it would be a mistake to focus on its strengths alone. It has weaknesses that are a cause for serious concern. There is, in fact, a quiet crisis in higher education in India that runs deep. It is not yet discernible simply because there are pockets of excellence, an enormous reservoir of talented young people and an intense competition in the admissions process. And, in some important spheres, we continue to reap the benefits of what was sown in higher education 50 years ago by the founding fathers of the Republic. The reality is that we have miles to go. The proportion of our population. in the age group 18-24, that enters the world of higher education is around 7 per cent, which is only one-half the average for Asia. The opportunities for higher education, in terms of the number of places in universities, are simply not enough in relation to our needs. What is more, the quality of higher education in most of our universities requires substantial improvement. |
It is clear that the system of higher education in India faces serious challenges. It needs a systematic overhaul, so that we can educate much larger numbers without diluting academic standards. This is imperative because the transformation of economy and society in the 21st century would depend, in significant part on the spread and the quality of education among our people, particularly in the sphere of higher education. It is only an inclusive society that can provide the foundations for a knowledge society. |
The challenges that confront higher education in India are clear. It needs a massive expansion of opportunities for higher education, to 1500 universities nationwide, that would enable India to attain a gross enrolment ratio of at least 15 percent by 2015. It is just as important to raise the average quality of higher education in every sphere. At the same time, it is essential to create institutions that are exemplars of excellence at par with the best in the world. In the pursuit of these objectives, providing people with access to higher education in a socially inclusive manner is imperative. The realization of these objectives, combined with access, would not only develop the skills and capabilities we need for the economy but would also help transform India a knowledge economy and society. |
Direction: The questions in this section are based on a single passage. The questions are to be answered, on the basis of what is stated or implied in the passage. Kindly note that more than one of the choices may conceivably answer some of the questions. |
The spread of education in society is at the foundation of success in countries that are latecomers to development. |
In the quest for development, primary education is absolutely essential because it creates the base. But higher education is just as important, for it provides the cutting edge. And universities are the life-blood of higher education. Islands of excellence in professional education, such as Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), are valuable complements but cannot be substitutes for universities which provide educational opportunities for people at large. |
There can be no doubt that higher education has made a significant contribution to economic development, social progress and political democracy in independent India. It is a source of dynamism for the economy. It has created social opportunities for people. It has fostered the vibrant democracy in our polity. It has provided a beginning for the creation of a knowledge society. But it would be a mistake to focus on its strengths alone. It has weaknesses that are a cause for serious concern. There is, in fact, a quiet crisis in higher education in India that runs deep. It is not yet discernible simply because there are pockets of excellence, an enormous reservoir of talented young people and an intense competition in the admissions process. And, in some important spheres, we continue to reap the benefits of what was sown in higher education 50 years ago by the founding fathers of the Republic. The reality is that we have miles to go. The proportion of our population. in the age group 18-24, that enters the world of higher education is around 7 per cent, which is only one-half the average for Asia. The opportunities for higher education, in terms of the number of places in universities, are simply not enough in relation to our needs. What is more, the quality of higher education in most of our universities requires substantial improvement. |
It is clear that the system of higher education in India faces serious challenges. It needs a systematic overhaul, so that we can educate much larger numbers without diluting academic standards. This is imperative because the transformation of economy and society in the 21st century would depend, in significant part on the spread and the quality of education among our people, particularly in the sphere of higher education. It is only an inclusive society that can provide the foundations for a knowledge society. |
The challenges that confront higher education in India are clear. It needs a massive expansion of opportunities for higher education, to 1500 universities nationwide, that would enable India to attain a gross enrolment ratio of at least 15 percent by 2015. It is just as important to raise the average quality of higher education in every sphere. At the same time, it is essential to create institutions that are exemplars of excellence at par with the best in the world. In the pursuit of these objectives, providing people with access to higher education in a socially inclusive manner is imperative. The realization of these objectives, combined with access, would not only develop the skills and capabilities we need for the economy but would also help transform India a knowledge economy and society. |
Direction: The questions in this section are based on a single passage. The questions are to be answered, on the basis of what is stated or implied in the passage. Kindly note that more than one of the choices may conceivably answer some of the questions. |
The spread of education in society is at the foundation of success in countries that are latecomers to development. |
In the quest for development, primary education is absolutely essential because it creates the base. But higher education is just as important, for it provides the cutting edge. And universities are the life-blood of higher education. Islands of excellence in professional education, such as Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), are valuable complements but cannot be substitutes for universities which provide educational opportunities for people at large. |
There can be no doubt that higher education has made a significant contribution to economic development, social progress and political democracy in independent India. It is a source of dynamism for the economy. It has created social opportunities for people. It has fostered the vibrant democracy in our polity. It has provided a beginning for the creation of a knowledge society. But it would be a mistake to focus on its strengths alone. It has weaknesses that are a cause for serious concern. There is, in fact, a quiet crisis in higher education in India that runs deep. It is not yet discernible simply because there are pockets of excellence, an enormous reservoir of talented young people and an intense competition in the admissions process. And, in some important spheres, we continue to reap the benefits of what was sown in higher education 50 years ago by the founding fathers of the Republic. The reality is that we have miles to go. The proportion of our population. in the age group 18-24, that enters the world of higher education is around 7 per cent, which is only one-half the average for Asia. The opportunities for higher education, in terms of the number of places in universities, are simply not enough in relation to our needs. What is more, the quality of higher education in most of our universities requires substantial improvement. |
It is clear that the system of higher education in India faces serious challenges. It needs a systematic overhaul, so that we can educate much larger numbers without diluting academic standards. This is imperative because the transformation of economy and society in the 21st century would depend, in significant part on the spread and the quality of education among our people, particularly in the sphere of higher education. It is only an inclusive society that can provide the foundations for a knowledge society. |
