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IBPS Solved Question Paper haminpur.com

IBPS Solved Question Paper - 18

IBPS Solved Question Paper - 20

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1.

Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you to locate them while answering some of the questions.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicized report that hardly a fourth of graduating engineers and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools” and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions: instead, radical systemic reform is necessary.

Yet there will be serious challenges to overdue reforms in the education system. In India as in many countries education is treated as a holy cow: sadly the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving: nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then is there an instinctively adverse reaction to the formal entry of ‘for profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?

While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, thought the law stipulates that educational institutes must be ‘not- for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.

Well-run corporate organizations, within an appropriate regulatory framework, would be far better than the so-called trusts which barring some noteworthy exceptions are a blot on education. However, it is not necessarily a question of choosing one over the other: different organizational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom and packaged goods, organizations will quickly expand into the hinterland to tap the large unmet demand. Easy loan/scholarship arrangements would ensure affordability and access.

The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.

However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage states and the centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Why, according to the author, did the initiatives such as increased industry-academia and finishing schools did not help to bridge the skill deficit?

A. These steps were only superficial remedies and the problem could be answered only by reforming the entire education system.

B. These initiatives operated on a profit making basis rather than aiming at any serious systemic reforms.

C. The allocation of funds to such initiatives was only one fourth of the need.
(A). Only A
(B). Only B
(C). Only B and C
(D). Only A and B
Right Answer: A

2.

Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you to locate them while answering some of the questions.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicized report that hardly a fourth of graduating engineers and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools” and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions: instead, radical systemic reform is necessary.

Yet there will be serious challenges to overdue reforms in the education system. In India as in many countries education is treated as a holy cow: sadly the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving: nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then is there an instinctively adverse reaction to the formal entry of ‘for profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?

While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, thought the law stipulates that educational institutes must be ‘not- for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.

Well-run corporate organizations, within an appropriate regulatory framework, would be far better than the so-called trusts which barring some noteworthy exceptions are a blot on education. However, it is not necessarily a question of choosing one over the other: different organizational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom and packaged goods, organizations will quickly expand into the hinterland to tap the large unmet demand. Easy loan/scholarship arrangements would ensure affordability and access.

The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.

However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage states and the centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Which of the following suggestions have been made by the author to improve the state of education in India?

A. Allowing the corporate organizations to enter the education sector.

B. Easy availability of loans and scholarships for making education more affordable.

C. A rating system for all the organizations to ensure quality.
(A). Only A
(B). Only A and B
(C). Only A and C
(D). All A, B and C
Right Answer: D

3.

Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you to locate them while answering some of the questions.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicized report that hardly a fourth of graduating engineers and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools” and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions: instead, radical systemic reform is necessary.

Yet there will be serious challenges to overdue reforms in the education system. In India as in many countries education is treated as a holy cow: sadly the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving: nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then is there an instinctively adverse reaction to the formal entry of ‘for profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?

While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, thought the law stipulates that educational institutes must be ‘not- for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.

Well-run corporate organizations, within an appropriate regulatory framework, would be far better than the so-called trusts which barring some noteworthy exceptions are a blot on education. However, it is not necessarily a question of choosing one over the other: different organizational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom and packaged goods, organizations will quickly expand into the hinterland to tap the large unmet demand. Easy loan/scholarship arrangements would ensure affordability and access.

The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.

However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage states and the centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

According to the author, what 'triggered a cyclone' which saw similar views on the state of education being echoed across other sectors as well?
(A). The campaign for allowing corporates in the education sector on a 'for profit' basis
(B). The support for the increase in the industry academia interaction
(C). The report mentioning that only a small percentage of graduates were employable in software industry
(D). The report supporting the idea of making the education completely 'for profit' in order to improve upon the standards
Right Answer: C

4.

Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you to locate them while answering some of the questions.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicized report that hardly a fourth of graduating engineers and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools” and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions: instead, radical systemic reform is necessary.

Yet there will be serious challenges to overdue reforms in the education system. In India as in many countries education is treated as a holy cow: sadly the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving: nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then is there an instinctively adverse reaction to the formal entry of ‘for profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?

While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, thought the law stipulates that educational institutes must be ‘not- for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.

Well-run corporate organizations, within an appropriate regulatory framework, would be far better than the so-called trusts which barring some noteworthy exceptions are a blot on education. However, it is not necessarily a question of choosing one over the other: different organizational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom and packaged goods, organizations will quickly expand into the hinterland to tap the large unmet demand. Easy loan/scholarship arrangements would ensure affordability and access.

The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.

However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage states and the centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Which argument does the author put forward when he compares the education sector with sectors catering to health and potable water etc.?
(A). Education should also be provided free of cost to all as health services and water
(B). Taking an example from these sectors, there should be a protest against the commercialization of education as well
(C). Allowing corporate entry in education would result in rampant corruption as in the sectors of health and potable water etc.
(D). As in these sectors, commercial organizations should also be allowed to enter the education sector
Right Answer: D

5.

Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you to locate them while answering some of the questions.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicized report that hardly a fourth of graduating engineers and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools” and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions: instead, radical systemic reform is necessary.

Yet there will be serious challenges to overdue reforms in the education system. In India as in many countries education is treated as a holy cow: sadly the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving: nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then is there an instinctively adverse reaction to the formal entry of ‘for profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?

While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, thought the law stipulates that educational institutes must be ‘not- for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.

Well-run corporate organizations, within an appropriate regulatory framework, would be far better than the so-called trusts which barring some noteworthy exceptions are a blot on education. However, it is not necessarily a question of choosing one over the other: different organizational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom and packaged goods, organizations will quickly expand into the hinterland to tap the large unmet demand. Easy loan/scholarship arrangements would ensure affordability and access.

The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.

However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage states and the centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

What does the author mean by the phrase 'we are not writing on a blank page' in context of the passage?
(A). Corporates would never enter education if they are forced to function on a non profit making basis
(B). The commercialization of education has already started in India
(C). Education has been reduced to a profit making sector by some corporate organizations
(D). Government will not allow corporates to enter education as India can't afford to have costly education
Right Answer: B

6.

Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you to locate them while answering some of the questions.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicized report that hardly a fourth of graduating engineers and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools” and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions: instead, radical systemic reform is necessary.

Yet there will be serious challenges to overdue reforms in the education system. In India as in many countries education is treated as a holy cow: sadly the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving: nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then is there an instinctively adverse reaction to the formal entry of ‘for profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?

While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, thought the law stipulates that educational institutes must be ‘not- for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.

Well-run corporate organizations, within an appropriate regulatory framework, would be far better than the so-called trusts which barring some noteworthy exceptions are a blot on education. However, it is not necessarily a question of choosing one over the other: different organizational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom and packaged goods, organizations will quickly expand into the hinterland to tap the large unmet demand. Easy loan/scholarship arrangements would ensure affordability and access.

The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.

However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage states and the centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

What is the author's main objective in writing the passage?
(A). To suggest the ways to improve quality of education in India
(B). To highlight the corruption present in the education sector
(C). To compare the education sector with other sectors
(D). To suggest some temporary solutions to the problems in education
Right Answer: A

7.

Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you to locate them while answering some of the questions.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicized report that hardly a fourth of graduating engineers and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools” and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions: instead, radical systemic reform is necessary.

