IIFT 2021 (23rd Dec)

Rahul takes 4 days to finish one third of a job, Sohan takes 3 days to finish one sixth of thesame work and Ram takes 5 days to finish half the job. All 3 of them together work for 3 days after whichRahul and Ram leave the job. How long will it take for Sohan to complete the remaining work?

A shopkeeper marks up the price of the Toor dal by 20% and gives a discount of 10% to thecustomer. Besides, he also tricks 100 grams to his dealer and his customer respectively while buying orselling 1 kilogram of Toor dal. Find the profit percentage of the shopkeeper.

For maintaining social distancing due to covid situation, Rohan, Sohan and Rahul are sittingequidistantly, at a distance of 3 meter in a triangular formation. Priya came and sat in between Sohan andRahul such that distance between Priya and Sohan is half the distance between Rahul and Priya. What willbe the distance between Priya and Rohan in meter?

In a group of students, x number of students drink only Fruit Juice, 2x number of students drinkonly Coke. students drink both Fruit Juice and Coke and the students who drink neither Fruit Juice norCoke are . The number of students who drink Coke may be

Ishika speaks truth in 60% of cases and Mishika in 85% of cases. Ishika and Mishika agree in astatement. Find the probability that the statement is true.

The last two digits of the expression 1(1!)^1! + 2(2!)^2! + 3(3!)^3! + .... + 121(121!)^121!

Two towers 10 meters apart, are 4 m and 6 m high respectively. What will be the height of pointof intersection of lines joining the top of each tower to the bottom of opposite tower?

f(x) = 2x+2 /2x−2 where y = f(x). Find the ratio of x to f(y).

During a marriage ceremony in Panipat, two shots from the air rifle are fired from the sameplace at an interval of 10 minutes 42 seconds. A man sitting in the train which is approaching the placewhere the ceremony is being held, hears the second sound after 10 minutes of hearing the first one.Assuming speed of sound to be 330 m/s, what could be the speed of the train?

If area of the adjacent faces of a cuboid is given as p, q and r respectively and the volume isgiven as 'V' then the square of the volume will be

If a principal P amounts to A in two years when compounded half yearly with r% interest. The same principal P amounts to A in two years when compounded annually with R% interest, then which of the following relationship is true?

In the galaxy “Andromeda”, a planet named “Exo” has a city called “Azith”. The city has analphabet system that consists of 48 letters and an octo-decimal number system (base -18). Theregistration number on the number plate of a vehicle in the city has two parts. The first part is the alphabetpart that consists of three letters and the second part is the number part that consists of 3 digits. The cityadministration issues all kinds of registration numbers with following restrictions:
a. The letters in the alphabet part are in ascending order and all letters must be distinct.
b. In the number part, the first digit is three more than the third digit.
Find the number of possible registration numbers available in the Azith city.

The radius of circle is increased in a way such that its circumference increases by 8%. By howmuch percentage the area of the circle increases?

A group of 78 people watch NDTV, Times Now and Republic. Out of these news channels, 36watch NDTV, 48 watch Times Now and 32 watches Republic. 14 people watch both NDTV and Times Now,20 people watch both Times Now and Republic, and 12 people watch both Republic and NDTV. Find the ratioof the number of people who watch only Times Now to the number of people who watch only Republic.

Find the set S that denotes the set of all values of " " for which the roots of the equation (1 − α)x² − 6αx + 8α = 0 is greater than 2.

Evaluate

Same item is sold for Rs. 600 and Rs. 175, respectively. The profit earned on the first sale is 20times the loss incurred on the second sale. To make an overall profit of 30% in the whole transaction, atwhat price the second sale should happen:

An unbiased dice is tossed seven times. Find the probability of getting a third six on the seventh throw.

There are 12 points in a two-dimensional plane with following coordinates: Points A, B, C, D, E,F, G have coordinates (1, 0), (2, 0), (3, 0), (4, 0), (5, 0), (6, 0) and (7, 0) respectively. Points H, I, J havecoordinates (1, 1), (2, 2) and (3, 3) respectively. Points K, L have coordinates (4, -2) and (5, -3)respectively. The number of circles possible with these points are?

“xyz” and “zyx” are three digit numbers where x, y, z are distinct digits from 0 to 9. Differenceof xyz and zyx has a factor of 7. What is the maximum possible value of the LCM of x, y and z?

The value of log₂x which satisfy  

Three small identical circles are inscribed inside an equilateral triangle with length 10√3 cm as shown in the figure. The radius of each small circle is 2 cm A big circle touches these three circles as shown in the figure. Find the ratio of the area of the big circle with that of the area of the small circle. (figure not as per scale)

Abdul can go from his home to his favourite basketball ground by taking any of the two roads represented by y − x = 10 and 2x + 2y = 15. The ground is located at a distance of 200 units from each of the roads. What is the possible location of the basketball ground?

The rate at which coal is consumed by a RORO train, which is operated by Konkan Railways,fluctuates as the square of the speed. It is given that coal consumption of this train is 1200 kg/hour whenthe speed is 40 km/hour. Konkan Railway bears the cost of coal at the rate Rs. 16/100kg and all otherexpenses of running the RORO train costs Konkan Railways Rs. 13/hour. Find the total cost in paise/km, foroperating the RORO train when it is running at the speed of V km/hour.

A can was full of olive oil. Lata draws each time 20% of the volume from the can and replaceswith groundnut oil. Usha draws 10% of the volume and replaces with mustard oil. Starting with Lata, bothrepeats the procedure alternatively two times each. What is the ratio of olive oil, groundnut oil and mustardoil in the end?

From the sentences below, identify where comma(s) is/are missing and/orinappropriately used grammatically:
A. Don’t guess. Use a timer or watch.
B. Don’t guess, use a timer or watch.
C. The driver managed to escape from the vehicle before it sank and swam to the river-bank.
D. The driver managed to escape from the vehicle before it sank, and swam to the river-bank.

Complete the following Idioms by matching List I with List II

Choose the correct answer from the options given below:

From the sentences below, identify where comma(s) is/are missing and/orinappropriately used grammatically:
A. The convict said the judge “is mad”.
B. The convict, said the judge, is mad.
C. Leonara walked on her head, a little higher than usual.
D. Leonara walked on, her head a little higher than usual.

Match List-I with List-II

Choose the correct answer from the options given below:

Match List-I with List-II

Choose the correct answer from the options given below:

There are four sentences A, B, C, D where the underlined word is used either correctly or incorrectly. Choose the option which
lists all the sentences where the underlined word is used correctly in a sentence.
A. This person needs the counsel of a psychiatrist.
B. I'm a scientist and if I don't know an answer, I seek counsel from sharper brains.
C. Each of the brothers on the counsel was gifted in some way.
D. A similar counsel of moderation was given to the Canadian press in connexion with the Manitoba school question in December 1897.

A little change or alteration in usage of the article/helping verb may change meaningof a sentence. Below given are the
sentences along with their meanings; identify the expressions with thecorrect meaning and choose the right option:
I. The jury was - the members of the jury taken individually
II. The jury were - the members of the jury taken as a whole
III. Dead in sin - great sinner
IV. Dead to sin - free from sin

Select the option with the incorrect spelling:

Identify the option with the Incorrect usage of an apostrophe:

Fill in the blank with appropriate preposition:
The birds alight ____ the roof of a temple.

From the options given below, identify best SYNONYMN for the word underlined:
While automatic enrollment or "quick" enrollment makes the process of joining a retirement plan less daunting, expanding the number of funds available to participants can have the opposite effect.

Fill in the blank with appropriate preposition:
I have a great antipathy ____ meat.