The challenges that confront higher education in India are clear. It needs a massive expansion of opportunities for higher education, to 1500 universities nationwide, that would enable India to attain a gross enrolment ratio of at least 15 percent by 2015. It is just as important to raise the average quality of higher education in every sphere. At the same time, it is essential to create institutions that are exemplars of excellence at par with the best in the world. In the pursuit of these objectives, providing people with access to higher education in a socially inclusive manner is imperative. The realization of these objectives, combined with access, would not only develop the skills and capabilities we need for the economy but would also help transform India a knowledge economy and society. |
Direction: The questions in this section are based on a single passage. The questions are to be answered, on the basis of what is stated or implied in the passage. Kindly note that more than one of the choices may conceivably answer some of the questions. |
The spread of education in society is at the foundation of success in countries that are latecomers to development. |
In the quest for development, primary education is absolutely essential because it creates the base. But higher education is just as important, for it provides the cutting edge. And universities are the life-blood of higher education. Islands of excellence in professional education, such as Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), are valuable complements but cannot be substitutes for universities which provide educational opportunities for people at large. |
There can be no doubt that higher education has made a significant contribution to economic development, social progress and political democracy in independent India. It is a source of dynamism for the economy. It has created social opportunities for people. It has fostered the vibrant democracy in our polity. It has provided a beginning for the creation of a knowledge society. But it would be a mistake to focus on its strengths alone. It has weaknesses that are a cause for serious concern. There is, in fact, a quiet crisis in higher education in India that runs deep. It is not yet discernible simply because there are pockets of excellence, an enormous reservoir of talented young people and an intense competition in the admissions process. And, in some important spheres, we continue to reap the benefits of what was sown in higher education 50 years ago by the founding fathers of the Republic. The reality is that we have miles to go. The proportion of our population. in the age group 18-24, that enters the world of higher education is around 7 per cent, which is only one-half the average for Asia. The opportunities for higher education, in terms of the number of places in universities, are simply not enough in relation to our needs. What is more, the quality of higher education in most of our universities requires substantial improvement. |
It is clear that the system of higher education in India faces serious challenges. It needs a systematic overhaul, so that we can educate much larger numbers without diluting academic standards. This is imperative because the transformation of economy and society in the 21st century would depend, in significant part on the spread and the quality of education among our people, particularly in the sphere of higher education. It is only an inclusive society that can provide the foundations for a knowledge society. |
The challenges that confront higher education in India are clear. It needs a massive expansion of opportunities for higher education, to 1500 universities nationwide, that would enable India to attain a gross enrolment ratio of at least 15 percent by 2015. It is just as important to raise the average quality of higher education in every sphere. At the same time, it is essential to create institutions that are exemplars of excellence at par with the best in the world. In the pursuit of these objectives, providing people with access to higher education in a socially inclusive manner is imperative. The realization of these objectives, combined with access, would not only develop the skills and capabilities we need for the economy but would also help transform India a knowledge economy and society. |
Direction: The questions in this section are based on a single passage. The questions are to be answered, on the basis of what is stated or implied in the passage. Kindly note that more than one of the choices may conceivably answer some of the questions. |
The spread of education in society is at the foundation of success in countries that are latecomers to development. |
In the quest for development, primary education is absolutely essential because it creates the base. But higher education is just as important, for it provides the cutting edge. And universities are the life-blood of higher education. Islands of excellence in professional education, such as Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), are valuable complements but cannot be substitutes for universities which provide educational opportunities for people at large. |
There can be no doubt that higher education has made a significant contribution to economic development, social progress and political democracy in independent India. It is a source of dynamism for the economy. It has created social opportunities for people. It has fostered the vibrant democracy in our polity. It has provided a beginning for the creation of a knowledge society. But it would be a mistake to focus on its strengths alone. It has weaknesses that are a cause for serious concern. There is, in fact, a quiet crisis in higher education in India that runs deep. It is not yet discernible simply because there are pockets of excellence, an enormous reservoir of talented young people and an intense competition in the admissions process. And, in some important spheres, we continue to reap the benefits of what was sown in higher education 50 years ago by the founding fathers of the Republic. The reality is that we have miles to go. The proportion of our population. in the age group 18-24, that enters the world of higher education is around 7 per cent, which is only one-half the average for Asia. The opportunities for higher education, in terms of the number of places in universities, are simply not enough in relation to our needs. What is more, the quality of higher education in most of our universities requires substantial improvement. |
It is clear that the system of higher education in India faces serious challenges. It needs a systematic overhaul, so that we can educate much larger numbers without diluting academic standards. This is imperative because the transformation of economy and society in the 21st century would depend, in significant part on the spread and the quality of education among our people, particularly in the sphere of higher education. It is only an inclusive society that can provide the foundations for a knowledge society. |
The challenges that confront higher education in India are clear. It needs a massive expansion of opportunities for higher education, to 1500 universities nationwide, that would enable India to attain a gross enrolment ratio of at least 15 percent by 2015. It is just as important to raise the average quality of higher education in every sphere. At the same time, it is essential to create institutions that are exemplars of excellence at par with the best in the world. In the pursuit of these objectives, providing people with access to higher education in a socially inclusive manner is imperative. The realization of these objectives, combined with access, would not only develop the skills and capabilities we need for the economy but would also help transform India a knowledge economy and society. |
Direction: The questions in this section are based on a single passage. The questions are to be answered, on the basis of what is stated or implied in the passage. Kindly note that more than one of the choices may conceivably answer some of the questions. |
The spread of education in society is at the foundation of success in countries that are latecomers to development. |
