S1: While crossing a busy road, we should obey the policeman on duty.
P : We should always cross the road at the zebra crossing.
Q : We must look to the signal lights and cross the road only when the road is clear.
R : If there are no signal lights at the crossing, we should look to the right, then to left and again the right before crossing the road.
S : If the road is not clear we should wait.
S6: We should never run while crossing the road.
The Proper sequence should be:
A :
PSRQ
B :
PQRS
C :
RQSP
D :
QRPS
Answer: D
Q. No. :
2
Question :
Find the Antonym of the word: EXODUS
A :
Influx
B :
Home-coming
C :
Return
D :
Restoration
Answer: A
Q. No. :
3
Question :
S1: The December dance and music season in Madras is like the annual tropical cyclone.
P : A few among the new aspirants dazzle witht he colour of youth, like fresh saplings.
Q : It rains an abundance of music for over a fortnight.
R : Thick clouds expectation charge the atmosphere with voluminous advertisements.
S : At the end of it one is left with the feeling that the music of only those artists seasoned by careful nurturing, stands tall like well-routed trees.
S6: Many a hastily planed shrub gets washed away in the storm.
The Proper sequence should be:
A :
RQPS
B :
QRPS
C :
RQSP
D :
QRSP
Answer: B
Read each sentence to find if there is any grammatical error in it. If there is any error, it will be only one part of the sentence. The number or alphabet of that part is your answer.
Q. No. :
4
Question :
I shall (A)/ ring him(B) / tomorrow(C) / in the afternoon(D)
A :
A
B :
B
C :
C
D :
D
Answer: B
Q. No. :
5
Question :
I enjoyed(A) / during my(B) / stay in(C) / England(D)
A :
A
B :
B
C :
C
D :
D
Answer: A
A spate of soul-searching is guaranteed by two major anniversaries that loom this year: the abolition of the slave trade in the British empire in 1807, and the Act of Union of England and Scotland in 1707. Both will feed into Britain's nagging sense of self-doubt: who are we? As the debates around integrated and multi-culturalism show no sign of flagging, both anniversaries will be mind for their contemporary relevance.
Television programmes, books, ceremonies, conferences, and newspaper supplements have been in the planning for months.
Some might regard this self-referentialism as tedious; they might advocate an apology for the slave trade and let's be done with 2007's anniversaries. But our reckoning with British history has been so limited that these two anniversaries provide us with a good opportunity for an overdue reality check.
Any chance of reinventing a plausible national identity now (as many are keen to do) is only possible if we develop a much better understanding of how our nation behaved in the past and how nationalisms (English, Scottish, and British) were elaborately created over the past few hundred years — and how incomplete and fragile that process always was.
The coincidence of these two anniversaries is fortuitous. The abolition of the slave trade is a painful reminder of British imperial history, which we have, incredible, managed to largely forget. Who remembers the Bengal famine or Hola camp, the empire's opium trade with China or our invention of concentration camps in the Boer war? We too easily overlook how empire was a linchpin to British national identity, vital to welding Scotland and England together. Indeed, historian Linda Colley suggests three ingredients for British identity: “Great Britain is an invented nation that was not founded on the suppression of older loyalties so much as superimposed on them, and that was heavily dependent for its raison d'etre on a broadly Protestant culture, on the treat and tonic of recurrent war, especially war with France, and on the triumphs, profits and Otherness represented by a massive overseas empire.”
These three props for Britishness have collapsed: Protestant Christianity has declined sharply, war with France is the pastime only of a few drunken football fans, and the empire is no more. No wonder Britishness is no the decline; over the past couple of decades, people have become increasingly likely to define themselves in polls as English or Scottish rather than British.
This is the social trend in defining identity that politicians such as Gordon Brown watch closely. Could this re-emergence of the older loyalties to which Ms Colley refers have political consequences? Could the Scottish National Party translate that into significant electoral gains in the Scottish elections only a few days after the official commemoration of the Act of Union in May?
It's not just the Scots who could decide they've had enough of the English — the feeling could become mutual. The grumbles are getting louder about Scottish MPs who vote on legislation affecting the English and the disproportionate amount of public spending swallowed up by the Scots.
Mr Brown clearly has a vested interest in stilling such complaints. He's been at the forefront of an establishment attempt to redefine Britishness on the grounds of “common values” such as fair play and tolerance.
Who is going to define Englishness? Julian Baggini has a stab at it in a book to be published in March, Welcome to Every town: A Journey into the English Mind. He spent six months living in Rotherham to get beyond the metropolitan, liberal elite's perceptions of Englishness and establish what most people (that is, the white working class) understand by their Englishness.