Select the option with the incorrect spelling:

From the options given below, identify best SYNONYMN for the word underlined:
According to Douglas Brinkley's Wheels for the World, Henry authorized $1.5 million in company funds foran inquiry of Lee's professional and private life in 1975 to discredit him.

There are four sentences A, B, C, D where the underlined word is used either correctly or incorrectly. Choose the option which
lists all the sentences where the underlined word is used correctly in a sentence.
A. Cassie drew her brows down to feign a stern expression.
B. Her heartbeat was feign and slow.
C. I wish you wouldn't feign illness on every first day of school.
D. My cousin would always feign excitement when we came to visit, but I knew she really didn't like sharing her room.

Directions for (Q.41 to Q.45): Read the passage and answer the questions.

Qualitative research methods are often mischaracterized by advocates, users, and critics alike because toooften the reflexive, iterative, and flexible methods are misunderstood as 'just making do.' There is a goodpragmatic tradition of "making do," from Dewey to the present, that describes the necessities as well asvirtues of using what situations provide in their immediacy as the grounds of social action. While qualitativeresearch certainly shares some of this pragmatic bricolage, good research, qualitative as well asquantitative, is designed as well as improvised. One of the merits of qualitative research is its particularopenness to serendipitous invention; one of its failures, however, has been an unwillingness, or inability, onthe part of its practitioners, until recently, to specify how that openness to 'what situations make available'can be both systematic and creative.
Over the years I have probably reviewed hundreds of research proposals; too large a number of theseclaimed that because the researcher was doing a qualitative study, the kinds of data and forms of collectioncould not be specified in advance. I was always a bit embarrassed by this, feeling let down by my side. Itsometimes seemed as if our teaching of qualitative research was creating a mystical religion, a set of ourown unexamined fetishes just at the moment we set about to identify others' taken for
grantedassumptions and social meanings. In this vein, some years ago I heard a colleague advise a student goingout to do field work for the first time "to be like a blank slate," "just tell me everything you see and hear,write it all down." The student was completely baffled and clearly at a loss about what to do, to do first, orsecond, or how to begin. What would constitute telling me all you see and hear. Importantly, the studenthad read a lot of sociology, and knew a lot about signs and signifiers, latent as well as manifest patterns insocial relations. She knew that competent social actors are not blank slates. She felt incompetent but notentirely blank. She had a project, after all.
It seemed from the proposals I read and the conversations I observed that we, qualitative sociologists,believed that we could not
specify what we were going to do (i.e. lay out a design and plan of theresearch), because that would mean that we would have -- by that naming -- necessarily circumscribedwhat we would do. Having supposedly controlled a priori what we would do, we would be unable to dosomething else along the way, as the situations and insights invited. We would have lost the distinctivevirtues of qualitative research. Somehow, in this mysticism about qualitative methods, research designsseemed to be understood as enforceable contracts or sets of machine instructions; any deviation from thedesign was understood to be either impossible, a failure, or a mistake. Qualitative research was celebratedfor its flexibility, the temporal coincidence of collection and analysis and thus prior design was, bydefinition, a threat to qualitative research.
Of course, I have overstated the issue but we were asked to provide fodder for discussion. And, to someextent, this overstatement puts the issue in a bold form. Why should qualitative research be any less welldesigned (or specified) than quantitative research? When I think about the steps in different methods, itoccurs to me that most of what gets put into a research design, let us say for a survey project orquantitative research, could also be put in the design for an ethnography or a project of in-depth-interviewing and narrative analysis. The major differences lie in the fact that qualitative projects (1) will notrely on statistical analyses and therefore do not need to produce probability samples and standardizedcollection instruments at the same temporal pace and placement in the research process. As a consequenceof temporal pace and sequencing, qualitative projects (2) will be able to adjust the forms of data, modesand cites of collection in response to the ongoing processes of analysis and interpretation. This is certainlyso. I suspect, however, that the resistance to detailed research qualitative research designs derives less,however, from emphasis on these key differences than from an overly idealized or reified view of how otherforms of research proceed, whether quantitative sociology or chemistry or biology. That is, all researchdevelops (is in the making and rethinking) throughout the stages of design, collection, and analysis. Almostall research produces much that was unanticipated and therefore had to be responded to with adjustmentsalong the way. The central difference lies in the explicit weight of recognition of and preparation for thisprocess of adjustment in most qualitative projects. Nothing precludes a preliminary design that sets theresearcher on a path that is understood as a first approximation of the work process. I should say before going much further that there are varieties of qualitative research and my remarks willnot appropriately characterize all. For the moment, I am referring primarily to ethnographic fieldwork (i.e.research study looking at the social interaction of users in a given environment), participant observation,in-depth open ended interviewing, and other work involving interpretative qualitative analysis of documentsof various sorts. Thus, the mode of analysis rather than the type of data more appropriately describes workas qualitative. (The content of documents and interviews can be analysed quantitatively or qualitatively.Observations can be systematically structured and quantified but much observation is not, nor would beproductive.)
The goal of research is to produce results that can be falsifiable and in some way affirmable by rationalprocesses of actors other than the author. Most important is that the researcher provide an account of how the conclusions were reached, why the reader should believe the claims and how one might go about tryingto produce a similar account. What makes science morally, and rationally, compelling is that it is a publicenterprise. I am not referring to the funding or organizational supports. Rather, science is distinguished bythe claim to produce shared understanding/knowledge through modes that can be rationally andcollectively apprehended. In short, we have an obligation not to "hide the ball." To the extent that we do"hide the ball," we transform our science into rhetorical performance.

Which of the following is incorrect:

Directions for (Q.41 to Q.45): Read the passage and answer the questions.