In the quest for development, primary education is absolutely essential because it creates the base. But higher education is just as important, for it provides the cutting edge. And universities are the life-blood of higher education. Islands of excellence in professional education, such as Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), are valuable complements but cannot be substitutes for universities which provide educational opportunities for people at large. |
There can be no doubt that higher education has made a significant contribution to economic development, social progress and political democracy in independent India. It is a source of dynamism for the economy. It has created social opportunities for people. It has fostered the vibrant democracy in our polity. It has provided a beginning for the creation of a knowledge society. But it would be a mistake to focus on its strengths alone. It has weaknesses that are a cause for serious concern. There is, in fact, a quiet crisis in higher education in India that runs deep. It is not yet discernible simply because there are pockets of excellence, an enormous reservoir of talented young people and an intense competition in the admissions process. And, in some important spheres, we continue to reap the benefits of what was sown in higher education 50 years ago by the founding fathers of the Republic. The reality is that we have miles to go. The proportion of our population. in the age group 18-24, that enters the world of higher education is around 7 per cent, which is only one-half the average for Asia. The opportunities for higher education, in terms of the number of places in universities, are simply not enough in relation to our needs. What is more, the quality of higher education in most of our universities requires substantial improvement. |
It is clear that the system of higher education in India faces serious challenges. It needs a systematic overhaul, so that we can educate much larger numbers without diluting academic standards. This is imperative because the transformation of economy and society in the 21st century would depend, in significant part on the spread and the quality of education among our people, particularly in the sphere of higher education. It is only an inclusive society that can provide the foundations for a knowledge society. |
The challenges that confront higher education in India are clear. It needs a massive expansion of opportunities for higher education, to 1500 universities nationwide, that would enable India to attain a gross enrolment ratio of at least 15 percent by 2015. It is just as important to raise the average quality of higher education in every sphere. At the same time, it is essential to create institutions that are exemplars of excellence at par with the best in the world. In the pursuit of these objectives, providing people with access to higher education in a socially inclusive manner is imperative. The realization of these objectives, combined with access, would not only develop the skills and capabilities we need for the economy but would also help transform India a knowledge economy and society. |
Direction: The questions in this section are based on a single passage. The questions are to be answered, on the basis of what is stated or implied in the passage. Kindly note that more than one of the choices may conceivably answer some of the questions. |
The spread of education in society is at the foundation of success in countries that are latecomers to development. |
In the quest for development, primary education is absolutely essential because it creates the base. But higher education is just as important, for it provides the cutting edge. And universities are the life-blood of higher education. Islands of excellence in professional education, such as Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), are valuable complements but cannot be substitutes for universities which provide educational opportunities for people at large. |
There can be no doubt that higher education has made a significant contribution to economic development, social progress and political democracy in independent India. It is a source of dynamism for the economy. It has created social opportunities for people. It has fostered the vibrant democracy in our polity. It has provided a beginning for the creation of a knowledge society. But it would be a mistake to focus on its strengths alone. It has weaknesses that are a cause for serious concern. There is, in fact, a quiet crisis in higher education in India that runs deep. It is not yet discernible simply because there are pockets of excellence, an enormous reservoir of talented young people and an intense competition in the admissions process. And, in some important spheres, we continue to reap the benefits of what was sown in higher education 50 years ago by the founding fathers of the Republic. The reality is that we have miles to go. The proportion of our population. in the age group 18-24, that enters the world of higher education is around 7 per cent, which is only one-half the average for Asia. The opportunities for higher education, in terms of the number of places in universities, are simply not enough in relation to our needs. What is more, the quality of higher education in most of our universities requires substantial improvement. |
It is clear that the system of higher education in India faces serious challenges. It needs a systematic overhaul, so that we can educate much larger numbers without diluting academic standards. This is imperative because the transformation of economy and society in the 21st century would depend, in significant part on the spread and the quality of education among our people, particularly in the sphere of higher education. It is only an inclusive society that can provide the foundations for a knowledge society. |
The challenges that confront higher education in India are clear. It needs a massive expansion of opportunities for higher education, to 1500 universities nationwide, that would enable India to attain a gross enrolment ratio of at least 15 percent by 2015. It is just as important to raise the average quality of higher education in every sphere. At the same time, it is essential to create institutions that are exemplars of excellence at par with the best in the world. In the pursuit of these objectives, providing people with access to higher education in a socially inclusive manner is imperative. The realization of these objectives, combined with access, would not only develop the skills and capabilities we need for the economy but would also help transform India a knowledge economy and society. |
List I (Author) | List II (Work) | ||
[a] | Devaki Nandan Khatri | 1 | Chandrakanta |
[b] | Premchand | 2 | Durgeshnandini |
[c] | Bankim Chandra Chattopadhyay | 3 | Nil Darpan |
4 | Seva Sadan |
List I (Person) | List II (Position) | ||
[a] | Nagendra Singh | 1 | Chief Election Commissioner |
[b] | S H Kapadia | 2 | President of the International Court of Justice |
[c] | N R Madhava Menon | 3 | Former Chief Justice of India |
[d] | VS Sampath | 4 | Legal educator and Founder Director of National Law School of India University |
List I (Events) | List II (Results) | ||
[a] | Dandi March | 1 | Communal elecrorate |
[b] | Chauri Chaura | 2 | Illegal manufacture of salt |
[c] | Simon commission | 3 | Country-wise agitation |
[d] | Morley Minto Reforms | 4 | Withdrawal of a Movement |
United Nations Specialized Agency | Headquarters |
International Civil Aviation Organization | Montreal |
United Nations Specialized Agency | Headquarters |
World Trade Organization | Geneva |
United Nations Specialized Agency | Headquarters |
United Nations Industrial Development Organization | Brussels |
United Nations Specialized Agency | Headquarters |
International Fund for Agricultural Development | Rome |
[a] | [b] | [c] | [d] |
1 | 3 | 4 | 2 |
[a] | [b] | [c] | [d] |
2 | 1 | 3 | 4 |
[a] | [b] | [c] | [d] |
2 | 3 | 1 | 4 |
[a] | [b] | [c] | [d] |
3 | 4 | 1 | 2 |
Direction: Read the following information carefully and answer the questions given below: |
Five friends Satish, Rajesh, Rehman, Rakesh, and Vineet, - each presents one paper to their class on Physics, Zoology, Botany, English, or Geology - one day a week. Monday through Friday. |
I. Vineet does not present English and does not give his presentation on Tuesday. |
II. Rajesh makes the Geology presentation, and does not do it on Monday or Friday. |
III. The Physics presentation is made on Thursday. |
