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Question 1
Direction: Read the given passage carefully and answer the questions that follow.
The educational reformers of the late eighteenth and nineteenth centuries dealt with two distinct aspects of children’s problems. One concerned the claims of childhood as a specific and independent stage in human growth. This perennial problem arises from the efforts of adults to subject growing children to ends foreign to their own needs and to press them into moulds shaped, not by the requirements of the maturing personality, but by the external interests of the ruling order. Rousseau had protested against this when he wrote:
"Nature wants children to be children before they are men. Childhood has ways of seeing, thinking, and feeling peculiar to itself, nothing can be more foolish than to substitute our ways for them."
The other involved efforts to reshape the obsolete system of schooling to make it fit the revolutionary changes in social life. These two problems were closely connected. The play school, for example, was devised not only to care for the specific needs of very young children but also to meet new needs which had grown out of the transformations in the family affected by industrial and urban conditions; it was no longer a unit of production as in feudal and colonial times but became more and more simply a center of consumption.
Dewey’s theories blended attention to the child as an individual with rights and claims of his own with a recognition of the gulf between an outdated and class-distorted educational setup inherited from the past and urgent requirements of the new era. The educational system had to be thoroughly overhauled, he said, because of the deep-going changes in American civilization. Under colonial, agrarian, small-town life, the child took part in household, community and productive activities, which spontaneously fostered capacities for self-direction, discipline, leadership and independent judgment. Such worthwhile qualities were discouraged and stunted by the new industrialized, urbanized, atomized conditions, which had disintegrated the family and weakened the influence of religion.
In the city the training of children became one-sided and distorted because intellectual activities were dissociated from practical everyday occupations. Dewey wrote: ‘while the child of bygone was getting an intellectual discipline whose significance he appreciated in the school, in his home life he was securing acquaintance in a direct fashion with the chief lines of social and industrial activity. Life was in the main rural. The child came into contact with the scenes of nature, and was familiarized with the care of domestic animals, the cultivation of the soil, and the raising of crops. The factory system being undeveloped, the house was the center of industry. Spinning, weaving, the making of clothes etc were all carried on there.”
SOURCE:www.marxists.org/archive/novack/works/1960/x03.htm
The educational reformers of the late eighteenth and nineteenth centuries dealt with two distinct aspects of children’s problems. One concerned the claims of childhood as a specific and independent stage in human growth. This perennial problem arises from the efforts of adults to subject growing children to ends foreign to their own needs and to press them into moulds shaped, not by the requirements of the maturing personality, but by the external interests of the ruling order. Rousseau had protested against this when he wrote:
"Nature wants children to be children before they are men. Childhood has ways of seeing, thinking, and feeling peculiar to itself, nothing can be more foolish than to substitute our ways for them."
The other involved efforts to reshape the obsolete system of schooling to make it fit the revolutionary changes in social life. These two problems were closely connected. The play school, for example, was devised not only to care for the specific needs of very young children but also to meet new needs which had grown out of the transformations in the family affected by industrial and urban conditions; it was no longer a unit of production as in feudal and colonial times but became more and more simply a center of consumption.
Dewey’s theories blended attention to the child as an individual with rights and claims of his own with a recognition of the gulf between an outdated and class-distorted educational setup inherited from the past and urgent requirements of the new era. The educational system had to be thoroughly overhauled, he said, because of the deep-going changes in American civilization. Under colonial, agrarian, small-town life, the child took part in household, community and productive activities, which spontaneously fostered capacities for self-direction, discipline, leadership and independent judgment. Such worthwhile qualities were discouraged and stunted by the new industrialized, urbanized, atomized conditions, which had disintegrated the family and weakened the influence of religion.