Parochial, tightly knit, focused on family and local communities; nostalgic, fearful of the future and insecure; a dogged belief in common sense: these are his conclusions. Mr Baggini confesses to feeling that his six months in Rotherham was like visiting a foreign country, and no doubt many of the people he met would regard six months in London as profoundly alienating. How do you weld national identities out of global metropolises disconnected from hinterland? Englishness is riven with huge regional and class divides. The stakes are high — for example, a rising British National Party vote, a fear of asylum, and hostility to Islam. The anniversary of the Act of union will provide a stage for all this to be played out. It's just as painful a commemoration for the English as for the Scottish. It required one nation to lose its sovereignty and the other its identity.
Q. No. :
6
Question :
According to the passage, the two major anniversaries will
A :
give an impetus to the questioning of British national identity
B :
set the Britons thinking who they really are.
C :
be just another occasion to raise the issue of British national identity.
D :
be just another occasion to give rise to a debate on multiculturalism
Answer: A
Q. No. :
7
Question :
According to Linda Colley, Great Britain owes its nation-state concept to
A :
ceding of its territory by Scotland to England
B :
a shared relation of race, religion and economy.
C :
what can today be seen as a concept of free trade area
D :
commonality of interest between its constituents
Answer: D
Q. No. :
8
Question :
Going by the passage, which of the following may instill a sense of national identity among the Britons?
A :
The return of Catholics to the Protestant fold
B :
Britain going to war with Germany
C :
Britain going to war as an Allied force
D :
Regular football matches between British and French clubs
Answer: B
Q. No. :
9
Question :
According to the facts stated in the passage, if England and Scotland decide to split,
A :
) it is the former that stands to gain.
B :
) it is the latter that stands to gain.
C :
) it will be a win-win situation.
D :
it will be a lose-lose situation.
Answer: A
Q. No. :
10
Question :
According to the passage, the post-modern mind views imperialism as
A :
something that was necessary in the context of the times.
B :
a thing of the past which need not be mentioned further.
C :
a blot on the history of mankind
D :
a concept relevant even in the present times, given the inability of the developing countries to catch up with the West.
Let Cost Price of first and second machine be x and y respectively. He gains 10% profilt on first. So, x(1+10/100) = 396 He loses 10% on first. So, y(1-10/100) = 396 Solving these we get, x = 360 and y = 440
Now Total Cost Price = x + y = 800 Total Selling Price = 2 * 396 = 792 So loss = (CP- SP) = 8 Rs Loss% = (8/800)*100 = 1%
Q. No. :
4
Question :
The difference between compound interest and simple interest on an amount of Rs. 15,000 for 2 years is Rs. 96. What is the rate of interest per annum?
Let r be the rate of interest
Compound interest =P(1+r/100)2 - P
=15000(1+r/100)2-15000
Simple Interest =15000*r*2/100
Difference between C.I And S.I=96
ON solving we get r=8
Q. No. :
5
Question :
The sum of ages of 5 children born at the intervals of 3 years each is 50 years. What is the age of the youngest child?
Study the following arrangement and answer the questions given below:
R 4 T M 7 W % J 9 5 I # 1 P B 2 T A 3 D $ 6 E N F 8 U H @
Q. No. :
1
Question :
How many such vowels are there in the above arrangement, each of which is immediately preceded by a number and not immediately followed by a consonant?
A :
1
B :
2
C :
3
D :
4
Answer: A
Q. No. :
2
Question :
What should come in place of the question mark (?) in the following series based on the above arrangement?
TM% 951 B23 ?
A :
$EF
B :
$6F
C :
D$N
D :
$E8
Answer: B
Q. No. :
3
Question :
Four of the following five are alike in a certain way based on their positions in the above arrangement and so from a group. Which is the one that does not belong to that group?
A :
5J1
B :
7TJ
C :
8N@
D :
32$
Answer: D
Q. No. :
4
Question :
Which of the following is sixth to the right of the fourteenth from the right end?
A :
5
B :
6
C :
I
D :
$
Answer: B
Q. No. :
5
Question :
How many such consonants are there in the above arrangement, each of which is immediately followed by a symbol but not immediately preceded by another consonant?
A :
1
B :
2
C :
3
D :
4
Answer: C
In the following questions, the symbols @, ?, %, ?, and $ are used with the following meanings illustrated. 'P % Q' means 'P is either greater than or equal to Q'. 'P ? Q' means 'P is neither greater that nor smaller than Q'.