IV. Rehman makes his presentation, which is not on English, on Wednesday. |
V. The Botany presentation is on Friday, and not by Rakesh. |
VI. Satish makes his presentation on Monday. |
Direction: Read the following information carefully and answer the questions given below: |
Five friends Satish, Rajesh, Rehman, Rakesh, and Vineet, - each presents one paper to their class on Physics, Zoology, Botany, English, or Geology - one day a week. Monday through Friday. |
I. Vineet does not present English and does not give his presentation on Tuesday. |
II. Rajesh makes the Geology presentation, and does not do it on Monday or Friday. |
III. The Physics presentation is made on Thursday. |
IV. Rehman makes his presentation, which is not on English, on Wednesday. |
V. The Botany presentation is on Friday, and not by Rakesh. |
VI. Satish makes his presentation on Monday. |
Direction: Read the following information carefully and answer the questions given below: |
Five friends Satish, Rajesh, Rehman, Rakesh, and Vineet, - each presents one paper to their class on Physics, Zoology, Botany, English, or Geology - one day a week. Monday through Friday. |
I. Vineet does not present English and does not give his presentation on Tuesday. |
II. Rajesh makes the Geology presentation, and does not do it on Monday or Friday. |
III. The Physics presentation is made on Thursday. |
IV. Rehman makes his presentation, which is not on English, on Wednesday. |
V. The Botany presentation is on Friday, and not by Rakesh. |
VI. Satish makes his presentation on Monday. |
Direction: Each question contains a statement on relationship and a question regarding relationship based on the statement. Choose the correct option. |
Direction: Each question contains a statement on relationship and a question regarding relationship based on the statement. Choose the correct option. |
Direction: Each question contains a statement on relationship and a question regarding relationship based on the statement. Choose the correct option. |
Direction: Each question contains a statement on relationship and a question regarding relationship based on the statement. Choose the correct option. |
Direction: Each question contains a statement on relationship and a question regarding relationship based on the statement. Choose the correct option. |
Direction: Read the information given below to answer the questions. |
I. In a family of six persons, there are people from three generations. Each person has separate profession and also each one likes different colours. There are two couples in the family. |
II. Charan is a CA and his wife neither is a doctor nor likes green colour. |
III. Engineer likes red colour and his wife is a teacher. |
IV. Vanita is mother-in-law of Namita and she likes orange colour. |
V. Mohan is grandfather of Raman and Raman, who is a Principal, likes black colour. |
VI. Sarita is granddaughter of Vanita and she likes blue colour. Sarita's mother likes white colour. |
Direction: Read the information given below to answer the questions. |
I. In a family of six persons, there are people from three generations. Each person has separate profession and also each one likes different colours. There are two couples in the family. |
II. Charan is a CA and his wife neither is a doctor nor likes green colour. |
III. Engineer likes red colour and his wife is a teacher. |
IV. Vanita is mother-in-law of Namita and she likes orange colour. |
V. Mohan is grandfather of Raman and Raman, who is a Principal, likes black colour. |
VI. Sarita is granddaughter of Vanita and she likes blue colour. Sarita's mother likes white colour. |
Direction: Read the information given below to answer the questions. |
I. In a family of six persons, there are people from three generations. Each person has separate profession and also each one likes different colours. There are two couples in the family. |
II. Charan is a CA and his wife neither is a doctor nor likes green colour. |
III. Engineer likes red colour and his wife is a teacher. |
IV. Vanita is mother-in-law of Namita and she likes orange colour. |
V. Mohan is grandfather of Raman and Raman, who is a Principal, likes black colour. |
VI. Sarita is granddaughter of Vanita and she likes blue colour. Sarita's mother likes white colour. |
Direction: Read the information given below to answer the questions. |
I. In a family of six persons, there are people from three generations. Each person has separate profession and also each one likes different colours. There are two couples in the family. |
II. Charan is a CA and his wife neither is a doctor nor likes green colour. |
III. Engineer likes red colour and his wife is a teacher. |
IV. Vanita is mother-in-law of Namita and she likes orange colour. |
V. Mohan is grandfather of Raman and Raman, who is a Principal, likes black colour. |
VI. Sarita is granddaughter of Vanita and she likes blue colour. Sarita's mother likes white colour. |
Direction: Read the information given below to answer the questions. |
I. In a family of six persons, there are people from three generations. Each person has separate profession and also each one likes different colours. There are two couples in the family. |
II. Charan is a CA and his wife neither is a doctor nor likes green colour. |
III. Engineer likes red colour and his wife is a teacher. |
IV. Vanita is mother-in-law of Namita and she likes orange colour. |
V. Mohan is grandfather of Raman and Raman, who is a Principal, likes black colour. |
VI. Sarita is granddaughter of Vanita and she likes blue colour. Sarita's mother likes white colour. |
Direction: Read the information given below carefully and answer the questions. |
Direction: Read the information given below carefully and answer the questions. |
Direction: Read the information given below carefully and answer the questions. |
Direction: Read the information given below carefully and answer the questions. |
Direction: Read the information given below carefully and answer the questions. |
Direction: Read the information given below to answer the questions. Diana is three times older than lackson; Edward is half the age of Stephen. lackson is older than Edward. |
Direction: Read the information given below to answer the questions. Diana is three times older than lackson; Edward is half the age of Stephen. lackson is older than Edward. |
Direction: Study the sequence/pattern of letters or number carefully to work out the pattern on which it is based, and answer what the next item in the sequence must be. For example, the sequence 'A, C, E, G?' has odd numbered letters of alphabet; therefore, the next item must be 'V. |
Direction: Study the sequence/pattern of letters or number carefully to work out the pattern on which it is based, and answer what the next item in the sequence must be. For example, the sequence 'A, C, E, G?' has odd numbered letters of alphabet; therefore, the next item must be 'V. |
Direction: Study the sequence/pattern of letters or number carefully to work out the pattern on which it is based, and answer what the next item in the sequence must be. For example, the sequence 'A, C, E, G?' has odd numbered letters of alphabet; therefore, the next item must be 'V. |
Direction: Study the sequence/pattern of letters or number carefully to work out the pattern on which it is based, and answer what the next item in the sequence must be. For example, the sequence 'A, C, E, G?' has odd numbered letters of alphabet; therefore, the next item must be 'V. |
Direction: Study the sequence/pattern of letters or number carefully to work out the pattern on which it is based, and answer what the next item in the sequence must be. For example, the sequence 'A, C, E, G?' has odd numbered letters of alphabet; therefore, the next item must be 'V. |
Direction: Two words, which have a certain relation, are paired. Select a correct option to substitute the question mark so as to make a similar relational pair with the word given after double colon (::). |
Direction: Two words, which have a certain relation, are paired. Select a correct option to substitute the question mark so as to make a similar relational pair with the word given after double colon (::). |
Direction: Two words, which have a certain relation, are paired. Select a correct option to substitute the question mark so as to make a similar relational pair with the word given after double colon (::). |
