Directions
(Q. 1-5):
In each of the following number series one of the given numbers is wrong. Find
out the wrong number.
1.
8 34 207 1661 16617 199417
1) 8
2) 34
3) 207
4) 1661
5) None of these
2. 7 75 395 2379 11879 47541
1) 7
2) 75
3) 395
4) 2379
5) None of these
3. 420 70 75 300 197 148.5
1) 70
2) 75
3) 300
4) 197
5) None of these
4. 9 21 51 155 540 2163
1) 9
2) 21
3) 51
4) 2163
5) None of these
5. 22 37 59 97 155 251
1) 37
2) 59
3) 97
4) 155
5) None of these
6. An angry Arjun carried some arrows for fighting with Bheeshm. With half the arrows, he cut down the arrows thrown by Bheeshm on him and with six other arrows he killed the Chariot driver of Bheeshm. With one arrow each he knocked down respectively the Chariot, the flag and the bow of Bheeshm. Finally, with one more than four times the square root of arrows he laid Bheeshm unconscious on an arrow bed. Find the total number of arrows Arjun had.
1) 100
2) 121
3) 144
4) 169
5) None of these
Directions (Q. 7-11): 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
1) 8
2) 34
3) 207
4) 1661
5) None of these
2. 7 75 395 2379 11879 47541
1) 7
2) 75
3) 395
4) 2379
5) None of these
3. 420 70 75 300 197 148.5
1) 70
2) 75
3) 300
4) 197
5) None of these
4. 9 21 51 155 540 2163
1) 9
2) 21
3) 51
4) 2163
5) None of these
5. 22 37 59 97 155 251
1) 37
2) 59
3) 97
4) 155
5) None of these
6. An angry Arjun carried some arrows for fighting with Bheeshm. With half the arrows, he cut down the arrows thrown by Bheeshm on him and with six other arrows he killed the Chariot driver of Bheeshm. With one arrow each he knocked down respectively the Chariot, the flag and the bow of Bheeshm. Finally, with one more than four times the square root of arrows he laid Bheeshm unconscious on an arrow bed. Find the total number of arrows Arjun had.
1) 100
2) 121
3) 144
4) 169
5) None of these
Directions (Q. 7-11): 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
7.
What is the ratio of illiterate females to literate ones?
1) 1:1
2) 1:2
3) 4:7
4) Data inadequate
5) None of these
8. Among the males what is the ratio of literate ones to illiterate ones?
1) 3:1
2) 1:3
3) 9:4
4) Data inadequate
5) None of these
9. What is the ratio of literate males to literate females?
1) 4:9
2) 9:4
3) 9:13
4) Data inadequate
5) None of these
10. What is the total number of illiterate males?
1) 6400
2) 12800
3) 9600
4) 3200
5) None of these
11. What is the total number of literate females?
1) 6400
2) 12800
3) 9600
4) 3200
5) None of these
Directions (Q.12-16): 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.
Cences Population(in million) Percentage
1901 213 89.2
1911 246 89.7
1921 223 88.8
1931 246 88.0
1941 275 86.1
1951 299 82.7
1961 360 82.0
1971 439 80.1
1981 524 76.7
1991 629 74.2
2001 743 72.3
1) 1:1
2) 1:2
3) 4:7
4) Data inadequate
5) None of these
8. Among the males what is the ratio of literate ones to illiterate ones?
1) 3:1
2) 1:3
3) 9:4
4) Data inadequate
5) None of these
9. What is the ratio of literate males to literate females?
1) 4:9
2) 9:4
3) 9:13
4) Data inadequate
5) None of these
10. What is the total number of illiterate males?
1) 6400
2) 12800
3) 9600
4) 3200
5) None of these
11. What is the total number of literate females?
1) 6400
2) 12800
3) 9600
4) 3200
5) None of these
Directions (Q.12-16): 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.
Cences Population(in million) Percentage
1901 213 89.2
1911 246 89.7
1921 223 88.8
1931 246 88.0
1941 275 86.1
1951 299 82.7
1961 360 82.0
1971 439 80.1
1981 524 76.7
1991 629 74.2
2001 743 72.3
12.
Approximately what was the urban population of country X in the census year
1981?1)
109 million
2) 129 million
3) 159 million
4) 218 million
5) 155 million
13. In which of the following census years was the population of the urban area 79 million?
1) 1951
2) 1961
3) 1971
4) 1981
5) 1991
14. Approximately what was total population of the country X in the census year 2001?
1) 1050 million
2) 1129 million
3) 1000 million
4) 743 million
5) 1029 million
15. 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?
1) 23 million
2) 29 million
3) 25 million
4) 32 million
5) 34 million
16. The population of urban area in the census year 1941 was approximately what percent of the same in the census year 1951?
1) 55%
2) 60%
3) 62%
4) 65%
5) 70%
Passage(Questions From 17-21):
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.
2) 129 million
3) 159 million
4) 218 million
5) 155 million
13. In which of the following census years was the population of the urban area 79 million?
1) 1951
2) 1961
3) 1971
4) 1981
5) 1991
14. Approximately what was total population of the country X in the census year 2001?
1) 1050 million
2) 1129 million
3) 1000 million
4) 743 million
5) 1029 million
15. 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?