'P $ Q' means 'P is smaller than Q'. 'P @ Q' means 'P is either smaller than or equal to Q'. 'P ? Q' means 'P is greater than Q'. In each of the following questions assuming the given statements to be true, find out which of the three conclusion I, II and III given below them is/are definitely true and mark your answer accordingly
Q. No. :
6
Question :
Statements: M $ T, T@ K, K ? D
Conclusions: I. D % T II. K? M III. D ? M
A :
Only I and II are true
B :
Only I and III are true
C :
Only II and III are true
D :
All are true
Answer: D
Q. No. :
7
Question :
Statements: B ? H, H % A, A ? K
Conclusions: I.B % K II. K@ H III.A $ B
A :
Only I and II are true
B :
Only I and III are true
C :
Only II and III are true
D :
Only II is true.
Answer: C
Q. No. :
8
Question :
Statements: W % N, N? R, R @ F
Conclusions: I.F ? N II. W ? N III.R $ W
A :
Only III is true
B :
Only I and II are true
C :
Only II and III are true
D :
None is True
Answer: A
Q. No. :
9
Question :
Statements: F ? K, K ? M, M @ V
Conclusions: I. F % V II. V @ K III.M ? K
A :
Only I is true
B :
Only II is true
C :
Only III is true
D :
None of these
Answer: D
Q. No. :
10
Question :
Statements: N @ D, D $ T, T % J
Conclusions: I.J $ D II. N ? J III.T ? N
A :
Only III is true
B :
Only II is true
C :
Only I and II are true
D :
Only I is true
Answer: A
Study the following information carefully and answer the questions given below:
Total population of a village is 64000. Out of this 65% is literate. 60% of the total population is male. Out of the total illiterate population, males and female are in the ratio 3:4.
Q. No. :
11
Question :
What is the ratio of illiterate females to literate ones?
A :
1:1
B :
1:2
C :
4:7
D :
1:1.5
Answer: A
Q. No. :
12
Question :
Among the males what is the ratio of literate ones to illiterate ones?
A :
3:1
B :
1:3
C :
9:4
D :
2:1
Answer: A
Q. No. :
13
Question :
What is the ratio of literate males to literate females?
A :
4:9
B :
9:4
C :
10:3
D :
7:4
Answer: B
Q. No. :
14
Question :
What is the total number of illiterate males?
A :
6400
B :
12800
C :
9600
D :
3200
Answer: C
Q. No. :
15
Question :
What is the total number of literate females?
A :
6400
B :
12800
C :
3200
D :
9600
Answer: B
Study the following table and answer the questions given below:
Following table shows the rural population and the percentage of total population living in the rural areas of the country X.
Approximately what was the urban population of country X in the census year 1981?
A :
109 million
B :
129 million
C :
159 million
D :
149 million
Answer: C
Q. No. :
17
Question :
In which of the following census years was the population of the urban area 79 million?
A :
1951
B :
1961
C :
1971
D :
1981
Answer: B
Q. No. :
18
Question :
Approximately what was total population of the country X in the census year 2001?
A :
1050 million
B :
1129 million
C :
1000 million
D :
1029 million
Answer: D
Q. No. :
19
Question :
The total population of the country X was approximately how much more in the census year 1931 with respect to the same in the census year 1921?
A :
23 million
B :
29 million
C :
31 million
D :
32 million
Answer: B
Q. No. :
20
Question :
The population of urban area in the census year 1941 was approximately what percent of the same in the census year 1951?
A :
60%
B :
62%
C :
65%
D :
70%
Answer: D
Directions to Solve
Each of these questions are based on the information given below:
1. A ,B, C, D and E are five men sitting in a line facing to south - while M, N, O, P and Q are five ladies sitting in a second line parallel to the first line and are facing to North.
2. B who is just next to the left of D, is opposite to Q.
3. C and N are diagonally opposite to each other.
4. E is opposite to O who is just next right of M.
5. P who is just to the left of Q, is opposite to D.
6. M is at one end of the line.
Q. No. :
21
Question :
Who is sitting third to the right of O ?
A :
Q
B :
N
C :
M
D :
Data inadequate
Answer: B
Q. No. :
22
Question :
Which of the following pair is diagonally opposite to each other ?
A :
EQ
B :
BO
C :
AN
D :
AM
Answer: D
Q. No. :
23
Question :
If B shifts to the place of E, E shifts to the place of Q, and Q shifts to the place of B, then who will be the second to the left of the person opposite to O ?
A :
Q
B :
P
C :
E
D :
D
Answer: A
Q. No. :
24
Question :
If O and P, A and E and B and Q interchange their positions, then who will be the second person to the right of the person who is opposite to the person second of the right of P ?
A :
D
B :
A
C :
E
D :
O
Answer: B
Q. No. :
25
Question :
In the original arrangement who is sitting just opposite to N ?