Direction: Two words, which have a certain relation, are paired. Select a correct option to substitute the question mark so as to make a similar relational pair with the word given after double colon (::). |
Direction: Two words, which have a certain relation, are paired. Select a correct option to substitute the question mark so as to make a similar relational pair with the word given after double colon (::). |
Direction: Each question comprises two statements [numbered as I and II). You have to take the statements as true even if they seem to be at variance with commonly known facts. Read all the conclusions and then decide which of the given conclusions logically follow from the given statements, disregarding commonly known facts. |
I. All contracts are agreements. |
II. All agreements are accepted offers. Which of the following derivations is correct? |
Direction: Each question comprises two statements [numbered as I and II). You have to take the statements as true even if they seem to be at variance with commonly known facts. Read all the conclusions and then decide which of the given conclusions logically follow from the given statements, disregarding commonly known facts. |
I. Some beautiful women are actresses. |
II. All actresses are good dancers. |
Direction: Two statements are given below followed by two conclusions (I and II). You have to consider the two statements to be true even if they seem to be at variance with commonly known facts. You have to decide which of the conclusions, if any, follow from the given statements. |
I. Statements: |
Some books are magazines. |
Some magazines are novels. |
Conclusions: |
I. Some books are novels. |
II. Some novels are magazines. |
Direction: Two statements are given below followed by two conclusions (I and II). You have to consider the two statements to be true even if they seem to be at variance with commonly known facts. You have to decide which of the conclusions, if any, follow from the given statements. |
Statements: |
All students like excursions. |
Some students go for higher education. |
Conclusions: |
I. Students who go for higher education also like excursions. |
II. Some students do not go for higher education, but like excursions. |
Direction: Two statements are given below followed by two conclusions (I and II). You have to consider the two statements to be true even if they seem to be at variance with commonly known facts. You have to decide which of the conclusions, if any, follow from the given statements. |
Statements: |
All good hockey players are in the Indian Hockey team. |
'X' is not a good hockey player. |
Conclusions: |
I. 'X' is not in the Indian Hockey team |
II. 'X' wants to be in the Indian Hockey team. |
Direction: In each of the following questions, a related pair of words is followed by four pairs of words or phrases. Select the pair that best expresses a relationship similar to the one expressed in the question pair. |
Direction: In each of the following questions, a related pair of words is followed by four pairs of words or phrases. Select the pair that best expresses a relationship similar to the one expressed in the question pair. |
Direction: In each of the following questions, a related pair of words is followed by four pairs of words or phrases. Select the pair that best expresses a relationship similar to the one expressed in the question pair. |
Direction: Each question consists of five statements (a-e) followed by options consisting of three statements put together in a specific order. Choose the option which indicates a valid argument: that is, where the third statement is a conclusion drawn from the preceding two statements. |
[a] Law graduates are in great demand. |
[b] Rajesh and Krishna are in great demand. |
[c] Rajesh is in great demand. |
[d] Krishna is in great demand. |
[e] Rajesh and Krishna are law graduates. |
Direction: Each question consists of five statements (a-e) followed by options consisting of three statements put together in a specific order. Choose the option which indicates a valid argument: that is, where the third statement is a conclusion drawn from the preceding two statements. |
[a] All captains are great players. |
[b] Some captains are successful sports administrators. |
[c] Ritwik is a great player. |
[d] Ritwik is a captain and successful sports administrator. |
[e] Some successful sports administrators are great players. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: When one person signifies to another his willingness to do or to abstain from doing anything, with a view to obtaining the assent of that other to such act or abstinence, he is said to make a proposal. The expression of willingness/desire results in a valid proposal only when it is made/addressed to some person(s). |
Facts: 'X' makes the following statement in an uninhabited hall: 'I wish to sell my mobile phone for Rs 1,000.' |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: A proposal (offer) should be made with an intention that after its valid acceptance, a legally binding promise or agreement will be created. The test for the determination of such intention is not subjective, rather it is objective. The intention of the parties is to be ascertained from the terms of the agreement and the sup rounding circumstances under which such an agreement is entered into. As a general rule, in the case of arrangements regulating social relations, it follow as a matter of course that the parties do not intend legal consequences to follow. On the contrary, as a general rule, in the case of arrangements regulating business affairs, it follows as a matter of course that the parties intend legal consequences to follow. However, the above rules are just presumptive in nature, and hence, can be rebutted. |
Facts: One morning while having breakfast, 'X', the father, says to T (X's son), in a casual manner, 'I shall buy a motorbike for you if you get through the CLAT.' |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Acceptance (of offer) must be communicated by the offeree to the offeree so as to give rise to a binding obligation. The expression 'by the offeree to the offeree includes communication between their authorised agents. |
Facts: 'X' made an offer to buy Y's property for a stipulated price. T accepted it and communicated his acceptance to 'Z', a stranger. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Acceptance should be made while the offer is still subsisting. The offerer is free to retract his offer at any time before his offer gets accepted by the offeree. Once the offer is withdrawn or is lapsed, it is not open to be accepted so as to give rise to a contract. Similarly, if a time is prescribed within which the offer is to be accepted, then, the offer must be accepted within the prescribed time. And, if no time is prescribed, then, the acceptance must be made within a reasonable time. 'What is a reasonable time', is a question of fact which is to be determined by taking into account all the relevant facts and surrounding circumstances. |
Facts: 'X' makes an offer to T to sell his equipment for Rs 1,000.00. No time is specified for the acceptance. T sends his reply two years after receiving the offer. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Minor's agreement is void from the very beginning. It can never be validated. It cannot be enforced in the court of law. |
Facts: 'A, a boy of 16 years of age, agrees to buy a camera from 'B', who is a girl of 21 years of age. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: A contract which is duly supported by real and lawful consideration is valid notwithstanding the fact that the consideration is inadequate. The quantum of consideration is for the parties to decide at the time of making a contract, and not for the courts (to decide) when the contract is sought to be enforced. An agreement to which the consent of the promisor is freely given is not void merely because the consideration is inadequate; but the inadequacy of the consideration may be taken into account by the Court in determining the question whether the consent of the promisor was freely given. |
Facts: 'A agrees to sell his mobile phone of Rs 20.000/- for Rs 100/- only to 'B'. As consent is freely given. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: The consideration or object of an agreement is unlawful if it is forbidden by law. Every agreement of which the object or consideration is unlawful is void. |