Yet there will be serious challenges to overdue reforms in the education system. In India as in many countries education is treated as a holy cow: sadly the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving: nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then is there an instinctively adverse reaction to the formal entry of ‘for profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?

While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, thought the law stipulates that educational institutes must be ‘not- for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.

Well-run corporate organizations, within an appropriate regulatory framework, would be far better than the so-called trusts which barring some noteworthy exceptions are a blot on education. However, it is not necessarily a question of choosing one over the other: different organizational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom and packaged goods, organizations will quickly expand into the hinterland to tap the large unmet demand. Easy loan/scholarship arrangements would ensure affordability and access.

The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.

However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage states and the centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

According to the author, which of the following was the only step taken in order to reform the higher education?
(A). Allowing organizations to enter the education sector on a 'for profit' basis
(B). Creation of autonomous institutes for management and technology which were not under university control
(C). Setting up the regulatory framework for all the existing universities
(D). Making the availability of educational loans and scholarships easier
Right Answer: B

8.

Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you to locate them while answering some of the questions.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicized report that hardly a fourth of graduating engineers and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools” and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions: instead, radical systemic reform is necessary.

Yet there will be serious challenges to overdue reforms in the education system. In India as in many countries education is treated as a holy cow: sadly the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving: nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then is there an instinctively adverse reaction to the formal entry of ‘for profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?

While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, thought the law stipulates that educational institutes must be ‘not- for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.

Well-run corporate organizations, within an appropriate regulatory framework, would be far better than the so-called trusts which barring some noteworthy exceptions are a blot on education. However, it is not necessarily a question of choosing one over the other: different organizational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom and packaged goods, organizations will quickly expand into the hinterland to tap the large unmet demand. Easy loan/scholarship arrangements would ensure affordability and access.

The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.

However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage states and the centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Which suggestion does the author make in order to make the institutes of higher learning for technology and management capable of competing globally?
(A). To limit their autonomy to acceptable limit and give partial controls to the government
(B). To allow corporate organizations to take them over in order to provide more funds
(C). To increase the allocation of funds to such institutes
(D). All of the above
Right Answer: D

9.

Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you to locate them while answering some of the questions.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicized report that hardly a fourth of graduating engineers and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools” and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions: instead, radical systemic reform is necessary.

Yet there will be serious challenges to overdue reforms in the education system. In India as in many countries education is treated as a holy cow: sadly the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving: nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then is there an instinctively adverse reaction to the formal entry of ‘for profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?

While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, thought the law stipulates that educational institutes must be ‘not- for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.

Well-run corporate organizations, within an appropriate regulatory framework, would be far better than the so-called trusts which barring some noteworthy exceptions are a blot on education. However, it is not necessarily a question of choosing one over the other: different organizational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom and packaged goods, organizations will quickly expand into the hinterland to tap the large unmet demand. Easy loan/scholarship arrangements would ensure affordability and access.

The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.

However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage states and the centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Which of the following is not true in context of the given passage?
(A). According to the law, education institutes should not be run for profit
(B). There has been no protest against the selling of drinking water and paying for the health services
(C). Only either corporate organizations or government controlled organizations can exist in the education sector
(D). The introduction of 'for profit' corporates in the education sector has been facing a lot of criticism
Right Answer: C

10.

Choose the word which is most similar in meaning to the word printed in bold as used in the passage.

Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you to locate them while answering some of the questions.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicized report that hardly a fourth of graduating engineers and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools” and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions: instead, radical systemic reform is necessary.

Yet there will be serious challenges to overdue reforms in the education system. In India as in many countries education is treated as a holy cow: sadly the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving: nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then is there an instinctively adverse reaction to the formal entry of ‘for profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?

While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, thought the law stipulates that educational institutes must be ‘not- for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.

Well-run corporate organizations, within an appropriate regulatory framework, would be far better than the so-called trusts which barring some noteworthy exceptions are a blot on education. However, it is not necessarily a question of choosing one over the other: different organizational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom and packaged goods, organizations will quickly expand into the hinterland to tap the large unmet demand. Easy loan/scholarship arrangements would ensure affordability and access.

The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.

However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage states and the centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Devious
(A). Dishonest
(B). Different
(C). Severe
(D). Various
Right Answer: A

11.

Choose the word which is most similar in meaning to the word printed in bold as used in the passage.

Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you to locate them while answering some of the questions.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicized report that hardly a fourth of graduating engineers and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools” and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions: instead, radical systemic reform is necessary.

Yet there will be serious challenges to overdue reforms in the education system. In India as in many countries education is treated as a holy cow: sadly the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving: nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then is there an instinctively adverse reaction to the formal entry of ‘for profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?

While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, thought the law stipulates that educational institutes must be ‘not- for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.

Well-run corporate organizations, within an appropriate regulatory framework, would be far better than the so-called trusts which barring some noteworthy exceptions are a blot on education. However, it is not necessarily a question of choosing one over the other: different organizational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom and packaged goods, organizations will quickly expand into the hinterland to tap the large unmet demand. Easy loan/scholarship arrangements would ensure affordability and access.

The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.

However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage states and the centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Measures
(A). Amount
(B). Quantity
(C). Steps
(D). Capacity
Right Answer: C

12.

Choose the word which is most similar in meaning to the word printed in bold as used in the passage.

Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you to locate them while answering some of the questions.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicized report that hardly a fourth of graduating engineers and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools” and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions: instead, radical systemic reform is necessary.

Yet there will be serious challenges to overdue reforms in the education system. In India as in many countries education is treated as a holy cow: sadly the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving: nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then is there an instinctively adverse reaction to the formal entry of ‘for profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?

While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, thought the law stipulates that educational institutes must be ‘not- for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.

Well-run corporate organizations, within an appropriate regulatory framework, would be far better than the so-called trusts which barring some noteworthy exceptions are a blot on education. However, it is not necessarily a question of choosing one over the other: different organizational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom and packaged goods, organizations will quickly expand into the hinterland to tap the large unmet demand. Easy loan/scholarship arrangements would ensure affordability and access.

The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.

However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage states and the centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Bridge
(A). Connect
(B). Eliminate
(C). Unite
(D). Link
Right Answer: B

13.

Choose the word/phrase which is most opposite in meaning to the word printed in bold as used in the passage.

Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you to locate them while answering some of the questions.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicized report that hardly a fourth of graduating engineers and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools” and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions: instead, radical systemic reform is necessary.

Yet there will be serious challenges to overdue reforms in the education system. In India as in many countries education is treated as a holy cow: sadly the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving: nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then is there an instinctively adverse reaction to the formal entry of ‘for profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?

While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, thought the law stipulates that educational institutes must be ‘not- for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.

Well-run corporate organizations, within an appropriate regulatory framework, would be far better than the so-called trusts which barring some noteworthy exceptions are a blot on education. However, it is not necessarily a question of choosing one over the other: different organizational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom and packaged goods, organizations will quickly expand into the hinterland to tap the large unmet demand. Easy loan/scholarship arrangements would ensure affordability and access.

The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.

However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage states and the centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Promoting
(A). Demoting
(B). Delaying
(C). Postponing
(D). Broadening
Right Answer: E

14.

Choose the word/phrase which is most opposite in meaning to the word printed in bold as used in the passage.

Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you to locate them while answering some of the questions.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicized report that hardly a fourth of graduating engineers and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools” and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions: instead, radical systemic reform is necessary.

Yet there will be serious challenges to overdue reforms in the education system. In India as in many countries education is treated as a holy cow: sadly the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving: nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then is there an instinctively adverse reaction to the formal entry of ‘for profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?

While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, thought the law stipulates that educational institutes must be ‘not- for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.

Well-run corporate organizations, within an appropriate regulatory framework, would be far better than the so-called trusts which barring some noteworthy exceptions are a blot on education. However, it is not necessarily a question of choosing one over the other: different organizational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom and packaged goods, organizations will quickly expand into the hinterland to tap the large unmet demand. Easy loan/scholarship arrangements would ensure affordability and access.

The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.

However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage states and the centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Noteworthy
(A). Unnoticed
(B). Insignificant
(C). Indefinite
(D). Remarkable
Right Answer: B

15.

Choose the word/phrase which is most opposite in meaning to the word printed in bold as used in the passage.

Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you to locate them while answering some of the questions.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicized report that hardly a fourth of graduating engineers and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools” and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions: instead, radical systemic reform is necessary.

Yet there will be serious challenges to overdue reforms in the education system. In India as in many countries education is treated as a holy cow: sadly the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving: nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then is there an instinctively adverse reaction to the formal entry of ‘for profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?

While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, thought the law stipulates that educational institutes must be ‘not- for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.

Well-run corporate organizations, within an appropriate regulatory framework, would be far better than the so-called trusts which barring some noteworthy exceptions are a blot on education. However, it is not necessarily a question of choosing one over the other: different organizational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom and packaged goods, organizations will quickly expand into the hinterland to tap the large unmet demand. Easy loan/scholarship arrangements would ensure affordability and access.

The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.

However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage states and the centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Transparent
(A). Reputed
(B). Opaque
(C). Defective
(D). Corrupt
Right Answer: B

16.

Read each sentence to find out whether there is any grammatical error in it.

The error if any will be in one part of the sentence the number of that part will be the answer. If there is no error, mark (X5) as the answer. (Ignore errors of punctuation, if any)

I may go to the (X1) / swimming class tomorrow (X2) / if I have recovered (X3) / from the cold. (X4) / No error (X5)
(A). X1
(B). X2
(C). X3
(D). X4
Right Answer: C

17.

Read each sentence to find out whether there is any grammatical error in it.

The error if any will be in one part of the sentence the number of that part will be the answer. If there is no error, mark (X5) as the answer. (Ignore errors of punctuation, if any)

The Prime Minister announced (X1) / that the taxes will be (X2) / increasing from the (X3) / beginning of the next year. (X4) No error (X5)
(A). X1
(B). X2
(C). X3
(D). X4
Right Answer: B

18.

Read each sentence to find out whether there is any grammatical error in it.

The error if any will be in one part of the sentence the number of that part will be the answer. If there is no error, mark (X5) as the answer. (Ignore errors of punctuation, if any)

He is the most (X1) / intelligent and also (X2) / the very talented (X3) / student of the college. (X4) No error (X5)
(A). X1
(B). X2
(C). X3
(D). X4
Right Answer: C

19.

Read each sentence to find out whether there is any grammatical error in it.

The error if any will be in one part of the sentence the number of that part will be the answer. If there is no error, mark (X5) as the answer. (Ignore errors of punctuation, if any)

She immediately quit (X1) / the job in which (X2) / neither the skill nor (X3) / knowledge were required. (X4) No error (X5)
(A). X1
(B). X2
(C). X3
(D). X4
Right Answer: D

20.

Read each sentence to find out whether there is any grammatical error in it.

The error if any will be in one part of the sentence the number of that part will be the answer. If there is no error, mark (X5) as the answer. (Ignore errors of punctuation, if any)

The meteorological department (X1) / predicted that the (X2) / rains and thunderstorm may (X3) / continue throughout today. (X4) No error (X5)
(A). X1
(B). X2
(C). X3
(D). X4
Right Answer: C

21.

Which of the phrases (A), (B), (C) and (D) given below each statement should replace the phrase printed in bold in the sentence to make it grammatically correct? If the sentence is correct as it is given and ‘No correction is required’, mark (E) as the answer.

The corruption charges were a huge blow to his reputation and his business suffered to a great extent.
(A). his business suffers to
(B). his business suffered on
(C). his business suffering to
(D). his business suffers on
Right Answer: E

22.

Which of the phrases (A), (B), (C) and (D) given below each statement should replace the phrase printed in bold in the sentence to make it grammatically correct? If the sentence is correct as it is given and ‘No correction is required’, mark (E) as the answer.

Airline companies pay nearly 25 billion dollars for their right of fly over the countries other than their parent country.
(A). their right to fly
(B). their right in flying
(C). their right to flying
(D). there right of flight
Right Answer: A

23.

Which of the phrases (A), (B), (C) and (D) given below each statement should replace the phrase printed in bold in the sentence to make it grammatically correct? If the sentence is correct as it is given and ‘No correction is required’, mark (E) as the answer.

When he fell down the ditch, he shouted with all his might so that to catch someone�s attention.
(A). such that to catch
(B). so as to catch
(C). so that to catching
(D). so then to catch
Right Answer: B

24.

Which of the phrases (A), (B), (C) and (D) given below each statement should replace the phrase printed in bold in the sentence to make it grammatically correct? If the sentence is correct as it is given and ‘No correction is required’, mark (E) as the answer.

The disparity between the earnings of the poor and the rich has widen in the last few decades.
(A). have widen in
(B). has widened on
(C). have widened in
(D). has widened in
Right Answer: D

25.

Which of the phrases (A), (B), (C) and (D) given below each statement should replace the phrase printed in bold in the sentence to make it grammatically correct? If the sentence is correct as it is given and ‘No correction is required’, mark (E) as the answer.

Instead of teaching abstracted concepts, the new and improved textbooks tell stories of real people so that the children can identify with the characters.
(A). Inspite of teaching abstracted
(B). Instead of taught abstract
(C). Instead of teaching abstract
(D). Inspite of taught abstract
Right Answer: C

26.

Rearrange the following sentences {A}, {B}, {C}, {D}, {E} and {F} to make a meaningful paragraph and then answer the questions which follow.

{A} The blame for lacking creativity is, however, put on the present generation by the modern educationists.

{B} The concept of home work began so that the pupils could revise that was being taught in the class.

{C} By doing so, most of the schools took away the leisure time of the children.

{D} Instead, these educationists should suggest lowering of burden of homework to the commission for educational reforms.

{E} The purpose of this concept was, however, defeated when the schools started overburdening students with so called homework.

{F} Lack of such leisure time does not allow the children to develop creative pursuits.

Which of the following sentence should be 3 rd after rearrangement?
(A). A
(B). E
(C). D
(D). F
Right Answer: E

27.

Rearrange the following sentences {A}, {B}, {C}, {D}, {E} and {F} to make a meaningful paragraph and then answer the questions which follow.

{A} The blame for lacking creativity is, however, put on the present generation by the modern educationists.

{B} The concept of home work began so that the pupils could revise that was being taught in the class.

{C} By doing so, most of the schools took away the leisure time of the children.

{D} Instead, these educationists should suggest lowering of burden of homework to the commission for educational reforms.