In the city the training of children became one-sided and distorted because intellectual activities were dissociated from practical everyday occupations. Dewey wrote: ‘while the child of bygone was getting an intellectual discipline whose significance he appreciated in the school, in his home life he was securing acquaintance in a direct fashion with the chief lines of social and industrial activity. Life was in the main rural. The child came into contact with the scenes of nature, and was familiarized with the care of domestic animals, the cultivation of the soil, and the raising of crops. The factory system being undeveloped, the house was the center of industry. Spinning, weaving, the making of clothes etc were all carried on there.”
SOURCE:www.marxists.org/archive/novack/works/1960/x03.htm
What were the two problems faced by the children according to the educational reformers?
Question 2
Direction: Read the given passage carefully and answer the questions that follow.
The educational reformers of the late eighteenth and nineteenth centuries dealt with two distinct aspects of children’s problems. One concerned the claims of childhood as a specific and independent stage in human growth. This perennial problem arises from the efforts of adults to subject growing children to ends foreign to their own needs and to press them into moulds shaped, not by the requirements of the maturing personality, but by the external interests of the ruling order. Rousseau had protested against this when he wrote:
"Nature wants children to be children before they are men. Childhood has ways of seeing, thinking, and feeling peculiar to itself, nothing can be more foolish than to substitute our ways for them."
The other involved efforts to reshape the obsolete system of schooling to make it fit the revolutionary changes in social life. These two problems were closely connected. The play school, for example, was devised not only to care for the specific needs of very young children but also to meet new needs which had grown out of the transformations in the family affected by industrial and urban conditions; it was no longer a unit of production as in feudal and colonial times but became more and more simply a center of consumption.
Dewey’s theories blended attention to the child as an individual with rights and claims of his own with a recognition of the gulf between an outdated and class-distorted educational setup inherited from the past and urgent requirements of the new era. The educational system had to be thoroughly overhauled, he said, because of the deep-going changes in American civilization. Under colonial, agrarian, small-town life, the child took part in household, community and productive activities, which spontaneously fostered capacities for self-direction, discipline, leadership and independent judgment. Such worthwhile qualities were discouraged and stunted by the new industrialized, urbanized, atomized conditions, which had disintegrated the family and weakened the influence of religion.
In the city the training of children became one-sided and distorted because intellectual activities were dissociated from practical everyday occupations. Dewey wrote: ‘while the child of bygone was getting an intellectual discipline whose significance he appreciated in the school, in his home life he was securing acquaintance in a direct fashion with the chief lines of social and industrial activity. Life was in the main rural. The child came into contact with the scenes of nature, and was familiarized with the care of domestic animals, the cultivation of the soil, and the raising of crops. The factory system being undeveloped, the house was the center of industry. Spinning, weaving, the making of clothes etc were all carried on there.”
SOURCE:www.marxists.org/archive/novack/works/1960/x03.htm
The educational reformers of the late eighteenth and nineteenth centuries dealt with two distinct aspects of children’s problems. One concerned the claims of childhood as a specific and independent stage in human growth. This perennial problem arises from the efforts of adults to subject growing children to ends foreign to their own needs and to press them into moulds shaped, not by the requirements of the maturing personality, but by the external interests of the ruling order. Rousseau had protested against this when he wrote:
"Nature wants children to be children before they are men. Childhood has ways of seeing, thinking, and feeling peculiar to itself, nothing can be more foolish than to substitute our ways for them."
The other involved efforts to reshape the obsolete system of schooling to make it fit the revolutionary changes in social life. These two problems were closely connected. The play school, for example, was devised not only to care for the specific needs of very young children but also to meet new needs which had grown out of the transformations in the family affected by industrial and urban conditions; it was no longer a unit of production as in feudal and colonial times but became more and more simply a center of consumption.
Dewey’s theories blended attention to the child as an individual with rights and claims of his own with a recognition of the gulf between an outdated and class-distorted educational setup inherited from the past and urgent requirements of the new era. The educational system had to be thoroughly overhauled, he said, because of the deep-going changes in American civilization. Under colonial, agrarian, small-town life, the child took part in household, community and productive activities, which spontaneously fostered capacities for self-direction, discipline, leadership and independent judgment. Such worthwhile qualities were discouraged and stunted by the new industrialized, urbanized, atomized conditions, which had disintegrated the family and weakened the influence of religion.