Qualitative research methods are often mischaracterized by advocates, users, and critics alike because toooften the reflexive, iterative, and flexible methods are misunderstood as 'just making do.' There is a goodpragmatic tradition of "making do," from Dewey to the present, that describes the necessities as well asvirtues of using what situations provide in their immediacy as the grounds of social action. While qualitativeresearch certainly shares some of this pragmatic bricolage, good research, qualitative as well asquantitative, is designed as well as improvised. One of the merits of qualitative research is its particularopenness to serendipitous invention; one of its failures, however, has been an unwillingness, or inability, onthe part of its practitioners, until recently, to specify how that openness to 'what situations make available'can be both systematic and creative.
Over the years I have probably reviewed hundreds of research proposals; too large a number of theseclaimed that because the researcher was doing a qualitative study, the kinds of data and forms of collectioncould not be specified in advance. I was always a bit embarrassed by this, feeling let down by my side. Itsometimes seemed as if our teaching of qualitative research was creating a mystical religion, a set of ourown unexamined fetishes just at the moment we set about to identify others' taken for
grantedassumptions and social meanings. In this vein, some years ago I heard a colleague advise a student goingout to do field work for the first time "to be like a blank slate," "just tell me everything you see and hear,write it all down." The student was completely baffled and clearly at a loss about what to do, to do first, orsecond, or how to begin. What would constitute telling me all you see and hear. Importantly, the studenthad read a lot of sociology, and knew a lot about signs and signifiers, latent as well as manifest patterns insocial relations. She knew that competent social actors are not blank slates. She felt incompetent but notentirely blank. She had a project, after all.
It seemed from the proposals I read and the conversations I observed that we, qualitative sociologists,believed that we could not
specify what we were going to do (i.e. lay out a design and plan of theresearch), because that would mean that we would have -- by that naming -- necessarily circumscribedwhat we would do. Having supposedly controlled a priori what we would do, we would be unable to dosomething else along the way, as the situations and insights invited. We would have lost the distinctivevirtues of qualitative research. Somehow, in this mysticism about qualitative methods, research designsseemed to be understood as enforceable contracts or sets of machine instructions; any deviation from thedesign was understood to be either impossible, a failure, or a mistake. Qualitative research was celebratedfor its flexibility, the temporal coincidence of collection and analysis and thus prior design was, bydefinition, a threat to qualitative research.
Of course, I have overstated the issue but we were asked to provide fodder for discussion. And, to someextent, this overstatement puts the issue in a bold form. Why should qualitative research be any less welldesigned (or specified) than quantitative research? When I think about the steps in different methods, itoccurs to me that most of what gets put into a research design, let us say for a survey project orquantitative research, could also be put in the design for an ethnography or a project of in-depth-interviewing and narrative analysis. The major differences lie in the fact that qualitative projects (1) will notrely on statistical analyses and therefore do not need to produce probability samples and standardizedcollection instruments at the same temporal pace and placement in the research process. As a consequenceof temporal pace and sequencing, qualitative projects (2) will be able to adjust the forms of data, modesand cites of collection in response to the ongoing processes of analysis and interpretation. This is certainlyso. I suspect, however, that the resistance to detailed research qualitative research designs derives less,however, from emphasis on these key differences than from an overly idealized or reified view of how otherforms of research proceed, whether quantitative sociology or chemistry or biology. That is, all researchdevelops (is in the making and rethinking) throughout the stages of design, collection, and analysis. Almostall research produces much that was unanticipated and therefore had to be responded to with adjustmentsalong the way. The central difference lies in the explicit weight of recognition of and preparation for thisprocess of adjustment in most qualitative projects. Nothing precludes a preliminary design that sets theresearcher on a path that is understood as a first approximation of the work process. I should say before going much further that there are varieties of qualitative research and my remarks willnot appropriately characterize all. For the moment, I am referring primarily to ethnographic fieldwork (i.e.research study looking at the social interaction of users in a given environment), participant observation,in-depth open ended interviewing, and other work involving interpretative qualitative analysis of documentsof various sorts. Thus, the mode of analysis rather than the type of data more appropriately describes workas qualitative. (The content of documents and interviews can be analysed quantitatively or qualitatively.Observations can be systematically structured and quantified but much observation is not, nor would beproductive.)
The goal of research is to produce results that can be falsifiable and in some way affirmable by rationalprocesses of actors other than the author. Most important is that the researcher provide an account of how the conclusions were reached, why the reader should believe the claims and how one might go about tryingto produce a similar account. What makes science morally, and rationally, compelling is that it is a publicenterprise. I am not referring to the funding or organizational supports. Rather, science is distinguished bythe claim to produce shared understanding/knowledge through modes that can be rationally andcollectively apprehended. In short, we have an obligation not to "hide the ball." To the extent that we do"hide the ball," we transform our science into rhetorical performance.

According to the passage, which of the following is incorrect about qualitative research design:

Directions for (Q.41 to Q.45): Read the passage and answer the questions.

Qualitative research methods are often mischaracterized by advocates, users, and critics alike because toooften the reflexive, iterative, and flexible methods are misunderstood as 'just making do.' There is a goodpragmatic tradition of "making do," from Dewey to the present, that describes the necessities as well asvirtues of using what situations provide in their immediacy as the grounds of social action. While qualitativeresearch certainly shares some of this pragmatic bricolage, good research, qualitative as well asquantitative, is designed as well as improvised. One of the merits of qualitative research is its particularopenness to serendipitous invention; one of its failures, however, has been an unwillingness, or inability, onthe part of its practitioners, until recently, to specify how that openness to 'what situations make available'can be both systematic and creative.
Over the years I have probably reviewed hundreds of research proposals; too large a number of theseclaimed that because the researcher was doing a qualitative study, the kinds of data and forms of collectioncould not be specified in advance. I was always a bit embarrassed by this, feeling let down by my side. Itsometimes seemed as if our teaching of qualitative research was creating a mystical religion, a set of ourown unexamined fetishes just at the moment we set about to identify others' taken for
grantedassumptions and social meanings. In this vein, some years ago I heard a colleague advise a student goingout to do field work for the first time "to be like a blank slate," "just tell me everything you see and hear,write it all down." The student was completely baffled and clearly at a loss about what to do, to do first, orsecond, or how to begin. What would constitute telling me all you see and hear. Importantly, the studenthad read a lot of sociology, and knew a lot about signs and signifiers, latent as well as manifest patterns insocial relations. She knew that competent social actors are not blank slates. She felt incompetent but notentirely blank. She had a project, after all.
It seemed from the proposals I read and the conversations I observed that we, qualitative sociologists,believed that we could not
specify what we were going to do (i.e. lay out a design and plan of theresearch), because that would mean that we would have -- by that naming -- necessarily circumscribedwhat we would do. Having supposedly controlled a priori what we would do, we would be unable to dosomething else along the way, as the situations and insights invited. We would have lost the distinctivevirtues of qualitative research. Somehow, in this mysticism about qualitative methods, research designsseemed to be understood as enforceable contracts or sets of machine instructions; any deviation from thedesign was understood to be either impossible, a failure, or a mistake. Qualitative research was celebratedfor its flexibility, the temporal coincidence of collection and analysis and thus prior design was, bydefinition, a threat to qualitative research.
Of course, I have overstated the issue but we were asked to provide fodder for discussion. And, to someextent, this overstatement puts the issue in a bold form. Why should qualitative research be any less welldesigned (or specified) than quantitative research? When I think about the steps in different methods, itoccurs to me that most of what gets put into a research design, let us say for a survey project orquantitative research, could also be put in the design for an ethnography or a project of in-depth-interviewing and narrative analysis. The major differences lie in the fact that qualitative projects (1) will notrely on statistical analyses and therefore do not need to produce probability samples and standardizedcollection instruments at the same temporal pace and placement in the research process. As a consequenceof temporal pace and sequencing, qualitative projects (2) will be able to adjust the forms of data, modesand cites of collection in response to the ongoing processes of analysis and interpretation. This is certainlyso. I suspect, however, that the resistance to detailed research qualitative research designs derives less,however, from emphasis on these key differences than from an overly idealized or reified view of how otherforms of research proceed, whether quantitative sociology or chemistry or biology. That is, all researchdevelops (is in the making and rethinking) throughout the stages of design, collection, and analysis. Almostall research produces much that was unanticipated and therefore had to be responded to with adjustmentsalong the way. The central difference lies in the explicit weight of recognition of and preparation for thisprocess of adjustment in most qualitative projects. Nothing precludes a preliminary design that sets theresearcher on a path that is understood as a first approximation of the work process. I should say before going much further that there are varieties of qualitative research and my remarks willnot appropriately characterize all. For the moment, I am referring primarily to ethnographic fieldwork (i.e.research study looking at the social interaction of users in a given environment), participant observation,in-depth open ended interviewing, and other work involving interpretative qualitative analysis of documentsof various sorts. Thus, the mode of analysis rather than the type of data more appropriately describes workas qualitative. (The content of documents and interviews can be analysed quantitatively or qualitatively.Observations can be systematically structured and quantified but much observation is not, nor would beproductive.)
The goal of research is to produce results that can be falsifiable and in some way affirmable by rationalprocesses of actors other than the author. Most important is that the researcher provide an account of how the conclusions were reached, why the reader should believe the claims and how one might go about tryingto produce a similar account. What makes science morally, and rationally, compelling is that it is a publicenterprise. I am not referring to the funding or organizational supports. Rather, science is distinguished bythe claim to produce shared understanding/knowledge through modes that can be rationally andcollectively apprehended. In short, we have an obligation not to "hide the ball." To the extent that we do"hide the ball," we transform our science into rhetorical performance.

"The goal of research is ...... other than the author" (last para) from the passage can be best explained as:

Directions for (Q.41 to Q.45): Read the passage and answer the questions.