{E} The purpose of this concept was, however, defeated when the schools started overburdening students with so called homework.

{F} Lack of such leisure time does not allow the children to develop creative pursuits.

Which of the following sentence should be 1 st after rearrangement?
(A). A
(B). B
(C). C
(D). D
Right Answer: B

28.

Rearrange the following sentences {A}, {B}, {C}, {D}, {E} and {F} to make a meaningful paragraph and then answer the questions which follow.

{A} The blame for lacking creativity is, however, put on the present generation by the modern educationists.

{B} The concept of home work began so that the pupils could revise that was being taught in the class.

{C} By doing so, most of the schools took away the leisure time of the children.

{D} Instead, these educationists should suggest lowering of burden of homework to the commission for educational reforms.

{E} The purpose of this concept was, however, defeated when the schools started overburdening students with so called homework.

{F} Lack of such leisure time does not allow the children to develop creative pursuits.

Which of the following sentence should be 2 nd after rearrangement?
(A). A
(B). B
(C). D
(D). E
Right Answer: D

29.

Rearrange the following sentences {A}, {B}, {C}, {D}, {E} and {F} to make a meaningful paragraph and then answer the questions which follow.

{A} The blame for lacking creativity is, however, put on the present generation by the modern educationists.

{B} The concept of home work began so that the pupils could revise that was being taught in the class.

{C} By doing so, most of the schools took away the leisure time of the children.

{D} Instead, these educationists should suggest lowering of burden of homework to the commission for educational reforms.

{E} The purpose of this concept was, however, defeated when the schools started overburdening students with so called homework.

{F} Lack of such leisure time does not allow the children to develop creative pursuits.

Which of the following sentence should be 6 th (Last) after rearrangement?
(A). B
(B). C
(C). D
(D). E
Right Answer: C

30.

Rearrange the following sentences {A}, {B}, {C}, {D}, {E} and {F} to make a meaningful paragraph and then answer the questions which follow.

{A} The blame for lacking creativity is, however, put on the present generation by the modern educationists.

{B} The concept of home work began so that the pupils could revise that was being taught in the class.

{C} By doing so, most of the schools took away the leisure time of the children.

{D} Instead, these educationists should suggest lowering of burden of homework to the commission for educational reforms.

{E} The purpose of this concept was, however, defeated when the schools started overburdening students with so called homework.

{F} Lack of such leisure time does not allow the children to develop creative pursuits.

Which of the following sentence should be 5 th after rearrangement?
(A). A
(B). B
(C). C
(D). E
Right Answer: A

31. If it is possible to make only one meaningful word from 1 st , 3 rd , 6 th and 8 th letters of the word 'EXAMINATION', using each letter only once, 1 st letter of that word is your answer. If more than one such word can be formed your answer is 'X' and if no such word can be formed your answer is 'Y'.
(A). A
(B). T
(C). N
(D). X
Right Answer: D

32. If in a certain code language 'CLUB' is written as 'XOFY', 'NOT' is written as 'MLG', then how will 'PUNCTUAL' be written in that code language?
(A). KFMGXZFO
(B). KFMXGZFO
(C). KFMXGFZO
(D). KFMXGFOZ
Right Answer: C

33. Mukesh is taller than Suresh but shorter than Rakesh. Rakesh is taller than Harish but shorter than Amar. Who among them is the shortest?
(A). Mukesh
(B). Suresh
(C). Harish
(D). Can't be determined
Right Answer: D

34.

In each of the following questions, two rows of numbers are given. The resultant number in each row is to be worked out separately based on the following rules and the questions below the rows of numbers are to be answered. The operations of numbers progress from left to the right.

Rules

(i) If an odd number is followed by another composite odd number, they are to be added.

(ii) If an even number is followed by an odd number, they are to be added.

(iii) If an even number is followed by a number which is the perfect square, the even number is to be subtracted from the perfect square.

(iv) If an odd number is followed by a prime odd number, the first number is to be divided by the second number.

(v) If an odd number is followed by an even number, the second one is to be subtracted from the first number.

15    8    21
P      3   27

If  'p' is the resultant of the first row, what will be the resultant o the second row?

(A). 58
(B). 76
(C). 27
(D). 82
Right Answer: A

35.

In each of the following questions, two rows of numbers are given. The resultant number in each row is to be worked out separately based on the following rules and the questions below the rows of numbers are to be answered. The operations of numbers progress from left to the right.

Rules

(i) If an odd number is followed by another composite odd number, they are to be added.

(ii) If an even number is followed by an odd number, they are to be added.

(iii) If an even number is followed by a number which is the perfect square, the even number is to be subtracted from the perfect square.

(iv) If an odd number is followed by a prime odd number, the first number is to be divided by the second number.

(v) If an odd number is followed by an even number, the second one is to be subtracted from the first number.

12    64    17
20    m     16

If  'm' is the resultant of the first row, what will be the resultant of the second row?

(A). 69
(B). 85
(C). 101
(D). 121
Right Answer: E

36.

In each of the following questions, two rows of numbers are given. The resultant number in each row is to be worked out separately based on the following rules and the questions below the rows of numbers are to be answered. The operations of numbers progress from left to the right.

Rules

(i) If an odd number is followed by another composite odd number, they are to be added.

(ii) If an even number is followed by an odd number, they are to be added.

(iii) If an even number is followed by a number which is the perfect square, the even number is to be subtracted from the perfect square.

(iv) If an odd number is followed by a prime odd number, the first number is to be divided by the second number.

(v) If an odd number is followed by an even number, the second one is to be subtracted from the first number.

85     17      35
16     19       r

If  'r' is the resultant of the first row, what will be the resultant of the second row?

(A). 175
(B). - 5
(C). 75
(D). 210
Right Answer: B

37.

In each of the following questions, two rows of numbers are given. The resultant number in each row is to be worked out separately based on the following rules and the questions below the rows of numbers are to be answered. The operations of numbers progress from left to the right.

Rules

(i) If an odd number is followed by another composite odd number, they are to be added.

(ii) If an even number is followed by an odd number, they are to be added.

(iii) If an even number is followed by a number which is the perfect square, the even number is to be subtracted from the perfect square.

(iv) If an odd number is followed by a prime odd number, the first number is to be divided by the second number.

(v) If an odd number is followed by an even number, the second one is to be subtracted from the first number.

24     15     3
D        6     15

If  'd' is the resultant of the first row, what will be the resultant of the second row?

(A). 37
(B). 8
(C). 22
(D). 29
Right Answer: C

38.

In each of the following questions, two rows of numbers are given. The resultant number in each row is to be worked out separately based on the following rules and the questions below the rows of numbers are to be answered. The operations of numbers progress from left to the right.

Rules

(i) If an odd number is followed by another composite odd number, they are to be added.

(ii) If an even number is followed by an odd number, they are to be added.

(iii) If an even number is followed by a number which is the perfect square, the even number is to be subtracted from the perfect square.

(iv) If an odd number is followed by a prime odd number, the first number is to be divided by the second number.

(v) If an odd number is followed by an even number, the second one is to be subtracted from the first number.

28       49      15
 h          3      12

If  'h'  is the resultant of the first row, what will be the resultant of the second row?

(A). 13
(B). 15
(C). 19
(D). 27
Right Answer: D

39.