In the city the training of children became one-sided and distorted because intellectual activities were dissociated from practical everyday occupations. Dewey wrote: ‘while the child of bygone was getting an intellectual discipline whose significance he appreciated in the school, in his home life he was securing acquaintance in a direct fashion with the chief lines of social and industrial activity. Life was in the main rural. The child came into contact with the scenes of nature, and was familiarized with the care of domestic animals, the cultivation of the soil, and the raising of crops. The factory system being undeveloped, the house was the center of industry. Spinning, weaving, the making of clothes etc were all carried on there.”
SOURCE:www.marxists.org/archive/novack/works/1960/x03.htm
What was the impact on the children's mindset due to the adult interference?
Question 3
Direction: Read the given passage carefully and answer the questions that follow.
The educational reformers of the late eighteenth and nineteenth centuries dealt with two distinct aspects of children’s problems. One concerned the claims of childhood as a specific and independent stage in human growth. This perennial problem arises from the efforts of adults to subject growing children to ends foreign to their own needs and to press them into moulds shaped, not by the requirements of the maturing personality, but by the external interests of the ruling order. Rousseau had protested against this when he wrote:
"Nature wants children to be children before they are men. Childhood has ways of seeing, thinking, and feeling peculiar to itself, nothing can be more foolish than to substitute our ways for them."
The other involved efforts to reshape the obsolete system of schooling to make it fit the revolutionary changes in social life. These two problems were closely connected. The play school, for example, was devised not only to care for the specific needs of very young children but also to meet new needs which had grown out of the transformations in the family affected by industrial and urban conditions; it was no longer a unit of production as in feudal and colonial times but became more and more simply a center of consumption.
Dewey’s theories blended attention to the child as an individual with rights and claims of his own with a recognition of the gulf between an outdated and class-distorted educational setup inherited from the past and urgent requirements of the new era. The educational system had to be thoroughly overhauled, he said, because of the deep-going changes in American civilization. Under colonial, agrarian, small-town life, the child took part in household, community and productive activities, which spontaneously fostered capacities for self-direction, discipline, leadership and independent judgment. Such worthwhile qualities were discouraged and stunted by the new industrialized, urbanized, atomized conditions, which had disintegrated the family and weakened the influence of religion.
In the city the training of children became one-sided and distorted because intellectual activities were dissociated from practical everyday occupations. Dewey wrote: ‘while the child of bygone was getting an intellectual discipline whose significance he appreciated in the school, in his home life he was securing acquaintance in a direct fashion with the chief lines of social and industrial activity. Life was in the main rural. The child came into contact with the scenes of nature, and was familiarized with the care of domestic animals, the cultivation of the soil, and the raising of crops. The factory system being undeveloped, the house was the center of industry. Spinning, weaving, the making of clothes etc were all carried on there.”
SOURCE:www.marxists.org/archive/novack/works/1960/x03.htm
The educational reformers of the late eighteenth and nineteenth centuries dealt with two distinct aspects of children’s problems. One concerned the claims of childhood as a specific and independent stage in human growth. This perennial problem arises from the efforts of adults to subject growing children to ends foreign to their own needs and to press them into moulds shaped, not by the requirements of the maturing personality, but by the external interests of the ruling order. Rousseau had protested against this when he wrote:
"Nature wants children to be children before they are men. Childhood has ways of seeing, thinking, and feeling peculiar to itself, nothing can be more foolish than to substitute our ways for them."
The other involved efforts to reshape the obsolete system of schooling to make it fit the revolutionary changes in social life. These two problems were closely connected. The play school, for example, was devised not only to care for the specific needs of very young children but also to meet new needs which had grown out of the transformations in the family affected by industrial and urban conditions; it was no longer a unit of production as in feudal and colonial times but became more and more simply a center of consumption.