Qualitative research methods are often mischaracterized by advocates, users, and critics alike because toooften the reflexive, iterative, and flexible methods are misunderstood as 'just making do.' There is a goodpragmatic tradition of "making do," from Dewey to the present, that describes the necessities as well asvirtues of using what situations provide in their immediacy as the grounds of social action. While qualitativeresearch certainly shares some of this pragmatic bricolage, good research, qualitative as well asquantitative, is designed as well as improvised. One of the merits of qualitative research is its particularopenness to serendipitous invention; one of its failures, however, has been an unwillingness, or inability, onthe part of its practitioners, until recently, to specify how that openness to 'what situations make available'can be both systematic and creative.
Over the years I have probably reviewed hundreds of research proposals; too large a number of theseclaimed that because the researcher was doing a qualitative study, the kinds of data and forms of collectioncould not be specified in advance. I was always a bit embarrassed by this, feeling let down by my side. Itsometimes seemed as if our teaching of qualitative research was creating a mystical religion, a set of ourown unexamined fetishes just at the moment we set about to identify others' taken for
grantedassumptions and social meanings. In this vein, some years ago I heard a colleague advise a student goingout to do field work for the first time "to be like a blank slate," "just tell me everything you see and hear,write it all down." The student was completely baffled and clearly at a loss about what to do, to do first, orsecond, or how to begin. What would constitute telling me all you see and hear. Importantly, the studenthad read a lot of sociology, and knew a lot about signs and signifiers, latent as well as manifest patterns insocial relations. She knew that competent social actors are not blank slates. She felt incompetent but notentirely blank. She had a project, after all.
It seemed from the proposals I read and the conversations I observed that we, qualitative sociologists,believed that we could not
specify what we were going to do (i.e. lay out a design and plan of theresearch), because that would mean that we would have -- by that naming -- necessarily circumscribedwhat we would do. Having supposedly controlled a priori what we would do, we would be unable to dosomething else along the way, as the situations and insights invited. We would have lost the distinctivevirtues of qualitative research. Somehow, in this mysticism about qualitative methods, research designsseemed to be understood as enforceable contracts or sets of machine instructions; any deviation from thedesign was understood to be either impossible, a failure, or a mistake. Qualitative research was celebratedfor its flexibility, the temporal coincidence of collection and analysis and thus prior design was, bydefinition, a threat to qualitative research.
Of course, I have overstated the issue but we were asked to provide fodder for discussion. And, to someextent, this overstatement puts the issue in a bold form. Why should qualitative research be any less welldesigned (or specified) than quantitative research? When I think about the steps in different methods, itoccurs to me that most of what gets put into a research design, let us say for a survey project orquantitative research, could also be put in the design for an ethnography or a project of in-depth-interviewing and narrative analysis. The major differences lie in the fact that qualitative projects (1) will notrely on statistical analyses and therefore do not need to produce probability samples and standardizedcollection instruments at the same temporal pace and placement in the research process. As a consequenceof temporal pace and sequencing, qualitative projects (2) will be able to adjust the forms of data, modesand cites of collection in response to the ongoing processes of analysis and interpretation. This is certainlyso. I suspect, however, that the resistance to detailed research qualitative research designs derives less,however, from emphasis on these key differences than from an overly idealized or reified view of how otherforms of research proceed, whether quantitative sociology or chemistry or biology. That is, all researchdevelops (is in the making and rethinking) throughout the stages of design, collection, and analysis. Almostall research produces much that was unanticipated and therefore had to be responded to with adjustmentsalong the way. The central difference lies in the explicit weight of recognition of and preparation for thisprocess of adjustment in most qualitative projects. Nothing precludes a preliminary design that sets theresearcher on a path that is understood as a first approximation of the work process. I should say before going much further that there are varieties of qualitative research and my remarks willnot appropriately characterize all. For the moment, I am referring primarily to ethnographic fieldwork (i.e.research study looking at the social interaction of users in a given environment), participant observation,in-depth open ended interviewing, and other work involving interpretative qualitative analysis of documentsof various sorts. Thus, the mode of analysis rather than the type of data more appropriately describes workas qualitative. (The content of documents and interviews can be analysed quantitatively or qualitatively.Observations can be systematically structured and quantified but much observation is not, nor would beproductive.)
The goal of research is to produce results that can be falsifiable and in some way affirmable by rationalprocesses of actors other than the author. Most important is that the researcher provide an account of how the conclusions were reached, why the reader should believe the claims and how one might go about tryingto produce a similar account. What makes science morally, and rationally, compelling is that it is a publicenterprise. I am not referring to the funding or organizational supports. Rather, science is distinguished bythe claim to produce shared understanding/knowledge through modes that can be rationally andcollectively apprehended. In short, we have an obligation not to "hide the ball." To the extent that we do"hide the ball," we transform our science into rhetorical performance.

Which of the following can be inferred from the passage:

Directions for (Q.41 to Q.45): Read the passage and answer the questions.

Qualitative research methods are often mischaracterized by advocates, users, and critics alike because toooften the reflexive, iterative, and flexible methods are misunderstood as 'just making do.' There is a goodpragmatic tradition of "making do," from Dewey to the present, that describes the necessities as well asvirtues of using what situations provide in their immediacy as the grounds of social action. While qualitativeresearch certainly shares some of this pragmatic bricolage, good research, qualitative as well asquantitative, is designed as well as improvised. One of the merits of qualitative research is its particularopenness to serendipitous invention; one of its failures, however, has been an unwillingness, or inability, onthe part of its practitioners, until recently, to specify how that openness to 'what situations make available'can be both systematic and creative.
Over the years I have probably reviewed hundreds of research proposals; too large a number of theseclaimed that because the researcher was doing a qualitative study, the kinds of data and forms of collectioncould not be specified in advance. I was always a bit embarrassed by this, feeling let down by my side. Itsometimes seemed as if our teaching of qualitative research was creating a mystical religion, a set of ourown unexamined fetishes just at the moment we set about to identify others' taken for
grantedassumptions and social meanings. In this vein, some years ago I heard a colleague advise a student goingout to do field work for the first time "to be like a blank slate," "just tell me everything you see and hear,write it all down." The student was completely baffled and clearly at a loss about what to do, to do first, orsecond, or how to begin. What would constitute telling me all you see and hear. Importantly, the studenthad read a lot of sociology, and knew a lot about signs and signifiers, latent as well as manifest patterns insocial relations. She knew that competent social actors are not blank slates. She felt incompetent but notentirely blank. She had a project, after all.
It seemed from the proposals I read and the conversations I observed that we, qualitative sociologists,believed that we could not
specify what we were going to do (i.e. lay out a design and plan of theresearch), because that would mean that we would have -- by that naming -- necessarily circumscribedwhat we would do. Having supposedly controlled a priori what we would do, we would be unable to dosomething else along the way, as the situations and insights invited. We would have lost the distinctivevirtues of qualitative research. Somehow, in this mysticism about qualitative methods, research designsseemed to be understood as enforceable contracts or sets of machine instructions; any deviation from thedesign was understood to be either impossible, a failure, or a mistake. Qualitative research was celebratedfor its flexibility, the temporal coincidence of collection and analysis and thus prior design was, bydefinition, a threat to qualitative research.
Of course, I have overstated the issue but we were asked to provide fodder for discussion. And, to someextent, this overstatement puts the issue in a bold form. Why should qualitative research be any less welldesigned (or specified) than quantitative research? When I think about the steps in different methods, itoccurs to me that most of what gets put into a research design, let us say for a survey project orquantitative research, could also be put in the design for an ethnography or a project of in-depth-interviewing and narrative analysis. The major differences lie in the fact that qualitative projects (1) will notrely on statistical analyses and therefore do not need to produce probability samples and standardizedcollection instruments at the same temporal pace and placement in the research process. As a consequenceof temporal pace and sequencing, qualitative projects (2) will be able to adjust the forms of data, modesand cites of collection in response to the ongoing processes of analysis and interpretation. This is certainlyso. I suspect, however, that the resistance to detailed research qualitative research designs derives less,however, from emphasis on these key differences than from an overly idealized or reified view of how otherforms of research proceed, whether quantitative sociology or chemistry or biology. That is, all researchdevelops (is in the making and rethinking) throughout the stages of design, collection, and analysis. Almostall research produces much that was unanticipated and therefore had to be responded to with adjustmentsalong the way. The central difference lies in the explicit weight of recognition of and preparation for thisprocess of adjustment in most qualitative projects. Nothing precludes a preliminary design that sets theresearcher on a path that is understood as a first approximation of the work process. I should say before going much further that there are varieties of qualitative research and my remarks willnot appropriately characterize all. For the moment, I am referring primarily to ethnographic fieldwork (i.e.research study looking at the social interaction of users in a given environment), participant observation,in-depth open ended interviewing, and other work involving interpretative qualitative analysis of documentsof various sorts. Thus, the mode of analysis rather than the type of data more appropriately describes workas qualitative. (The content of documents and interviews can be analysed quantitatively or qualitatively.Observations can be systematically structured and quantified but much observation is not, nor would beproductive.)
The goal of research is to produce results that can be falsifiable and in some way affirmable by rationalprocesses of actors other than the author. Most important is that the researcher provide an account of how the conclusions were reached, why the reader should believe the claims and how one might go about tryingto produce a similar account. What makes science morally, and rationally, compelling is that it is a publicenterprise. I am not referring to the funding or organizational supports. Rather, science is distinguished bythe claim to produce shared understanding/knowledge through modes that can be rationally andcollectively apprehended. In short, we have an obligation not to "hide the ball." To the extent that we do"hide the ball," we transform our science into rhetorical performance.