In each of the following questions, two rows of numbers are given. The resultant number in each row is to be worked out separately based on the following rules and the questions below the rows of numbers are to be answered. The operations of numbers progress from left to the right.

Rules

(i) If an odd number is followed by another composite odd number, they are to be added.

(ii) If an even number is followed by an odd number, they are to be added.

(iii) If an even number is followed by a number which is the perfect square, the even number is to be subtracted from the perfect square.

(iv) If an odd number is followed by a prime odd number, the first number is to be divided by the second number.

(v) If an odd number is followed by an even number, the second one is to be subtracted from the first number.

36     15    3
12       3    n

If  'n'  is the resultant of the first row, what will be the resultant of the second row?

(A). 15/17
(B). 32
(C). 12/17
(D). 36
Right Answer: A

40.

Read the following information carefully to answer the questions given below.

I. There are six members in a family.

II. The members are A, B, C, D, E and F.

III. D is the daughter of F who is the mother of E.

IV. E is the daughter of A.

V. A is the son of C.

VI. The family consists of one couple who has their parents and their children.

What relationship do D and E bear to each other?
(A). Mother and son
(B). Sister and brother
(C). Sisters
(D). Grandmother and granddaughter
Right Answer: C

41.

Read the following information carefully to answer the questions given below.

I. There are six members in a family.

II. The members are A, B, C, D, E and F.

III. D is the daughter of F who is the mother of E.

IV. E is the daughter of A.

V. A is the son of C.

VI. The family consists of one couple who has their parents and their children.

Who are the male members in the family?
(A). A, B and D
(B). C and F
(C). A and C
(D). Can't be determined
Right Answer: D

42.

Read the following information carefully to answer the questions given below.

I. There are six members in a family.

II. The members are A, B, C, D, E and F.

III. D is the daughter of F who is the mother of E.

IV. E is the daughter of A.

V. A is the son of C.

VI. The family consists of one couple who has their parents and their children.

Which of the following pairs are the parents of the children?
(A). BF
(B). CF
(C). BC
(D). Can't be determined
Right Answer: E

43.

Read the following information carefully to answer the questions given below.

I. There are six members in a family.

II. The members are A, B, C, D, E and F.

III. D is the daughter of F who is the mother of E.

IV. E is the daughter of A.

V. A is the son of C.

VI. The family consists of one couple who has their parents and their children.

How many female members are there in the family?
(A). 4
(B). 3
(C). 2
(D). Can't be determined
Right Answer: A

44.

Read the following information carefully to answer the questions given below.

I. There are six members in a family.

II. The members are A, B, C, D, E and F.

III. D is the daughter of F who is the mother of E.

IV. E is the daughter of A.

V. A is the son of C.

VI. The family consists of one couple who has their parents and their children.

Which of the following pairs are the parents of the couple?
(A). CF
(B). AF
(C). BC
(D). AB
Right Answer: C

45. The priest told the devotees, 'the bell is rung at regular intervals of 45 min. The last bell was rung 5 min. ago. The next bell is due to be rung at 7:45 am. At what time did the priest give the information to be devotees?
(A). 6:55 am
(B). 7:00 am
(C). 7:05 am
(D). 7:40 am
Right Answer: C

46. If day before yesterday was Saturday, then what day of the week will it be on day after tomorrow?
(A). Friday
(B). Thursday
(C). Wednesday
(D). Tuesday
Right Answer: C

47. A man goes towards East 5 km, then he takes a turn to South-West and goes 5 km. He again takes a turn towards North-West and goes 5 km with respect to the point from where he started, where is he now?
(A). At the starting point
(B). In the west
(C). In the East
(D). In the North East
Right Answer: A

48.

Study the information carefully and answer the questions.

S, T, U, V, W, X, Y and Z are sitting around a circle area, with equal distance amongst each other but not necessarily in the same order.

Only two people face the centre and the rest face outside (i.e. in a direction opposite to the centr {E} Y sits 2 nd to left of W. S sits 2 nd to left of Y. Only one person sits between S and Z. T sits to immediate right of S. T is not an immediate neighbor of Y. V is not an immediate neighbor of Y.

Both the immediate neighbours of X face the centre.

Who is sitting to immediate right of Z?
(A). Y
(B). V
(C). T
(D). X
Right Answer: B

49.

Study the information carefully and answer the questions.

S, T, U, V, W, X, Y and Z are sitting around a circle area, with equal distance amongst each other but not necessarily in the same order.

Only two people face the centre and the rest face outside (i.e. in a direction opposite to the centr {E} Y sits 2 nd to left of W. S sits 2 nd to left of Y. Only one person sits between S and Z. T sits to immediate right of S. T is not an immediate neighbor of Y. V is not an immediate neighbor of Y.

Both the immediate neighbours of X face the centre.

Which of the following is true regarding U as per the given sitting arrangement?
(A). X sits 2 nd to left of U
(B). Only three people sit between U and Y
(C). Z is one of the immediate neighbours of U
(D). U faces the centre
Right Answer: A

50.

Study the information carefully and answer the questions.

S, T, U, V, W, X, Y and Z are sitting around a circle area, with equal distance amongst each other but not necessarily in the same order.

Only two people face the centre and the rest face outside (i.e. in a direction opposite to the centr {E} Y sits 2 nd to left of W. S sits 2 nd to left of Y. Only one person sits between S and Z. T sits to immediate right of S. T is not an immediate neighbor of Y. V is not an immediate neighbor of Y.

Both the immediate neighbours of X face the centre.

What is T's position with respect of Y?
(A). 2 nd to the right
(B). 2 nd to the left
(C). 5 th to the left
(D). 4 th to the right
Right Answer: E

51.

Study the information carefully and answer the questions.

S, T, U, V, W, X, Y and Z are sitting around a circle area, with equal distance amongst each other but not necessarily in the same order.

Only two people face the centre and the rest face outside (i.e. in a direction opposite to the centr {E} Y sits 2 nd to left of W. S sits 2 nd to left of Y. Only one person sits between S and Z. T sits to immediate right of S. T is not an immediate neighbor of Y. V is not an immediate neighbor of Y.

Both the immediate neighbours of X face the centre.

Which of the following groups represents the immediate neighbours of X?
(A). WY
(B). VW
(C). TZ
(D). VZ
Right Answer: A

52.

Study the information carefully and answer the questions.

S, T, U, V, W, X, Y and Z are sitting around a circle area, with equal distance amongst each other but not necessarily in the same order.

Only two people face the centre and the rest face outside (i.e. in a direction opposite to the centr {E} Y sits 2 nd to left of W. S sits 2 nd to left of Y. Only one person sits between S and Z. T sits to immediate right of S. T is not an immediate neighbor of Y. V is not an immediate neighbor of Y.

Both the immediate neighbours of X face the centre.

Four of the following five are alike in a certain way based on the given sitting arrangement and so form a group. Which is the one that does not belong to that group?
(A). Z
(B). T
(C). Y
(D). V
Right Answer: C

53.

Study the following information carefully and answer the questions given below.

Following are the conditions for granting agricultural loan of Rs.1 Lakh to the farmers by a Gramin Bank.

The farmer must

(i) Have at least three acres of land

(ii) Not be more than 55 years old as on 1 st November, 2008

(iii) Be able to provide collateral security of at least Rs.50000

(iv) Not be having any other outstanding loan from the bank

(v) Repay the loan in two years time

In the case of a farmers who satisfies all other criteria except

{A} At (iii) above but can give collateral security of at least Rs.25000, the case is to be referred to the GM of the bank.