Facts: 'X' promises to pay T Rs 50,000, if he (T) commits a crime. 'X' further promises to indemnify him (T) against any liability arising thereof. T agrees to act as per X's promise. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: The consideration or object of an agreement is unlawful if the Court regards it as opposed to public policy. Every agreement of which the object or consideration is unlawful is void. |
Facts: 'X' promises to obtain for T an employment in the public service; and T promises to pay Rs 5.00,000/- to 'X'. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Two or more persons are said to con- sent if they agree upon the same thing in the same sense. Consent is said to be free when it is not caused by coercion, or undue influence, or fraud, or misrepresentation, or mistake. When consent to an agreement is caused by coercion, undue influence, fraud or misrepresentation, the agreement is a contract voidable (rescindable or terminable) at the option of the party whose consent was so caused. However, when consent to an agreement is caused by mistake as to a matter of fact essential to the agreement, the agreement is void. |
Facts: 'X' threatens to gun down T, if he (T) does not sell his property worth Rs 20.00.000/- for Rs 1,00,000/- only. As a consequence, T agrees to sell it as demanded by 'X'. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Agreements in restraint of marriage are void. |
Facts: 'X' enters into an agreement with T where- under he agrees not to marry anybody else other than a person whose name starts with the letter A', and promises to pay Rs 1,00,000/- to T if he ('X') breaks this agreement. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Vicarious liability is the liability of the Master or Principle for the tort committed by his servant or agent, provided the tort is committed in the course of employment. The Master or Principle is not liable for private wrongs of the servant/agent. |
Facts: 'X' hands over some cash money at his house to T, who is his (X's) neighbour and is also cashier in a bank, to be deposited in as account in the bank. Instead of depositing the money, 'Y' misappropriates it. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: A person has no legal remedy for an injury caused by an act to which he has consented. |
Facts: 'R', a cricket enthusiast, purchases a ticket to watch a T20 match organised by the Indian Premier League (IPL). During the match, a ball struck for six hits 'R' on his body and injures him. He sues IPL for compensation for the medical expenses. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Ignorance of law excuses no one. Facts: 'X' fails to file his income tax returns for a considerable number of years. The Income Tax department serves upon him a 'show-cause notice' as to why proceedings should not be initiated against him for the recovery of the income tax due from him with interest and penalty. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Damage without the violation of a legal right is not actionable in a court of law. If the interference with the rights of another person is not unlawful or unauthorised, but a necessary consequence of the exercise of defendant's own lawful rights, no action should lie. |
Facts: There was an established school ('ES') in a particular locality. Subsequently, a new school ('NS') was set up in the same locality, which charged lower fees, on account of which people started patronising the new school. Because of the competition, 'ES' had to reduce its fees. 'ES' filed a case against 'NS' saying that 'NS' had caused it ('ES') financial loss and, thus, claimed compensation. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Whenever there is an invasion of a legal right, the person in whom the right is vested, is entitled to bring an action though he has suffered no actual loss or harm, and may recover damages (compensation). |
Facts: 'A was a qualified voter for the Lok Sabha election. However, a returning officer wrongfully refused to take as vote. In spite of such wrongful refusal, the candidate, for whom 'A wanted to vote, won the election. But, 'A brought an action for damages. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: In a civil action for defamation, truth of the defamatory matter is an absolute defence. However, the burden of proving truth is on the defendant; and he is liable if he does not successfully discharge this burden. |
Facts: 'D', who was the editor of a local weekly, published a series of articles mentioning that 'P', who was a government servant, issued false certificates, accepted bribe, adopted corrupt and illegal means to mint money and was a 'mischief monger'. 'P' brought a civil action against 'D'. Who could not prove the facts published by him? |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: A gift comprising both existing and future property is void as to the latter. |
Facts: 'X' has a house which is owned by him. He contracted to purchase a plot of land adjacent to the said house, but the sale (of the plot of land) in his favour is yet to be completed. He makes a gift of both the properties (house and land) to T. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Caveat emptor, i.e. 'let the buyer beware stands for the practical skill and judgment of the buyer in his choice of goods for purchase. |
It is the business of the buyer to judge for himself that what he buys has its use and worth for him. Once bought, and if the buy is not up to his expectations, then he alone is to blame and no one else. |
Facts: For the purpose of making uniform for the employees, 'A bought dark blue coloured cloth from 'B', but did not disclose to the seller ['B'] the specific purpose of the said purchase. When uniforms were prepared and used by the employees, the cloth was found unfit. However, the cloth was fit for a variety of other purposes (such as, making caps, boots and carriage lining, etc). |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: The transferor of goods cannot pass a better title than what he himself possesses. |
Facts: 'X' sells a stolen bike to T. T buys it in good faith. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Negligence is a breach of duty or a failure of one party to exercise the standard of care required by law, resulting in damage to the party to whom the duty was owed. A plaintiff can take civil action against the respondent, if the respondent's negligence causes the plaintiff injury or loss of property. |
Facts: 'D' went to a cafe and ordered and paid for a tin/can of soft drink. The tin was opaque, and, therefore, the contents could not be seen from outside. She ['D'] consumed some of the contents and then lifted the tin to pour the remainder of the content into a tumbler. The remains of a snail in decomposed state dropped out of the tin into the tumbler. 'D' later complained of a stomach pain and her doctor diagnosed her as having gastroenteritis and being in a state of severe shock. She sued the manufacturer of the drink for negligence. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Master is liable for the wrongful acts committed by his servant; provided the acts are committed during the course of employment. |
However, the master is not liable if the wrongful act committed by his servant has no connection, whatsoever, with the servant's contract of employment. |
Facts: 'D' is a driver employed by 'M', who is the owner of a company. During the lunch time, 'D' goes to a closeby tea shop to have a cup of tea. There he ['D'] picks up fight with the tea shop owner (T), which resulted in some damage to his shop. T wants to sue 'M' for claiming compensation for the damage caused by the fight. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: The Constitution of India guarantees the 'right to life', which means 'right to live with human dignity'. The right to life under the Constitution, however, does not include the right to die. |
Facts: 'M', who is 90, lives all alone as he has no family or children or grandchildren. He suffers from physical and mental distress, as there is no one to look after him. He has little means to foot his medical expenses. Under these circumstances, he approaches the court with a prayer that he should be granted the right to die with dignity because he does not want to be a burden on the society. Further, as it is his life, he has a right to put an end to it. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Trespass to land means direct interference with the possession of land without lawful justification. Trespass could be committed either by a person himself entering the land of another person or doing the same through some tangible object(s). |