Match List I with List II

Choose the correct answer from the options given below:

Directions for (Q.46 to Q.48): Read the passage and answer the questions.

Sociologist Matthews writes that Let's say someone writes an academic paper quoting fifty people who haveworked on the subject and provided background materials for his study; assume, for the sake of simplicity,that all fifty are of equal merit. Another researcher working on the exact same subject will randomly citethree of those fifty in his bibliography. Merton showed that many academics cite references without havingread the original work; rather, they'll read a paper and draw their own citations from among its sources. So a third researcher reading the second article selects three of the previously referenced authors for his citations. These three authors will receive cumulatively more and more attention as their names becomeassociated more tightly with the subject at hand. The difference between the winning three and the othermembers of the original cohort is mostly luck: they were initially chosen not for their greater skill, butsimply for the way their names appeared in the prior bibliography. Thanks to their reputations, thesesuccessful academics will go on writing papers and their work will be easily accepted for publication. It iseasier for the rich to get richer, for the famous to become more famous. This theory can easily apply tocompanies, businessmen, actors, writers, and anyone else who benefits from past success.
During the 1940s, a Harvard linguist, George Zipf, examined the properties of language and came up withan empirical regularity now known as Zipf's law, which, of course, is not a law (and if it were, it would notbe Zipf's). It is just another way to think about the process of inequality. The mechanisms he describedwere as follows: the more you use a word, the less effortful you will find it to use that word again, so youborrow words from your private dictionary in proportion to their past use. This explains why out of the sixtythousand main words in English, only a few hundred constitute the bulk of what is used in writings, andeven fewer appear regularly in conversation. Likewise, the more people aggregate in a particular city, themore likely a stranger will be to pick that city as his destination. The big get bigger and the small staysmall, or get relatively smaller. A great illustration of preferential attachment can be seen in themushrooming use of English as a lingua franca—though not for its intrinsic qualities, but because peopleneed to use one single language, or stick to one as much as possible, when they are having a conversation.So whatever language appears to have the upper hand will suddenly draw people in droves; its usage willspread like an epidemic, and other languages will be rapidly dislodged. I am often amazed to listen toconversations between people from two neighboring countries, say, between a Turk and an Iranian, or aLebanese and a Cypriot, communicating in bad English, moving their hands for emphasis, searching forthese words that come out of their throats at the cost of great physical effort. Even members of the SwissArmy use English (not French) as a lingua franca (it would be fun to listen). Consider that a very smallminority of Americans of northern European descent is from England; traditionally the preponderant ethnicgroups are of German, Irish, Dutch, French, and other northern European extraction. Yet because all thesegroups now use English as their main tongue, they have to study the roots of their adoptive tongue anddevelop a cultural association with parts of a particular wet island, along with its history, its traditions, andits customs!

What is the appropriate meaning of 'lingua franca'?

Directions for (Q.46 to Q.48): Read the passage and answer the questions.

Sociologist Matthews writes that Let's say someone writes an academic paper quoting fifty people who haveworked on the subject and provided background materials for his study; assume, for the sake of simplicity,that all fifty are of equal merit. Another researcher working on the exact same subject will randomly citethree of those fifty in his bibliography. Merton showed that many academics cite references without havingread the original work; rather, they'll read a paper and draw their own citations from among its sources. So a third researcher reading the second article selects three of the previously referenced authors for his citations. These three authors will receive cumulatively more and more attention as their names becomeassociated more tightly with the subject at hand. The difference between the winning three and the othermembers of the original cohort is mostly luck: they were initially chosen not for their greater skill, butsimply for the way their names appeared in the prior bibliography. Thanks to their reputations, thesesuccessful academics will go on writing papers and their work will be easily accepted for publication. It iseasier for the rich to get richer, for the famous to become more famous. This theory can easily apply tocompanies, businessmen, actors, writers, and anyone else who benefits from past success.
During the 1940s, a Harvard linguist, George Zipf, examined the properties of language and came up withan empirical regularity now known as Zipf's law, which, of course, is not a law (and if it were, it would notbe Zipf's). It is just another way to think about the process of inequality. The mechanisms he describedwere as follows: the more you use a word, the less effortful you will find it to use that word again, so youborrow words from your private dictionary in proportion to their past use. This explains why out of the sixtythousand main words in English, only a few hundred constitute the bulk of what is used in writings, andeven fewer appear regularly in conversation. Likewise, the more people aggregate in a particular city, themore likely a stranger will be to pick that city as his destination. The big get bigger and the small staysmall, or get relatively smaller. A great illustration of preferential attachment can be seen in themushrooming use of English as a lingua franca—though not for its intrinsic qualities, but because peopleneed to use one single language, or stick to one as much as possible, when they are having a conversation.So whatever language appears to have the upper hand will suddenly draw people in droves; its usage willspread like an epidemic, and other languages will be rapidly dislodged. I am often amazed to listen toconversations between people from two neighboring countries, say, between a Turk and an Iranian, or aLebanese and a Cypriot, communicating in bad English, moving their hands for emphasis, searching forthese words that come out of their throats at the cost of great physical effort. Even members of the SwissArmy use English (not French) as a lingua franca (it would be fun to listen). Consider that a very smallminority of Americans of northern European descent is from England; traditionally the preponderant ethnicgroups are of German, Irish, Dutch, French, and other northern European extraction. Yet because all thesegroups now use English as their main tongue, they have to study the roots of their adoptive tongue anddevelop a cultural association with parts of a particular wet island, along with its history, its traditions, andits customs!

Which of the following statement is TRUE?

Directions for (Q.46 to Q.48): Read the passage and answer the questions.