{B} At (iv) above but the balance outstanding loan is less than Rs.40000, the case is to be referred to the Chairman of the bank.

In each question below is given the details of one farmer. You have to take one of the following courses of action based on the information provided and the conditions and sub-conditions given above. You are not to assume anything other than the information provided in each question.

All these cases are given to you as on 01 st November, 2008.

SauravBehera was born on 12 th July, 1962. He will repay the loan in 24 equated monthly installments. He has provided collateral security of Rs.20000. He does not have any outstanding loan from the bank. He owns four acre of land.
(A). If the loan is to be granted to the farmer
(B). If the loan is not to be granted to the farmer
(C). If the data provided are inadequate to take a decision
(D). If the case is referred to GM
Right Answer: B

54.

Study the following information carefully and answer the questions given below.

Following are the conditions for granting agricultural loan of Rs.1 Lakh to the farmers by a Gramin Bank.

The farmer must

(i) Have at least three acres of land

(ii) Not be more than 55 years old as on 1 st November, 2008

(iii) Be able to provide collateral security of at least Rs.50000

(iv) Not be having any other outstanding loan from the bank

(v) Repay the loan in two years time

In the case of a farmers who satisfies all other criteria except

{A} At (iii) above but can give collateral security of at least Rs.25000, the case is to be referred to the GM of the bank.

{B} At (iv) above but the balance outstanding loan is less than Rs.40000, the case is to be referred to the Chairman of the bank.

In each question below is given the details of one farmer. You have to take one of the following courses of action based on the information provided and the conditions and sub-conditions given above. You are not to assume anything other than the information provided in each question.

All these cases are given to you as on 01 st November, 2008.

Jagat Das owns six acre of land. He was born on 5 th December, 1960. He has an outstanding loan from the bank of Rs.35000. He has provided collateral security of Rs.50000. He will repay the loan in two years time.
(A). If the loan is to be granted to the farmer
(B). If the loan is not to be granted to the farmer
(C). If the data provided are inadequate to take a decision
(D). If the case is referred to GM
Right Answer: E

55.

Study the following information carefully and answer the questions given below.

Following are the conditions for granting agricultural loan of Rs.1 Lakh to the farmers by a Gramin Bank.

The farmer must

(i) Have at least three acres of land

(ii) Not be more than 55 years old as on 1 st November, 2008

(iii) Be able to provide collateral security of at least Rs.50000

(iv) Not be having any other outstanding loan from the bank

(v) Repay the loan in two years time

In the case of a farmers who satisfies all other criteria except

{A} At (iii) above but can give collateral security of at least Rs.25000, the case is to be referred to the GM of the bank.

{B} At (iv) above but the balance outstanding loan is less than Rs.40000, the case is to be referred to the Chairman of the bank.

In each question below is given the details of one farmer. You have to take one of the following courses of action based on the information provided and the conditions and sub-conditions given above. You are not to assume anything other than the information provided in each question.

All these cases are given to you as on 01 st November, 2008.

Sudesh Gaur has provided collateral security of Rs.30000. He owns six acre of land. He will repay the loan in two year time. He does not have any outstanding loan from the bank. He was born on 28 th February, 1961.
(A). If the loan is to be granted to the farmer
(B). If the loan is not to be granted to the farmer
(C). If the data provided are inadequate to take a decision
(D). If the case is referred to GM
Right Answer: B

56.

Study the following information carefully and answer the questions given below.

Following are the conditions for granting agricultural loan of Rs.1 Lakh to the farmers by a Gramin Bank.

The farmer must

(i) Have at least three acres of land

(ii) Not be more than 55 years old as on 1 st November, 2008

(iii) Be able to provide collateral security of at least Rs.50000

(iv) Not be having any other outstanding loan from the bank

(v) Repay the loan in two years time

In the case of a farmers who satisfies all other criteria except

{A} At (iii) above but can give collateral security of at least Rs.25000, the case is to be referred to the GM of the bank.

{B} At (iv) above but the balance outstanding loan is less than Rs.40000, the case is to be referred to the Chairman of the bank.

In each question below is given the details of one farmer. You have to take one of the following courses of action based on the information provided and the conditions and sub-conditions given above. You are not to assume anything other than the information provided in each question.

All these cases are given to you as on 01 st November, 2008.

Mohd. Ghous owns three acre of land. He was born on 20 th October, 1953. He does not have any outstanding loan from the bank. He will repay the loan in 2 years time. He has provided collateral security of 80000.
(A). If the loan is to be granted to the farmer
(B). If the loan is not to be granted to the farmer
(C). If the data provided are inadequate to take a decision
(D). If the case is referred to GM
Right Answer: B

57.

Study the following information carefully and answer the questions given below.

Following are the conditions for granting agricultural loan of Rs.1 Lakh to the farmers by a Gramin Bank.

The farmer must

(i) Have at least three acres of land

(ii) Not be more than 55 years old as on 1 st November, 2008

(iii) Be able to provide collateral security of at least Rs.50000

(iv) Not be having any other outstanding loan from the bank

(v) Repay the loan in two years time

In the case of a farmers who satisfies all other criteria except

{A} At (iii) above but can give collateral security of at least Rs.25000, the case is to be referred to the GM of the bank.

{B} At (iv) above but the balance outstanding loan is less than Rs.40000, the case is to be referred to the Chairman of the bank.

In each question below is given the details of one farmer. You have to take one of the following courses of action based on the information provided and the conditions and sub-conditions given above. You are not to assume anything other than the information provided in each question.

All these cases are given to you as on 01 st November, 2008.

Nimesh Patel has an outstanding loan from the bank to the extent of Rs.35000. He will repay the loan on two years time. He owns five acre of land. He has provided documents of collateral security of Rs.55000. He was born on 08 th May, 1958.
(A). If the loan is to be granted to the farmer
(B). If the loan is not to be granted to the farmer
(C). If the data provided are inadequate to take a decision
(D). If the case is referred to GM
Right Answer: E

58.

Study the following information carefully and answer the questions given below.

Following are the conditions for granting agricultural loan of Rs.1 Lakh to the farmers by a Gramin Bank.

The farmer must

(i) Have at least three acres of land

(ii) Not be more than 55 years old as on 1 st November, 2008

(iii) Be able to provide collateral security of at least Rs.50000

(iv) Not be having any other outstanding loan from the bank

(v) Repay the loan in two years time

In the case of a farmers who satisfies all other criteria except

{A} At (iii) above but can give collateral security of at least Rs.25000, the case is to be referred to the GM of the bank.

{B} At (iv) above but the balance outstanding loan is less than Rs.40000, the case is to be referred to the Chairman of the bank.

In each question below is given the details of one farmer. You have to take one of the following courses of action based on the information provided and the conditions and sub-conditions given above. You are not to assume anything other than the information provided in each question.

All these cases are given to you as on 01 st November, 2008.

SushilGhatgeowns three acre of land and he does not have any outstanding loan from the bank. He will repay the loan in 24 equated monthly installments. He has provided collateral security of Rs.60000.
(A). If the loan is to be granted to the farmer
(B). If the loan is not to be granted to the farmer
(C). If the data provided are inadequate to take a decision
(D). If the case is referred to GM
Right Answer: C

59.