1) 23 million
2) 29 million
3) 25 million
4) 32 million
5) 34 million
16. The population of urban area in the census year 1941 was approximately what percent of the same in the census year 1951?
1) 55%
2) 60%
3) 62%
4) 65%
5) 70%
Passage(Questions From 17-21):
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.”
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.
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.
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.
17.
According to the passage, the two major anniversaries will
1) give an impetus to the questioning of British national identity.
2) set the Britons thinking who they really are.
3) be just another occasion to raise the issue of British national identity.
4) be just another occasion to give rise to a debate on multiculturalism.
5) not be celebrated because of the shame attached with slave trade.
18. According to Linda Colley, Great Britain owes its nation-state concept to
1) ceding of its territory by Scotland to England.
2) a shared relation of race, religion and economy.
3) what can today be seen as a concept of free trade area.
4) the perpetuation of slave trade.
5) commonality of interest between its constituents.
19. Going by the passage, which of the following may instill a sense of national identity among the Britons?
1) The return of Catholics to the Protestant fold
2) Britain going to war with Germany
3) Britain going to war as an Allied force
4) Regular football matches between British and French clubs
5) Any of the above
20. According to the facts stated in the passage, if England and Scotland decide to split,
1) it is the former that stands to gain.
2) it is the latter that stands to gain.
3) it will be a win-win situation.
4) it will be a lose-lose situation.
5) both the parties will lose their face but gain materially
21. According to the passage, the post-modern mind views imperialism as
1) something that was necessary in the context of the times.
2) a thing of the past which need not be mentioned further.
3) a blot on the history of mankind.
4) the white man's burden.
5) a concept relevant even in the present times, given the inability of the developing countries to catch up with the West.
22. Oranges are bought at 7 for Rs.3. At what rate per hundred must they be sold to gain 33%?
(1) Rs.56
(2) Rs.60
(3) Rs.58
(4) Rs.57
1) give an impetus to the questioning of British national identity.
2) set the Britons thinking who they really are.
3) be just another occasion to raise the issue of British national identity.
4) be just another occasion to give rise to a debate on multiculturalism.
5) not be celebrated because of the shame attached with slave trade.
18. According to Linda Colley, Great Britain owes its nation-state concept to
1) ceding of its territory by Scotland to England.
2) a shared relation of race, religion and economy.
3) what can today be seen as a concept of free trade area.
4) the perpetuation of slave trade.
5) commonality of interest between its constituents.
19. Going by the passage, which of the following may instill a sense of national identity among the Britons?
1) The return of Catholics to the Protestant fold
2) Britain going to war with Germany
3) Britain going to war as an Allied force
4) Regular football matches between British and French clubs
5) Any of the above
20. According to the facts stated in the passage, if England and Scotland decide to split,
1) it is the former that stands to gain.
2) it is the latter that stands to gain.
3) it will be a win-win situation.
4) it will be a lose-lose situation.
5) both the parties will lose their face but gain materially
21. According to the passage, the post-modern mind views imperialism as
1) something that was necessary in the context of the times.
2) a thing of the past which need not be mentioned further.
3) a blot on the history of mankind.
4) the white man's burden.
5) a concept relevant even in the present times, given the inability of the developing countries to catch up with the West.
22. Oranges are bought at 7 for Rs.3. At what rate per hundred must they be sold to gain 33%?
(1) Rs.56
(2) Rs.60
(3) Rs.58
(4) Rs.57
23.The
cost price of 36 books is equal to the selling price of 30 books. The gain is :
(1) 20%
(2) 16%
(3) 18%
(4) 82%
24.A person sells two machines at Rs.396 each. On one he gains 10% and on the other he loses 10% .His profit or loss in the whole transaction is :
(1) No gain, no loss
(2) 1% loss
(3) 1% profit
(4) 8% profit
(1) 20%
(2) 16%
(3) 18%
(4) 82%
24.A person sells two machines at Rs.396 each. On one he gains 10% and on the other he loses 10% .His profit or loss in the whole transaction is :
(1) No gain, no loss
(2) 1% loss
(3) 1% profit
(4) 8% profit
25.A
trader bought 10kg of apples for Rs.405 out of which 1kg of apples were found
to be rotten. If he wishes to make a profit of 10%, at what rate should he sell
the remaining apples per kg?
(1) Rs.45
(2) Rs.49.50
(3) Rs.50
(4) Rs. 51
(1) Rs.45
(2) Rs.49.50
(3) Rs.50
(4) Rs. 51
ANSWERS:
1. (5) 2. (2) 3. (4) 4. (1) 5.
(3) 6. (1) 7. (1) 8. (1) 9.
(2) 10. (3) 11. (2) 12.(3) 13.
(2) 14. (5) 15. (2) 16. (5) 17.
(1) 18. (5) 19. (2) 20. (1) 21.
(3) 22.(4) 23.(1) 24(2) 25(2)
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