Dewey’s theories blended attention to the child as an individual with rights and claims of his own with a recognition of the gulf between an outdated and class-distorted educational setup inherited from the past and urgent requirements of the new era. The educational system had to be thoroughly overhauled, he said, because of the deep-going changes in American civilization. Under colonial, agrarian, small-town life, the child took part in household, community and productive activities, which spontaneously fostered capacities for self-direction, discipline, leadership and independent judgment. Such worthwhile qualities were discouraged and stunted by the new industrialized, urbanized, atomized conditions, which had disintegrated the family and weakened the influence of religion.
In the city the training of children became one-sided and distorted because intellectual activities were dissociated from practical everyday occupations. Dewey wrote: ‘while the child of bygone was getting an intellectual discipline whose significance he appreciated in the school, in his home life he was securing acquaintance in a direct fashion with the chief lines of social and industrial activity. Life was in the main rural. The child came into contact with the scenes of nature, and was familiarized with the care of domestic animals, the cultivation of the soil, and the raising of crops. The factory system being undeveloped, the house was the center of industry. Spinning, weaving, the making of clothes etc were all carried on there.”
SOURCE:www.marxists.org/archive/novack/works/1960/x03.htm
What was the contradictory factor that affected the education of the children and supported two different ways of imparting education to them?
Question 4
Direction: Read the given passage carefully and answer the questions that follow.
The educational reformers of the late eighteenth and nineteenth centuries dealt with two distinct aspects of children’s problems. One concerned the claims of childhood as a specific and independent stage in human growth. This perennial problem arises from the efforts of adults to subject growing children to ends foreign to their own needs and to press them into moulds shaped, not by the requirements of the maturing personality, but by the external interests of the ruling order. Rousseau had protested against this when he wrote:
"Nature wants children to be children before they are men. Childhood has ways of seeing, thinking, and feeling peculiar to itself, nothing can be more foolish than to substitute our ways for them."
The other involved efforts to reshape the obsolete system of schooling to make it fit the revolutionary changes in social life. These two problems were closely connected. The play school, for example, was devised not only to care for the specific needs of very young children but also to meet new needs which had grown out of the transformations in the family affected by industrial and urban conditions; it was no longer a unit of production as in feudal and colonial times but became more and more simply a center of consumption.
Dewey’s theories blended attention to the child as an individual with rights and claims of his own with a recognition of the gulf between an outdated and class-distorted educational setup inherited from the past and urgent requirements of the new era. The educational system had to be thoroughly overhauled, he said, because of the deep-going changes in American civilization. Under colonial, agrarian, small-town life, the child took part in household, community and productive activities, which spontaneously fostered capacities for self-direction, discipline, leadership and independent judgment. Such worthwhile qualities were discouraged and stunted by the new industrialized, urbanized, atomized conditions, which had disintegrated the family and weakened the influence of religion.
In the city the training of children became one-sided and distorted because intellectual activities were dissociated from practical everyday occupations. Dewey wrote: ‘while the child of bygone was getting an intellectual discipline whose significance he appreciated in the school, in his home life he was securing acquaintance in a direct fashion with the chief lines of social and industrial activity. Life was in the main rural. The child came into contact with the scenes of nature, and was familiarized with the care of domestic animals, the cultivation of the soil, and the raising of crops. The factory system being undeveloped, the house was the center of industry. Spinning, weaving, the making of clothes etc were all carried on there.”
SOURCE:www.marxists.org/archive/novack/works/1960/x03.htm
The educational reformers of the late eighteenth and nineteenth centuries dealt with two distinct aspects of children’s problems. One concerned the claims of childhood as a specific and independent stage in human growth. This perennial problem arises from the efforts of adults to subject growing children to ends foreign to their own needs and to press them into moulds shaped, not by the requirements of the maturing personality, but by the external interests of the ruling order. Rousseau had protested against this when he wrote:
"Nature wants children to be children before they are men. Childhood has ways of seeing, thinking, and feeling peculiar to itself, nothing can be more foolish than to substitute our ways for them."