Sociologist Matthews writes that Let's say someone writes an academic paper quoting fifty people who haveworked on the subject and provided background materials for his study; assume, for the sake of simplicity,that all fifty are of equal merit. Another researcher working on the exact same subject will randomly citethree of those fifty in his bibliography. Merton showed that many academics cite references without havingread the original work; rather, they'll read a paper and draw their own citations from among its sources. So a third researcher reading the second article selects three of the previously referenced authors for his citations. These three authors will receive cumulatively more and more attention as their names becomeassociated more tightly with the subject at hand. The difference between the winning three and the othermembers of the original cohort is mostly luck: they were initially chosen not for their greater skill, butsimply for the way their names appeared in the prior bibliography. Thanks to their reputations, thesesuccessful academics will go on writing papers and their work will be easily accepted for publication. It iseasier for the rich to get richer, for the famous to become more famous. This theory can easily apply tocompanies, businessmen, actors, writers, and anyone else who benefits from past success.
During the 1940s, a Harvard linguist, George Zipf, examined the properties of language and came up withan empirical regularity now known as Zipf's law, which, of course, is not a law (and if it were, it would notbe Zipf's). It is just another way to think about the process of inequality. The mechanisms he describedwere as follows: the more you use a word, the less effortful you will find it to use that word again, so youborrow words from your private dictionary in proportion to their past use. This explains why out of the sixtythousand main words in English, only a few hundred constitute the bulk of what is used in writings, andeven fewer appear regularly in conversation. Likewise, the more people aggregate in a particular city, themore likely a stranger will be to pick that city as his destination. The big get bigger and the small staysmall, or get relatively smaller. A great illustration of preferential attachment can be seen in themushrooming use of English as a lingua franca—though not for its intrinsic qualities, but because peopleneed to use one single language, or stick to one as much as possible, when they are having a conversation.So whatever language appears to have the upper hand will suddenly draw people in droves; its usage willspread like an epidemic, and other languages will be rapidly dislodged. I am often amazed to listen toconversations between people from two neighboring countries, say, between a Turk and an Iranian, or aLebanese and a Cypriot, communicating in bad English, moving their hands for emphasis, searching forthese words that come out of their throats at the cost of great physical effort. Even members of the SwissArmy use English (not French) as a lingua franca (it would be fun to listen). Consider that a very smallminority of Americans of northern European descent is from England; traditionally the preponderant ethnicgroups are of German, Irish, Dutch, French, and other northern European extraction. Yet because all thesegroups now use English as their main tongue, they have to study the roots of their adoptive tongue anddevelop a cultural association with parts of a particular wet island, along with its history, its traditions, andits customs!

Which of the following statement is CORRECT?

Directions for (Q.49 to Q.52): Read the passage and answer the questions.

How is it that people come to use certain nonverbal behaviours in specific settings, or associate a particularbehaviour (e.g., smiling) with a particular meaning (e.g., happiness)? A sociocultural approach toanswering these questions focuses on the ways in which behaviours and their meanings are prescribed atsocial or cultural levels and on the ways in which people come to acquire them. Encompassing a number ofmodels and theories, the sociocultural paradigm emphasizes the influence of human interaction in creatingand transmitting understanding; thus, it highlights the effects of culture, class, religion, sexuality, power, orother socially maintained factors on the enactment and meaning of behaviour.
The fundamental assumption underlying the sociocultural paradigm is that interpersonal behaviour and itsmeanings are learned through the diffusion of social or cultural knowledge and are, therefore, malleable.Because interpersonal behaviours are learned rather than innate, both behaviours and their meanings canbe altered by changing the knowledge that is conveyed. This can explain, for instance, not only whycultures vary one from another in both their behaviours and the meanings of those behaviours, but alsowhy, without access to another culture’s knowledge, people often find cross-cultural communication sochallenging.

Central to the sociocultural paradigm, then, are two ideas: i) Most nonverbal communication is learned,rather than innate, and, ii) Most non-verbal behaviours do not have inherent meanings, but rather, theirmeanings are products of social consensus. These principles have found widespread acceptance within thefield of human communication, perhaps, in part, because of their considerable intuitive appeal. It is easy toidentify examples of behavioural learning simply by considering the apparent influence of parents,teachers, gender roles, cultural norms, and the media on children’s behaviours. Consequently, theparadigm seems to have face validity as an approach that is isomorphic with people’s everyday experiences.

A related strength of the sociocultural paradigm is found in the magnitude of the empirical evidence thathas been marshalled in support of it. Perhaps as a result of its intuitive appeal, many researchers haveapplied the tenets of the paradigm to their own work and have found support for the influence of learning,or for the social embeddedness of meaning, across a wide range of topics, ranging from personalitydevelopment and child discipline, to gender role acquisition, doctor-patient communication, and therelational messages of nonverbal behaviours.

One potential criticism of the sociocultural paradigm is that its emphasis on the social influences onlearning behaviour and creating meaning obscures what may be substantial non-social influences on thesame outcomes, including the influence of genetics. Certainly, any paradigm will lead its proponents toattend to particular variables more than others; the problem lies in the potential to misinterpret geneticeffects, for instance, as the effects of learning or socialization. An important example derives from thestudy of parental influence on child personality development. As Harris (1998) noted in her detailed review,there is no shortage of social science research showing that children are more likely than not to grow upwith personalities similar to those of their parents. That is, pleasant, affectionate parents tend to rearpleasant, affectionate children, whereas aggressive, violent parents tend to rear children who are likewiseaggressive and violent. Working from the framework of the sociocultural paradigm, one would find littledifficulty explaining these robust patterns as products of socialization: children observe their parentsbehaving in a pleasant, affectionate manner and come to adopt the same disposition themselves. However,as Harris (1995) pointed out, much of the research examining parental-offspring congruence in dispositionhas failed to control for an important alternative hypothesis: children are similar to their parents because oftheir genetic relatedness to the parents, not because of how they were socialized. To the extent thatresearchers in this area have failed to entertain (and, consequently, to control for) such an alternative, therefore, they may run the risk of misattributing—or at least, overattributing—the observed similaritybetween parents and children to a social influence, when a non-social influence is also operative.

Find out the incorrect statement:

Directions for (Q.49 to Q.52): Read the passage and answer the questions.

How is it that people come to use certain nonverbal behaviours in specific settings, or associate a particularbehaviour (e.g., smiling) with a particular meaning (e.g., happiness)? A sociocultural approach toanswering these questions focuses on the ways in which behaviours and their meanings are prescribed atsocial or cultural levels and on the ways in which people come to acquire them. Encompassing a number ofmodels and theories, the sociocultural paradigm emphasizes the influence of human interaction in creatingand transmitting understanding; thus, it highlights the effects of culture, class, religion, sexuality, power, orother socially maintained factors on the enactment and meaning of behaviour.
The fundamental assumption underlying the sociocultural paradigm is that interpersonal behaviour and itsmeanings are learned through the diffusion of social or cultural knowledge and are, therefore, malleable.Because interpersonal behaviours are learned rather than innate, both behaviours and their meanings canbe altered by changing the knowledge that is conveyed. This can explain, for instance, not only whycultures vary one from another in both their behaviours and the meanings of those behaviours, but alsowhy, without access to another culture’s knowledge, people often find cross-cultural communication sochallenging.

Central to the sociocultural paradigm, then, are two ideas: i) Most nonverbal communication is learned,rather than innate, and, ii) Most non-verbal behaviours do not have inherent meanings, but rather, theirmeanings are products of social consensus. These principles have found widespread acceptance within thefield of human communication, perhaps, in part, because of their considerable intuitive appeal. It is easy toidentify examples of behavioural learning simply by considering the apparent influence of parents,teachers, gender roles, cultural norms, and the media on children’s behaviours. Consequently, theparadigm seems to have face validity as an approach that is isomorphic with people’s everyday experiences.