Study the following information carefully and answer the questions given below.

Following are the conditions for granting agricultural loan of Rs.1 Lakh to the farmers by a Gramin Bank.

The farmer must

(i) Have at least three acres of land

(ii) Not be more than 55 years old as on 1 st November, 2008

(iii) Be able to provide collateral security of at least Rs.50000

(iv) Not be having any other outstanding loan from the bank

(v) Repay the loan in two years time

In the case of a farmers who satisfies all other criteria except

{A} At (iii) above but can give collateral security of at least Rs.25000, the case is to be referred to the GM of the bank.

{B} At (iv) above but the balance outstanding loan is less than Rs.40000, the case is to be referred to the Chairman of the bank.

In each question below is given the details of one farmer. You have to take one of the following courses of action based on the information provided and the conditions and sub-conditions given above. You are not to assume anything other than the information provided in each question.

All these cases are given to you as on 01 st November, 2008.

Mohan Dev was born on 02 nd April, 1955. He owns four acre of land. He does not have any outstanding loan from the bank. He will repay the loan within 2 years. He has provided documents of collateral security of Rs.70000.
(A). If the loan is to be granted to the farmer
(B). If the loan is not to be granted to the farmer
(C). If the data provided are inadequate to take a decision
(D). If the case is referred to GM
Right Answer: A

60.

Study the following information carefully and answer the questions given below.

Following are the conditions for granting agricultural loan of Rs.1 Lakh to the farmers by a Gramin Bank.

The farmer must

(i) Have at least three acres of land

(ii) Not be more than 55 years old as on 1 st November, 2008

(iii) Be able to provide collateral security of at least Rs.50000

(iv) Not be having any other outstanding loan from the bank

(v) Repay the loan in two years time

In the case of a farmers who satisfies all other criteria except

{A} At (iii) above but can give collateral security of at least Rs.25000, the case is to be referred to the GM of the bank.

{B} At (iv) above but the balance outstanding loan is less than Rs.40000, the case is to be referred to the Chairman of the bank.

In each question below is given the details of one farmer. You have to take one of the following courses of action based on the information provided and the conditions and sub-conditions given above. You are not to assume anything other than the information provided in each question.

All these cases are given to you as on 01 st November, 2008.

Francis D, Costa owns four acre of land. He was born on 15 th July, 1959. He can repay the loan in 2 years time. He has an outstanding loan from the bank to the extent of Rs.35000. He has provided collateral security of Rs.65000.
(A). If the loan is to be granted to the farmer
(B). If the loan is not to be granted to the farmer
(C). If the data provided are inadequate to take a decision
(D). If the case is referred to GM
Right Answer: E

61.

Study the following information carefully and answer the questions given below.

Following are the conditions for granting agricultural loan of Rs.1 Lakh to the farmers by a Gramin Bank.

The farmer must

(i) Have at least three acres of land

(ii) Not be more than 55 years old as on 1 st November, 2008

(iii) Be able to provide collateral security of at least Rs.50000

(iv) Not be having any other outstanding loan from the bank

(v) Repay the loan in two years time

In the case of a farmers who satisfies all other criteria except

{A} At (iii) above but can give collateral security of at least Rs.25000, the case is to be referred to the GM of the bank.

{B} At (iv) above but the balance outstanding loan is less than Rs.40000, the case is to be referred to the Chairman of the bank.

In each question below is given the details of one farmer. You have to take one of the following courses of action based on the information provided and the conditions and sub-conditions given above. You are not to assume anything other than the information provided in each question.

All these cases are given to you as on 01 st November, 2008.

Sukhdev Singh was born on 12 th October, 1955. He will repay the loan in 24 equated monthly installments. He has provided collateral security of Rs.70000. He own seven acre of land.
(A). If the loan is to be granted to the farmer
(B). If the loan is not to be granted to the farmer
(C). If the data provided are inadequate to take a decision
(D). If the case is referred to GM
Right Answer: C

62.

Study the following information carefully and answer the questions given below.

Following are the conditions for granting agricultural loan of Rs.1 Lakh to the farmers by a Gramin Bank.

The farmer must

(i) Have at least three acres of land

(ii) Not be more than 55 years old as on 1 st November, 2008

(iii) Be able to provide collateral security of at least Rs.50000

(iv) Not be having any other outstanding loan from the bank

(v) Repay the loan in two years time

In the case of a farmers who satisfies all other criteria except

{A} At (iii) above but can give collateral security of at least Rs.25000, the case is to be referred to the GM of the bank.

{B} At (iv) above but the balance outstanding loan is less than Rs.40000, the case is to be referred to the Chairman of the bank.

In each question below is given the details of one farmer. You have to take one of the following courses of action based on the information provided and the conditions and sub-conditions given above. You are not to assume anything other than the information provided in each question.

All these cases are given to you as on 01 st November, 2008.

Neeraj Kumar owns five acre of land. He will repay the loan in 2 years time. He does not have any outstanding loan from the bank. He has provided collateral security of Rs.30000. He was born on 19 th December, 1958.
(A). If the loan is to be granted to the farmer
(B). If the loan is not to be granted to the farmer
(C). If the data provided are inadequate to take a decision
(D). If the case is referred to GM
Right Answer: D

63.

Following questions are based on the five three digit numbers given below.

              519    378    436     624     893

If the positions of the 1 st and the 3 rd digits within each number are interchanged, which of the following will be 2 nd smallest number?
(A). 519
(B). 378
(C). 436
(D). 624
Right Answer: D

64.

Following questions are based on the five three digit numbers given below.

              519    378    436     624     893

If  '1'  is subtracted from 1 st digit in each number and  '1'  is added to 2 nd digit in each number, which will be 3 rd digit of 2 nd highest number?
(A). 9
(B). 8
(C). 6
(D). 4
Right Answer: D

65.

Following questions are based on the five three digit numbers given below.

              519    378    436     624     893

If the position of 1 st and 2 nd digits within each number are interchanged, which of the following will be the highest number?
(A). 519
(B). 378
(C). 436
(D). 624
Right Answer: E

66. The LCM of two numbers is 45 times their HCF. If one of the numbers is 125 and the sum of HCF and LCM is 1150, the other number is
(A). 215
(B). 220
(C). 225
(D). 235
Right Answer: C

67.
(A). 1
(B). 10
(C).
(D).
Right Answer: A

68.
(A). 31.72
(B). 34.31
(C). 38.63
(D). None of these
Right Answer: B

69. If a son is younger than his father by 20 years and the father was 40 years old 5 years ago. What will be total age of the father and son after 5 years?
(A). 70
(B). 90
(C). 85
(D). 80
Right Answer: D

70. The denominator of a fraction is 3 more than its numerator. If the numerator is increased by 7 and the denominator is decreased by 2, we obtain 2. The sum of numerator and denominator of the fraction is
(A). 7
(B). 11
(C). 13
(D). 17
Right Answer: C

71. Pradeep invested 20% more than Mohit. Mohit invested 10% less than Raghu. If the total sum of their investment is Rs.17880. How much amount did Raghu invest?
(A). Rs.6000
(B). Rs.8000
(C). Rs.7000
(D). Rs.5000
Right Answer: A