The other involved efforts to reshape the obsolete system of schooling to make it fit the revolutionary changes in social life. These two problems were closely connected. The play school, for example, was devised not only to care for the specific needs of very young children but also to meet new needs which had grown out of the transformations in the family affected by industrial and urban conditions; it was no longer a unit of production as in feudal and colonial times but became more and more simply a center of consumption.
Dewey’s theories blended attention to the child as an individual with rights and claims of his own with a recognition of the gulf between an outdated and class-distorted educational setup inherited from the past and urgent requirements of the new era. The educational system had to be thoroughly overhauled, he said, because of the deep-going changes in American civilization. Under colonial, agrarian, small-town life, the child took part in household, community and productive activities, which spontaneously fostered capacities for self-direction, discipline, leadership and independent judgment. Such worthwhile qualities were discouraged and stunted by the new industrialized, urbanized, atomized conditions, which had disintegrated the family and weakened the influence of religion.
In the city the training of children became one-sided and distorted because intellectual activities were dissociated from practical everyday occupations. Dewey wrote: ‘while the child of bygone was getting an intellectual discipline whose significance he appreciated in the school, in his home life he was securing acquaintance in a direct fashion with the chief lines of social and industrial activity. Life was in the main rural. The child came into contact with the scenes of nature, and was familiarized with the care of domestic animals, the cultivation of the soil, and the raising of crops. The factory system being undeveloped, the house was the center of industry. Spinning, weaving, the making of clothes etc were all carried on there.”
SOURCE:www.marxists.org/archive/novack/works/1960/x03.htm
Which of the following statements is true?
Question 5
Direction: Read the given passage carefully and answer the questions that follow.
The educational reformers of the late eighteenth and nineteenth centuries dealt with two distinct aspects of children’s problems. One concerned the claims of childhood as a specific and independent stage in human growth. This perennial problem arises from the efforts of adults to subject growing children to ends foreign to their own needs and to press them into moulds shaped, not by the requirements of the maturing personality, but by the external interests of the ruling order. Rousseau had protested against this when he wrote:
"Nature wants children to be children before they are men. Childhood has ways of seeing, thinking, and feeling peculiar to itself, nothing can be more foolish than to substitute our ways for them."
The other involved efforts to reshape the obsolete system of schooling to make it fit the revolutionary changes in social life. These two problems were closely connected. The play school, for example, was devised not only to care for the specific needs of very young children but also to meet new needs which had grown out of the transformations in the family affected by industrial and urban conditions; it was no longer a unit of production as in feudal and colonial times but became more and more simply a center of consumption.
Dewey’s theories blended attention to the child as an individual with rights and claims of his own with a recognition of the gulf between an outdated and class-distorted educational setup inherited from the past and urgent requirements of the new era. The educational system had to be thoroughly overhauled, he said, because of the deep-going changes in American civilization. Under colonial, agrarian, small-town life, the child took part in household, community and productive activities, which spontaneously fostered capacities for self-direction, discipline, leadership and independent judgment. Such worthwhile qualities were discouraged and stunted by the new industrialized, urbanized, atomized conditions, which had disintegrated the family and weakened the influence of religion.
In the city the training of children became one-sided and distorted because intellectual activities were dissociated from practical everyday occupations. Dewey wrote: ‘while the child of bygone was getting an intellectual discipline whose significance he appreciated in the school, in his home life he was securing acquaintance in a direct fashion with the chief lines of social and industrial activity. Life was in the main rural. The child came into contact with the scenes of nature, and was familiarized with the care of domestic animals, the cultivation of the soil, and the raising of crops. The factory system being undeveloped, the house was the center of industry. Spinning, weaving, the making of clothes etc were all carried on there.”