A related strength of the sociocultural paradigm is found in the magnitude of the empirical evidence thathas been marshalled in support of it. Perhaps as a result of its intuitive appeal, many researchers haveapplied the tenets of the paradigm to their own work and have found support for the influence of learning,or for the social embeddedness of meaning, across a wide range of topics, ranging from personalitydevelopment and child discipline, to gender role acquisition, doctor-patient communication, and therelational messages of nonverbal behaviours.

One potential criticism of the sociocultural paradigm is that its emphasis on the social influences onlearning behaviour and creating meaning obscures what may be substantial non-social influences on thesame outcomes, including the influence of genetics. Certainly, any paradigm will lead its proponents toattend to particular variables more than others; the problem lies in the potential to misinterpret geneticeffects, for instance, as the effects of learning or socialization. An important example derives from thestudy of parental influence on child personality development. As Harris (1998) noted in her detailed review,there is no shortage of social science research showing that children are more likely than not to grow upwith personalities similar to those of their parents. That is, pleasant, affectionate parents tend to rearpleasant, affectionate children, whereas aggressive, violent parents tend to rear children who are likewiseaggressive and violent. Working from the framework of the sociocultural paradigm, one would find littledifficulty explaining these robust patterns as products of socialization: children observe their parentsbehaving in a pleasant, affectionate manner and come to adopt the same disposition themselves. However,as Harris (1995) pointed out, much of the research examining parental-offspring congruence in dispositionhas failed to control for an important alternative hypothesis: children are similar to their parents because oftheir genetic relatedness to the parents, not because of how they were socialized. To the extent thatresearchers in this area have failed to entertain (and, consequently, to control for) such an alternative, therefore, they may run the risk of misattributing—or at least, overattributing—the observed similaritybetween parents and children to a social influence, when a non-social influence is also operative.

Which of the following cannot be implied from "This can explain, for instance, not only ......people often find cross-cultural communication so challenging" (2nd para) in the passage:

Directions for (Q.49 to Q.52): Read the passage and answer the questions.

How is it that people come to use certain nonverbal behaviours in specific settings, or associate a particularbehaviour (e.g., smiling) with a particular meaning (e.g., happiness)? A sociocultural approach toanswering these questions focuses on the ways in which behaviours and their meanings are prescribed atsocial or cultural levels and on the ways in which people come to acquire them. Encompassing a number ofmodels and theories, the sociocultural paradigm emphasizes the influence of human interaction in creatingand transmitting understanding; thus, it highlights the effects of culture, class, religion, sexuality, power, orother socially maintained factors on the enactment and meaning of behaviour.
The fundamental assumption underlying the sociocultural paradigm is that interpersonal behaviour and itsmeanings are learned through the diffusion of social or cultural knowledge and are, therefore, malleable.Because interpersonal behaviours are learned rather than innate, both behaviours and their meanings canbe altered by changing the knowledge that is conveyed. This can explain, for instance, not only whycultures vary one from another in both their behaviours and the meanings of those behaviours, but alsowhy, without access to another culture’s knowledge, people often find cross-cultural communication sochallenging.

Central to the sociocultural paradigm, then, are two ideas: i) Most nonverbal communication is learned,rather than innate, and, ii) Most non-verbal behaviours do not have inherent meanings, but rather, theirmeanings are products of social consensus. These principles have found widespread acceptance within thefield of human communication, perhaps, in part, because of their considerable intuitive appeal. It is easy toidentify examples of behavioural learning simply by considering the apparent influence of parents,teachers, gender roles, cultural norms, and the media on children’s behaviours. Consequently, theparadigm seems to have face validity as an approach that is isomorphic with people’s everyday experiences.

A related strength of the sociocultural paradigm is found in the magnitude of the empirical evidence thathas been marshalled in support of it. Perhaps as a result of its intuitive appeal, many researchers haveapplied the tenets of the paradigm to their own work and have found support for the influence of learning,or for the social embeddedness of meaning, across a wide range of topics, ranging from personalitydevelopment and child discipline, to gender role acquisition, doctor-patient communication, and therelational messages of nonverbal behaviours.

One potential criticism of the sociocultural paradigm is that its emphasis on the social influences onlearning behaviour and creating meaning obscures what may be substantial non-social influences on thesame outcomes, including the influence of genetics. Certainly, any paradigm will lead its proponents toattend to particular variables more than others; the problem lies in the potential to misinterpret geneticeffects, for instance, as the effects of learning or socialization. An important example derives from thestudy of parental influence on child personality development. As Harris (1998) noted in her detailed review,there is no shortage of social science research showing that children are more likely than not to grow upwith personalities similar to those of their parents. That is, pleasant, affectionate parents tend to rearpleasant, affectionate children, whereas aggressive, violent parents tend to rear children who are likewiseaggressive and violent. Working from the framework of the sociocultural paradigm, one would find littledifficulty explaining these robust patterns as products of socialization: children observe their parentsbehaving in a pleasant, affectionate manner and come to adopt the same disposition themselves. However,as Harris (1995) pointed out, much of the research examining parental-offspring congruence in dispositionhas failed to control for an important alternative hypothesis: children are similar to their parents because oftheir genetic relatedness to the parents, not because of how they were socialized. To the extent thatresearchers in this area have failed to entertain (and, consequently, to control for) such an alternative, therefore, they may run the risk of misattributing—or at least, overattributing—the observed similaritybetween parents and children to a social influence, when a non-social influence is also operative.

Which of the following is not true about the criticisms of sociocultural paradigm explained inpassage:

Directions for (Q.49 to Q.52): Read the passage and answer the questions.

How is it that people come to use certain nonverbal behaviours in specific settings, or associate a particularbehaviour (e.g., smiling) with a particular meaning (e.g., happiness)? A sociocultural approach toanswering these questions focuses on the ways in which behaviours and their meanings are prescribed atsocial or cultural levels and on the ways in which people come to acquire them. Encompassing a number ofmodels and theories, the sociocultural paradigm emphasizes the influence of human interaction in creatingand transmitting understanding; thus, it highlights the effects of culture, class, religion, sexuality, power, orother socially maintained factors on the enactment and meaning of behaviour.
The fundamental assumption underlying the sociocultural paradigm is that interpersonal behaviour and itsmeanings are learned through the diffusion of social or cultural knowledge and are, therefore, malleable.Because interpersonal behaviours are learned rather than innate, both behaviours and their meanings canbe altered by changing the knowledge that is conveyed. This can explain, for instance, not only whycultures vary one from another in both their behaviours and the meanings of those behaviours, but alsowhy, without access to another culture’s knowledge, people often find cross-cultural communication sochallenging.

Central to the sociocultural paradigm, then, are two ideas: i) Most nonverbal communication is learned,rather than innate, and, ii) Most non-verbal behaviours do not have inherent meanings, but rather, theirmeanings are products of social consensus. These principles have found widespread acceptance within thefield of human communication, perhaps, in part, because of their considerable intuitive appeal. It is easy toidentify examples of behavioural learning simply by considering the apparent influence of parents,teachers, gender roles, cultural norms, and the media on children’s behaviours. Consequently, theparadigm seems to have face validity as an approach that is isomorphic with people’s everyday experiences.

A related strength of the sociocultural paradigm is found in the magnitude of the empirical evidence thathas been marshalled in support of it. Perhaps as a result of its intuitive appeal, many researchers haveapplied the tenets of the paradigm to their own work and have found support for the influence of learning,or for the social embeddedness of meaning, across a wide range of topics, ranging from personalitydevelopment and child discipline, to gender role acquisition, doctor-patient communication, and therelational messages of nonverbal behaviours.