72. An article when sold for Rs.200 fetches 25% profit. What would be the percentage profit/loss if 6 such articles are sold for Rs.1056?
(A). 10% loss
(B). 10% profit
(C). 5% loss
(D). 5% profit
Right Answer: B

73. The average of 5 consecutive even numbers A, B, C, D and E is 66. What is the product of B and E?
(A). 4352
(B). 4340
(C). 4480
(D). 4224
Right Answer: C

74. Pradip distributes the money among his two sons, one daughter and wife in such a way that each son gets double the amount of the daughter and the wife gets double the amount of each son. If each son gets Rs.4500 what was the total amount distributed?
(A). Rs.15750
(B). Rs.15500
(C). Rs.22500
(D). Rs.20250
Right Answer: D

75. A sum of money is to be divided among A, B and C in the ratio 2 : 3 : 7. If the total share of A and B together is Rs.1500 less than C, what is A's share in it?
(A). Rs.1000
(B). Rs.1500
(C). Rs.2000
(D). Data sufficient
Right Answer: B

76. A mixture of an herbal liquid and a base oil contains 45% herbal liquid by weight. 25gm of base oil is added to such 200 gm of mixture. What % of herbal liquid by weight is there in the new mixture?
(A). 25
(B). 60
(C). 80
(D). 40
Right Answer: D

77. In a test consisting 75 questions carrying one mark each Anil answered 75% of the first 40 questions correctly. What approximate percent of the other 35 questions does he need to answer correctly to score 80% on the entire test.
(A). 90
(B). 86
(C). 70
(D). 65
Right Answer: B

78. 26 men can complete a piece of work in 17 days. How many more men must be hired to complete the work in 13 days?
(A). 34
(B). 8
(C). 18
(D). 6
Right Answer: B

79. A cistern is filled in 9 hours and it takes 10 hours when there is a leak in its bottom. If the cistern is full, in what time shall the leak empty it?
(A). 90 h
(B). 94 h
(C). 92 h
(D). 91 h
Right Answer: A

80. If Rs.12000 is divided into two parts such that the simple interest on the first part for 3 years at 12% p.a. is equal to the simple interest on the second part for 4-1/2 years at 16% p.a., the greater part is
(A). Rs.6000
(B). Rs.8000
(C). Rs.7500
(D). Rs.9000
Right Answer: B

81. A certain sum amounts to Rs.1452 in two years and to Rs.1597.20 in three years at compound interest, then rate percent is
(A). 10
(B). 11
(C). 13
(D). 9
Right Answer: A

82. Nair borrowed a sum of Rs.100 from Kapoor at the simple rate of 5% p.a. for 3 years. He then added some more money to the borrowed sum and lent it to Dipak for the same time at 8% p.a. If Nair gains Rs.173 by way of interest on the total lent out money, then find the amount lent out.
(A). Rs.300
(B). Rs.550
(C). Rs.261
(D). Rs.1400
Right Answer: A

83. A car starts running with the initial speed of 40 km/h, with its speed increasing every hour by 5 km/h. How many hours will it take to cover a distance of 385 km?
(A). 9 h
(B). 9-1/2 h
(C). 8-1/2 h
(D). 7 h
Right Answer: D

84. A train 100 metre long meets a man going in opposite direction at 5 km/h and passes him in 7-1/5 seconds. The speed of the train is
(A). 40 km/h
(B). 45 km/h
(C). 36 km/h
(D). 52 km/h
Right Answer: B

85. A person can swim in still water at 4 km/h. If the speed of water is 2 km/h, how many hours will the man take to swim back against the current for 6 km.
(A). 3
(B). 4
(C). 4-1/2
(D). Insufficient data
Right Answer: A

86. Study the following table carefully to answer to questions that follow.


What is the total number of students from all the Colleges together in the year 2005?
(A). 10350
(B). 13150
(C). 15310
(D). 11350
Right Answer: B

87. Study the following table carefully to answer to questions that follow.


What is the percent increase in the number of students in College T in the year 2007 from the previous year? (rounded off to two digits after decimal)
(A). 8.33
(B). 5.18
(C). 6.63
(D). 3.21
Right Answer: C

88. Study the following table carefully to answer to questions that follow.


Number of students in College P in the year 2008 forms approximately what percent of the total number students in that College from all the years together?
(A). 11
(B). 31
(C). 18
(D). 26
Right Answer: A

89. Study the following table carefully to answer to questions that follow.


What is the respective ratio of total number of students in College S in the years 2006 and 2009 together to the total number of students in College U from the same years?
(A). 473:470
(B). 470:473
(C). 371:390
(D). 390:371
Right Answer: A

90. Study the following table carefully to answer to questions that follow.


What is the average number of students in all the Colleges together in the year 2004? (rounded off to the nearest integer)
(A). 2208
(B). 2196
(C). 2144
(D). 2324
Right Answer: E

91. Study the following graph carefully to answer the questions that follow.
Number of  females and males working in five different organizations.

The number of Males in the organization D forms what percent of the total number of employees from that organization? (rounded off to two digits after decimal)
(A). 54.17
(B). 62.64
(C). 52.25
(D). 61.47
Right Answer: A

92. Study the following graph carefully to answer the questions that follow.
Number of  females and males working in five different organizations.

What is the respective ratio of the number of Females to the number of Males from organization A?
(A). 11:8
(B). 7:6
(C). 8:11
(D). 6:7
Right Answer: D

93. Study the following graph carefully to answer the questions that follow.
Number of  females and males working in five different organizations.

Number of Females from organization E forms approximately what percent of the total number of employees from that organization?
(A). 58
(B). 60
(C). 52
(D). 62
Right Answer: C

94. Study the following graph carefully to answer the questions that follow.
Number of  females and males working in five different organizations.

What is the total number of Females from all the organizations together?
(A). 11540
(B). 11750
(C). 12440
(D). 10250
Right Answer: B

95. Study the following graph carefully to answer the questions that follow.
Number of  females and males working in five different organizations.

What is the total number of employees working in organization C and B together?
(A). 8950
(B). 9520
(C). 8250
(D). 9500
Right Answer: E

96. If 10 th June, 2001 is Sunday, then what day of week lies on 10 th June, 2004?
(A). Monday
(B). Tuesday
(C). Thursday
(D). Wednesday
Right Answer: C

97. If a train A crosses a pole in 33 seconds, second train B crosses the pole in 55 seconds. The length of train A is 3/4 th of B, then ration of their speeds is
(A). 3:5
(B). 9:20
(C). 5:4
(D). 4:5
Right Answer: C

98. The areas of a square and a rectangle are equal. The length of the rectangle is greater than the length of any side of the square by 5 cm. and breadth is less by 3 cm. The perimeter of the rectangle is
(A). 17 cm
(B). 26 cm
(C). 34 cm
(D). 30 cm
Right Answer: C

99. If three metallic spheres of radii 6 cm, 8 cm and 10 cm, are melted to form a single sphere, the diameter of the new sphere will be
(A). 24 cm
(B). 16 cm
(C). 36 cm
(D). 20 cm
Right Answer: A

100. An examination paper contains 8 questions of which 4 have 3 possible answers each, 3 have 2 possible answers each and the remaining one question has 5 possible answers. The total number of possible answers to all the question is
(A). 1278
(B). 1728
(C). 1306
(D). 3240
Right Answer: D

IBPS Solved Question Paper - 18

IBPS Solved Question Paper - 20

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