SOURCE:www.marxists.org/archive/novack/works/1960/x03.htm
The educational reformers of the late eighteenth and nineteenth centuries dealt with two distinct aspects of children’s problems. One concerned the claims of childhood as a specific and independent stage in human growth. This perennial problem arises from the efforts of adults to subject growing children to ends foreign to their own needs and to press them into moulds shaped, not by the requirements of the maturing personality, but by the external interests of the ruling order. Rousseau had protested against this when he wrote:
"Nature wants children to be children before they are men. Childhood has ways of seeing, thinking, and feeling peculiar to itself, nothing can be more foolish than to substitute our ways for them."
The other involved efforts to reshape the obsolete system of schooling to make it fit the revolutionary changes in social life. These two problems were closely connected. The play school, for example, was devised not only to care for the specific needs of very young children but also to meet new needs which had grown out of the transformations in the family affected by industrial and urban conditions; it was no longer a unit of production as in feudal and colonial times but became more and more simply a center of consumption.
Dewey’s theories blended attention to the child as an individual with rights and claims of his own with a recognition of the gulf between an outdated and class-distorted educational setup inherited from the past and urgent requirements of the new era. The educational system had to be thoroughly overhauled, he said, because of the deep-going changes in American civilization. Under colonial, agrarian, small-town life, the child took part in household, community and productive activities, which spontaneously fostered capacities for self-direction, discipline, leadership and independent judgment. Such worthwhile qualities were discouraged and stunted by the new industrialized, urbanized, atomized conditions, which had disintegrated the family and weakened the influence of religion.
In the city the training of children became one-sided and distorted because intellectual activities were dissociated from practical everyday occupations. Dewey wrote: ‘while the child of bygone was getting an intellectual discipline whose significance he appreciated in the school, in his home life he was securing acquaintance in a direct fashion with the chief lines of social and industrial activity. Life was in the main rural. The child came into contact with the scenes of nature, and was familiarized with the care of domestic animals, the cultivation of the soil, and the raising of crops. The factory system being undeveloped, the house was the center of industry. Spinning, weaving, the making of clothes etc were all carried on there.”
SOURCE:www.marxists.org/archive/novack/works/1960/x03.htm
How did the children of former times get more intellectual discipline than the children of the reformed society?
Question 6
Direction: The question given below is followed by few statements. You have to determine whether the data given in the statements are sufficient for answering the question. You should use the data and your knowledge of Mathematics to choose between the possible answers.
In how many days can B alone complete the work?
I. B and C together can complete the work in 8 days.
II. A and B together can complete the work in 12 days.
I. B and C together can complete the work in 8 days.
II. A and B together can complete the work in 12 days.
Question 7
Direction: Each of the questions given below consists of a question and two statements numbered I and II given below it. You have to decide whether the data provided in the statements is sufficient to answer the question.
What is the rate of interest p.c.p.a.?
I. An amount doubles itself in five years at simple interest.
II. Simple interest of ₹ 1600 is obtained in two years on an amount of ₹ 4000.
I. An amount doubles itself in five years at simple interest.
II. Simple interest of ₹ 1600 is obtained in two years on an amount of ₹ 4000.
Question 8
Direction: What should come at the place of question mark (?) in the following number series?
18, 9, 9, 13.5, ?, 67.5
Question 9
Direction: What will come in place of the question mark (?) in the following number series?
7, 10, 15, 24, 39,?
Question 10
Direction: In these questions symbols #, %, ©, and @ are used with different meanings as follows.
‘A $ B’ means 'A is smaller than B’.
‘A # B’ means ‘A is not smaller than B’.
‘A,% B’ means ‘A is neither smaller than nor greater than B’.
'A © B’ means ‘A is greater than B’.
‘A @ B’ means 'A is not greater than B.