Facts: 'A' throws some stones upon his neighbour's [B's] premises. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Nuisance is an unlawful interference with a person's use or enjoyment of land or some right over or in connection with it. If the interference is 'direct', the wrong is trespass; whereas, if the interference is 'consequential', it amounts to nuisance. |
Facts: 'A plants a tree on his land. However, he allows its branches to project over the land of 'B'. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Interference with another's goods in such a way as to deny the latter's title to the goods amounts to conversion, and thus it is a civil wrong It is an act intentionally done inconsistent with the owner's right, though the doer may not know of, or intend to challenge, the property or possession of the true owner. |
Facts: 'R' went to a cycle-stand to park his bicycle. Seeing the stand fully occupied, he removed a few bicycles in order to rearrange a portion of the stand and make some space for his bicycle. He parked his bicycle properly, and put back all the bicycles except the one belonging to 'S'. In fact, 'R' was in a hurry, therefore, he could not put back S's bicycle. Somebody came on the way and took away S's bicycle. The watchman of the stand did not take care of it assuming that the bicycle was not parked inside the stand. 'S' filed a suit against 'R' for conversion. |
Principle: Nothing is an offence which is done by a person who is bound by law to do it. |
Facts: 'A', a police officer, without warrant, apprehends 'Z', who has committed murder. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: When a criminal act is done by several persons in furtherance of the common intention of all, each of such persons is liable for that act in the same manner as if it were done by him alone. |
Facts: Roshan along with two of his friends, Tushar and Tarang proceeded to the house of Darshan in order to avenge an insult made by the brother of Darshan. They opened fire on the members of Darshan's family. It was found that the shots of Roshan did not hit anyone, but the shots of Tushar and Tarang succeeded in killing Darshan. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: No communication made in good faith is an offence by reason of any harm to the person to whom it is made, if it is made for the benefit of that person. |
Facts: 'A, a surgeon, in good faith, communicates to a patient his opinion that he cannot live. The patient dies in consequence of the shock. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Whoever, being legally bound to furnish information on any subject to any public servant, as such, furnishes, as true, information on the subject which he knows or has reason to believe to be false, has committed a punishable offence of furnishing false information. |
Facts: Sawant, a landholder, knowing of the commission of a murder within the limits of his estate, wilfully misinforms the Magistrate of the district that the death has occurred by accident in consequence of the bite of a snake. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Whoever unlawfully or negligently does any act which is, and which he knows or has reason to believe to be, likely to spread the infection of any disease dangerous to life, shall be guilty of a negligent act likely to spread infection of disease dangerous to life. |
Facts: 'K', a person, knowing that he is suffering from Cholera, travels by a train without informing the railway officers of his condition. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Whoever drives any vehicle, or rides, on any public way in a manner so rash or negligent as to endanger human life, or to be likely to cause hurt or injury to any other person, has committed an offence, which shall be punished in accordance with the law. |
Facts: 'X', a truck driver, driving his vehicle rashly and negligently at a high speed climbed the foot. Path and hit T, a pedestrian, from behind causing his death. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Whoever causes death by doing an act with the intention of causing death, or with the intention of causing such bodily injury as is likely to cause death, or with the knowledge that he is likely by such act to cause death, commits the offence of culpable homicide. |
Facts: 'A knows 'Z' to be behind a bush. 'B' does not know it. 'A', intending to cause, or knowing it to be likely to cause Z's death, induces 'B' to fire at the bush. 'B' fires and kills 'Z'. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Whoever, intending to take dishonestly any movable property out of the possession of any person without that person's consent, moves that property in order to such taking, is said to commit theft. |
Facts: 'Z', going on a journey, entrusts his plate to the possession of 'A, the keeper of a warehouse, till 'Z7 shall return. Then, 'A carries the plate to a goldsmith and sells it. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Whoever makes any false document or part of a document with intent to cause damage or injury, to the public or to any person, or to support any claim or title, or to cause any person to part with property, or to enter into any express or implied contract, or with intent to commit fraud or that fraud may be committed, commits forgery. |
Facts: 'A without Z's authority, affixes Z's seal to a document purporting to be a conveyance of an estate from 'Z' to 'A, with the intention of selling the estate to 'B' and thereby of obtaining from 'B' the purchase-money. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Whoever intentionally uses force to any person, without that person's consent, in order to the committing of any offence, or intending by the use of such force to cause, or knowing it to be likely that by the use of such force he will cause injury, fear or annoyance to the person to whom the force is used, is said to use criminal force to that other. |
Facts: 'Z' is riding in a palanquin. 'A, intending to rob 'Z', seizes the pole and stops the palanquin. Here A' has caused cessation of motion to 'Z', and 'A' has done this by his own bodily power. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: One of the essential conditions for a marriage between any two persons to be solemized under the Special Marriage Act, 1954 is that at the time of marriage the male has completed the age of twenty-one years and the female the age of eighteen years. If the said condition is not fulfilled such a marriage is null and void. |
Facts: A', a male aged twenty-two years, proposes to marry 'B', a female aged sixteen years, at Delhi in the month of June 2014 under the Special Marriage Act, 1954. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Under the Hindu Marriage Act, 1955 either the husband or the wife can move a petition for a decree of divorce on the ground of desertion. The term 'desertion' means desertion of the petitioner by the other party to the marriage for a continuous period of not less than two years immediately preceding the presentation of the petition, without reasonable cause and without the consent or against the wish of such party and includes the willful neglect of the petitioner by the other party to the marriage, and its grammatical variations and cognate expressions shall be construed accordingly. It is also said that desertion is withdrawal not from a place but from a state of things. |
Facts: Rohan, a technocrat, went to the US in January 2011 for pursuing his higher studies for a period of three years. In facts, Rohan went to US ' with the consent of his wife Basanti, who stayed at her parents' home, and with a promise of his return to India upon the completion of his studies. From US he has quite often been in touch with his wife. Subsequently, Rohan has got a job there in US and he wishes to take his wife. She refuses to go to US and, in the meanwhile, she files a petition for a decree of divorce on the ground of desertion by her husband. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Under the Hindu Adoptions and Maintenance Act, 1956, no person shall be capable of being taken in adoption unless he or she is a Hindu, he or she not already been adopted, he or she has not been married, unless there is a custom or usage applicable to the parties which permits persons who are married being taken in adoption, and he or she has not completed the age of fifteen years, unless there is a custom or usage applicable to the parties which permits persons who have completed the age of fifteen years being take in adoption. |