In each of the following questions, assuming the given statements to be true, find out which of the two conclusions I and II given below them is/are definitely true.
‘A $ B’ means 'A is smaller than B’.
‘A # B’ means ‘A is not smaller than B’.
‘A,% B’ means ‘A is neither smaller than nor greater than B’.
'A © B’ means ‘A is greater than B’.
‘A @ B’ means 'A is not greater than B.
In each of the following questions, assuming the given statements to be true, find out which of the two conclusions I and II given below them is/are definitely true.
Statements:
D $ L, L @ V, V # W
Conclusions:
I. D $ V
II. D @ W
D $ L, L @ V, V # W
Conclusions:
I. D $ V
II. D @ W
Question 11
Direction: In these questions symbols #, %, ©, and @ are used with different meanings as follows.
‘A $ B’ means 'A is smaller than B’.
‘A # B’ means ‘A is not smaller than B’.
‘A,% B’ means ‘A is neither smaller than nor greater than B’.
'A © B’ means ‘A is greater than B’.
‘A @ B’ means 'A is not greater than B.
In each of the following questions, assuming the given statements to be true, find out which of the two conclusions I and II given below them is/are definitely true.
‘A $ B’ means 'A is smaller than B’.
‘A # B’ means ‘A is not smaller than B’.
‘A,% B’ means ‘A is neither smaller than nor greater than B’.
'A © B’ means ‘A is greater than B’.
‘A @ B’ means 'A is not greater than B.
In each of the following questions, assuming the given statements to be true, find out which of the two conclusions I and II given below them is/are definitely true.
Statements:
M # T, T © H, F @ H
Conclusions:
I. M © H
II. T © F
M # T, T © H, F @ H
Conclusions:
I. M © H
II. T © F
Question 12
Direction: In these questions symbols #, %, ©, and @ are used with different meanings as follows.
‘A $ B’ means 'A is smaller than B’.
‘A # B’ means ‘A is not smaller than B’.
‘A,% B’ means ‘A is neither smaller than nor greater than B’.
'A © B’ means ‘A is greater than B’.
‘A @ B’ means 'A is not greater than B.
In each of the following questions, assuming the given statements to be true, find out which of the two conclusions I and II given below them is/are definitely true.
‘A $ B’ means 'A is smaller than B’.
‘A # B’ means ‘A is not smaller than B’.
‘A,% B’ means ‘A is neither smaller than nor greater than B’.
'A © B’ means ‘A is greater than B’.
‘A @ B’ means 'A is not greater than B.
In each of the following questions, assuming the given statements to be true, find out which of the two conclusions I and II given below them is/are definitely true.
Statements:
H © L, L % E, E $ T
Conclusions:
I. H @ T
II. H © T
H © L, L % E, E $ T
Conclusions:
I. H @ T
II. H © T
Question 13
Direction: In these questions symbols #, %, ©, and @ are used with different meanings as follows.
‘A $ B’ means 'A is smaller than B’.
‘A # B’ means ‘A is not smaller than B’.
‘A,% B’ means ‘A is neither smaller than nor greater than B’.
'A © B’ means ‘A is greater than B’.
‘A @ B’ means 'A is not greater than B.
In each of the following questions, assuming the given statements to be true, find out which of the two conclusions I and II given below them is/are definitely true.
‘A $ B’ means 'A is smaller than B’.
‘A # B’ means ‘A is not smaller than B’.
‘A,% B’ means ‘A is neither smaller than nor greater than B’.
'A © B’ means ‘A is greater than B’.
‘A @ B’ means 'A is not greater than B.
In each of the following questions, assuming the given statements to be true, find out which of the two conclusions I and II given below them is/are definitely true.
Statements:
L @ R, R % J, J © N
Conclusions:
I. L @ N
II. N $ R
L @ R, R % J, J © N
Conclusions:
I. L @ N
II. N $ R
Question 14
Direction: In these questions symbols #, %, ©, and @ are used with different meanings as follows.
‘A $ B’ means 'A is smaller than B’.
‘A # B’ means ‘A is not smaller than B’.
‘A,% B’ means ‘A is neither smaller than nor greater than B’.
'A © B’ means ‘A is greater than B’.
‘A @ B’ means 'A is not greater than B.
In each of the following questions, assuming the given statements to be true, find out which of the two conclusions I and II given below them is/are definitely true.
‘A $ B’ means 'A is smaller than B’.
‘A # B’ means ‘A is not smaller than B’.
‘A,% B’ means ‘A is neither smaller than nor greater than B’.
'A © B’ means ‘A is greater than B’.
‘A @ B’ means 'A is not greater than B.
In each of the following questions, assuming the given statements to be true, find out which of the two conclusions I and II given below them is/are definitely true.
Statements:
V # F, F © J, J % D
Conclusions:
I. V # D
II. F © D
V # F, F © J, J % D
Conclusions:
I. V # D
II. F © D
Question 15
Direction: In these questions symbols #, %, ©, and @ are used with different meanings as follows.
‘A $ B’ means 'A is smaller than B’.
‘A # B’ means ‘A is not smaller than B’.
‘A,% B’ means ‘A is neither smaller than nor greater than B’.
'A © B’ means ‘A is greater than B’.
‘A @ B’ means 'A is not greater than B.
In each of the following questions, assuming the given statements to be true, find out which of the two conclusions I and II given below them is/are definitely true.
‘A $ B’ means 'A is smaller than B’.
‘A # B’ means ‘A is not smaller than B’.
‘A,% B’ means ‘A is neither smaller than nor greater than B’.
'A © B’ means ‘A is greater than B’.
‘A @ B’ means 'A is not greater than B.
In each of the following questions, assuming the given statements to be true, find out which of the two conclusions I and II given below them is/are definitely true.
Statements:
L % T, T@ J, J # K
Conclusions:
I. L © K
II. T @ K
L % T, T@ J, J # K
Conclusions:
I. L © K
II. T @ K
Question 16
Direction: In these questions symbols #, %, ©, and @ are used with different meanings as follows.
‘A $ B’ means 'A is smaller than B’.
‘A # B’ means ‘A is not smaller than B’.
‘A,% B’ means ‘A is neither smaller than nor greater than B’.
'A © B’ means ‘A is greater than B’.
‘A @ B’ means 'A is not greater than B.
In each of the following questions, assuming the given statements to be true, find out which of the two conclusions I and II given below them is/are definitely true.
‘A $ B’ means 'A is smaller than B’.
‘A # B’ means ‘A is not smaller than B’.
‘A,% B’ means ‘A is neither smaller than nor greater than B’.
'A © B’ means ‘A is greater than B’.
‘A @ B’ means 'A is not greater than B.
In each of the following questions, assuming the given statements to be true, find out which of the two conclusions I and II given below them is/are definitely true.
Statements : G @ K, K@ F, F $ M
Conclusions :
I. G © F
II.K @ M
Conclusions :
I. G © F
II.K @ M
Question 17
Which of the following is not the characteristic of NRO account?
Question 18
Which of the following states topped all states with investment intentions of Rs. 1.49 lakh crore till October 2017?
Question 19
Which of the following is India’s first Credit Rating Agency?
Question 20
What is the meaning of “Credit Creation”?
Question 21
Which among the following banks has introduced desktop ATM’s in rural India?
Question 22
National Savings Certificate is issued by
Question 23
We frequently read about ‘MFI’ in banking. What is the full form of this term, which is used in financial sector?
Question 24
Which of the following companies is the first foreign investor to own an ARC in India?
Question 25
Which of the following company has secured a license for Prepaid Payment Instrument (PPI) from the Reserve Bank of India (RBI) to operate a semi-closed loop wallet in the country?
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Feb 9PO, Clerk, SO, Insurance