Facts: Vijay, being natural father had given Tarun, a boy aged 10 years, in adoption to Manoj in March 2010 in accordance with the Hindu Adoption and Maintenance Act, 1956. In May 2012 Manoj gave Tarun in adoption to Sanjay. Subsequently in December 2013, Sanjay gave Tarun in adoption to Vijay. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Under Copyright law Copyright subsists in original literary works also. A literary work need not be of literary quality. Even so prosaic a work as an index of railway stations or a railways guide or a stock exchange quotation qualifies as a literary work if sufficient work has been expended in compiling it to give it a new and original character. |
Facts: Michael works hard enough, walking down the streets, taking down the names of people who live at houses and makes a street directory as a result of that labour. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Every person shall be liable to punishment under the Indian Penal Code and not otherwise for every act or omission contrary to the provisions of the Code of which he shall be guilty within the territory of India. In other words, the exercise of criminal jurisdiction depends upon the locality of the offence committed, and no upon the nationality or locality of the offender. |
Facts: 'X', a Pakistani citizen, while staying Karachi, made false representations to T, the complainant, in Bombay through letters, telephone calls and telegrams and induced the complainant to part with money amounting to over rupees five lakh to the agents of 'X' at Bombay, so that rice could be shipped from Karachi to India as per agreement. But the rice was never supplied to the complainant. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: When two or more persons agree to do, or cause to be done, (1) an illegal act, or (2) an act which is not illegal by illegal means, through such an agreement such persons are said to have been engaged in a criminal conspiracy to commit an offence. It is said that no consummation of the crime need be achieved or even attempted. |
Facts: 'X', T and 'Z' plan to kill 'D'. They agree that only one among them, that is 'Z' will execute the plan. In pursuance of it 'Z' buys a gun and loads it. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: 'Wrongful gain' is gain by unlawful means of property to which the person gaining is not legally entitled. 'Wrongful loss' is the loss by unlawful means of property to which the person losing it is legally entitled. |
Facts: 'X' takes away Y's watch out of Y's possession, without Y's consent and with the intention of keeping it. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Nothing is an offence by reason that it causes, or that it is intended to cause, or that it is known to be likely to cause, any harm, if that harm is so slight that no person of ordinary sense and temper would complain of such harm. |
Facts: 'X' takes a plain sheet of paper from Y's drawer without Y's consent to write a letter to his friend. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: When an act which would otherwise be a certain offence, is not that offence, by reason of the youth, the want of maturity of understanding, the unsoundness of mind or the intoxication of the person doing that act, or by reason of any misconception on the part of that person, every person has the same right of private defence against that act which he would have if the act were that offence. |
Facts: 'X', under the influence of madness, attempts to kill 'Y'. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Where a person fraudulently or erroneously represents that he is authorized to transfer certain immovable property and professes to transfer such property for consideration, such transfer shall, at the option of the transferee, operate on any interest which the transferor may acquire in such property at any time during which the contract of transfer subsists. |
Facts: 'A, a Hindu who has separated from his father 'B', sells to 'C'. Three fields, X, Y and Z, representing that 'A is authorized to transfer the same. Of these fields Z does not belong to 'A, it having been retained by 'B' on the partition; but on B's dying 'A as successor obtains Z, and at that time 'C' had not cancelled the contract of sale. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Under the Transfer of Property Act, 1882 a property must be transferred by one living person to another living person. The Act deals only with transfer of property between living persons. |
Facts: 'X' wants to transfer his property to the presiding deity in a temple situated within the estate of A. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Where there is transfer of ownership of one thing for the ownership of some other thing it is called exchange; while transfer of ownership for consideration of money is called sale, whereas, without consideration it becomes gift. |
Facts: 'A' transfers his house worth Rs 50 Lakhs to 'B' for a shopping building worth the same amount, as consideration, from 'B'. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: One of the principles of natural justice is emo judex in causa sua, which means that no one should be a judge in his own cause. In other words, no person can judge a case in which he has an interest. |
Facts: 'X', a member of the selection board for government service, was also a candidate for selection for the same service. 'X' did not take part in the deliberations of the board when his name was considered and approved. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Strike is a collective stoppage of work by workmen undertaken in order to bring pressure upon those who depend on the sale or use of the products of work; whereas, lock-out is a weapon in the hands of the employer, similar to that of strike in the armoury of workmen, used for compelling persons employed by him to accept his terms or conditions of or affecting employment. While in closure there is permanent closing down of a place of employment or part thereof, in lay-off an employer, who is willing to employ, fails or refuses or is unable to provide employment for reasons beyond his control. |
Facts: Workmen of a textile factory went on strike as per law, demanding the payment of bonus. Employer of the factory refused to pay any extra allowances, including bonus, and besides he closed down the factory till the strike was stopped. |
Direction: This section consists of fifty (50) questions. Each question consists of legal propositions/principles (hereinafter referred to as 'principle') and facts. These principles have to be applied to the given facts to arrive at the most reasonable conclusion. Such principles may or may not be true in the real sense, yet you have to conclusively assume them to be true for the purposes of this section. \n other words, in answering the following questions, you must not rely on any principles except the principles that are given herein below for every question. Further, You must not assume any facts other than those stated in the question. The objective of this section is to test your interest towards study of law, research aptitude and problem solving ability even if the 'most reasonable conclusion' arrived at may be unacceptable for any other reason. \t is not the object of this section to test your knowledge of law. |
Principle: Trade dispute means any dispute between employers and workmen or between workmen and workmen, or between employers and employers which is connected with the employment or non-employment, or the terms of employment or the conditions of labour, of any person. Disputes connected with the non-employment must be understood to include a dispute connected with a dismissal, discharge, removal or retrenchment of a workman. |
Facts: 'X' an employee in a sugar factory, raised a dispute against T. the employer, through trade union regarding certain matters connected with his suspension from the employment. |
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