One potential criticism of the sociocultural paradigm is that its emphasis on the social influences onlearning behaviour and creating meaning obscures what may be substantial non-social influences on thesame outcomes, including the influence of genetics. Certainly, any paradigm will lead its proponents toattend to particular variables more than others; the problem lies in the potential to misinterpret geneticeffects, for instance, as the effects of learning or socialization. An important example derives from thestudy of parental influence on child personality development. As Harris (1998) noted in her detailed review,there is no shortage of social science research showing that children are more likely than not to grow upwith personalities similar to those of their parents. That is, pleasant, affectionate parents tend to rearpleasant, affectionate children, whereas aggressive, violent parents tend to rear children who are likewiseaggressive and violent. Working from the framework of the sociocultural paradigm, one would find littledifficulty explaining these robust patterns as products of socialization: children observe their parentsbehaving in a pleasant, affectionate manner and come to adopt the same disposition themselves. However,as Harris (1995) pointed out, much of the research examining parental-offspring congruence in dispositionhas failed to control for an important alternative hypothesis: children are similar to their parents because oftheir genetic relatedness to the parents, not because of how they were socialized. To the extent thatresearchers in this area have failed to entertain (and, consequently, to control for) such an alternative, therefore, they may run the risk of misattributing—or at least, overattributing—the observed similaritybetween parents and children to a social influence, when a non-social influence is also operative.

Identify the most suitable title for this passage:

Directions for (Q.53 to Q.56): Read the following passage:
The ùber philosopher Bertrand Russell presents a particularly toxic variant of my surprise jolt in hisillustration of what people in his line of business call the Problem of Induction or Problem of InductiveKnowledge—certainly the mother of all problems in life. Consider a turkey that is fed every day. Every single feeding will firm up the bird's belief that it is thegeneral rule of life to be fed every day by friendly members of the human race "looking out for its bestinterests," as a politician would say. On the afternoon of the Wednesday before Thanksgiving, something unexpected will happen to the turkey. It will incur a revision of belief. What can a turkey learn about what is in store for it tomorrow from the events of yesterday? A lot,perhaps, but certainly a little less than it thinks, and it is just that "little less" that may make all thedifference. The turkey problem can be generalized to any situation where the same hand that feeds youcan be the one that wrings your neck.
Let us go one step further and consider induction's most worrisome aspect: learning backward. Considerthat the turkey's experience may have, rather than no value, a negative value. It learned from observation,as we are all advised to do (hey, after all, this is what is believed to be the scientific method). Itsconfidence increased as the number of friendly feedings grew, and it felt increasingly safe even though theslaughter was more and more imminent. Consider that the feeling of safety reached its maximum when therisk was at the highest! But the problem is even more general than that; it strikes at the nature ofempirical knowledge itself. Something has worked in the past, until—well, it unexpectedly no longer does,and what we have learned from the past turns out to be at best irrelevant or false, at worst viciously misleading.
FIGURE 1: ONE THOUSAND AND ONE DAYS OF HISTORY

A turkey before and after Thanksgiving.
It would appear to a quoting dilettante—i.e., one of those writers and scholars who fill up their texts withphrases from some dead authority—that, as phrased by Hobbes, "from like antecedents flow likeconsequents." Those who believe in the unconditional benefits of past experience should consider this pearlof wisdom allegedly voiced by a famous ship's captain: But in all my experience, I have never been in any accident. . . of any sort worth speaking about. I haveseen but one vessel in distress in all my years at sea. I never saw a wreck and never have been wreckednor was I ever in any predicament that threatened to end in disaster of any sort.
E. J . Smith, 1907, Captain, RMS Titanic
Captain Smith's ship sank in 1912 in what became the most talked-about shipwreck in history.

What is the central idea of the passage?

Directions for (Q.53 to Q.56): Read the following passage:
The ùber philosopher Bertrand Russell presents a particularly toxic variant of my surprise jolt in hisillustration of what people in his line of business call the Problem of Induction or Problem of InductiveKnowledge—certainly the mother of all problems in life. Consider a turkey that is fed every day. Every single feeding will firm up the bird's belief that it is thegeneral rule of life to be fed every day by friendly members of the human race "looking out for its bestinterests," as a politician would say. On the afternoon of the Wednesday before Thanksgiving, something unexpected will happen to the turkey. It will incur a revision of belief. What can a turkey learn about what is in store for it tomorrow from the events of yesterday? A lot,perhaps, but certainly a little less than it thinks, and it is just that "little less" that may make all thedifference. The turkey problem can be generalized to any situation where the same hand that feeds youcan be the one that wrings your neck.
Let us go one step further and consider induction's most worrisome aspect: learning backward. Considerthat the turkey's experience may have, rather than no value, a negative value. It learned from observation,as we are all advised to do (hey, after all, this is what is believed to be the scientific method). Itsconfidence increased as the number of friendly feedings grew, and it felt increasingly safe even though theslaughter was more and more imminent. Consider that the feeling of safety reached its maximum when therisk was at the highest! But the problem is even more general than that; it strikes at the nature ofempirical knowledge itself. Something has worked in the past, until—well, it unexpectedly no longer does,and what we have learned from the past turns out to be at best irrelevant or false, at worst viciously misleading.
FIGURE 1: ONE THOUSAND AND ONE DAYS OF HISTORY

A turkey before and after Thanksgiving.
It would appear to a quoting dilettante—i.e., one of those writers and scholars who fill up their texts withphrases from some dead authority—that, as phrased by Hobbes, "from like antecedents flow likeconsequents." Those who believe in the unconditional benefits of past experience should consider this pearlof wisdom allegedly voiced by a famous ship's captain: But in all my experience, I have never been in any accident. . . of any sort worth speaking about. I haveseen but one vessel in distress in all my years at sea. I never saw a wreck and never have been wreckednor was I ever in any predicament that threatened to end in disaster of any sort.
E. J . Smith, 1907, Captain, RMS Titanic
Captain Smith's ship sank in 1912 in what became the most talked-about shipwreck in history.

What does the figure convey?

Directions for (Q.53 to Q.56): Read the following passage:
The ùber philosopher Bertrand Russell presents a particularly toxic variant of my surprise jolt in hisillustration of what people in his line of business call the Problem of Induction or Problem of InductiveKnowledge—certainly the mother of all problems in life. Consider a turkey that is fed every day. Every single feeding will firm up the bird's belief that it is thegeneral rule of life to be fed every day by friendly members of the human race "looking out for its bestinterests," as a politician would say. On the afternoon of the Wednesday before Thanksgiving, something unexpected will happen to the turkey. It will incur a revision of belief. What can a turkey learn about what is in store for it tomorrow from the events of yesterday? A lot,perhaps, but certainly a little less than it thinks, and it is just that "little less" that may make all thedifference. The turkey problem can be generalized to any situation where the same hand that feeds youcan be the one that wrings your neck.
Let us go one step further and consider induction's most worrisome aspect: learning backward. Considerthat the turkey's experience may have, rather than no value, a negative value. It learned from observation,as we are all advised to do (hey, after all, this is what is believed to be the scientific method). Itsconfidence increased as the number of friendly feedings grew, and it felt increasingly safe even though theslaughter was more and more imminent. Consider that the feeling of safety reached its maximum when therisk was at the highest! But the problem is even more general than that; it strikes at the nature ofempirical knowledge itself. Something has worked in the past, until—well, it unexpectedly no longer does,and what we have learned from the past turns out to be at best irrelevant or false, at worst viciously misleading.
FIGURE 1: ONE THOUSAND AND ONE DAYS OF HISTORY

A turkey before and after Thanksgiving.
It would appear to a quoting dilettante—i.e., one of those writers and scholars who fill up their texts withphrases from some dead authority—that, as phrased by Hobbes, "from like antecedents flow likeconsequents." Those who believe in the unconditional benefits of past experience should consider this pearlof wisdom allegedly voiced by a famous ship's captain: But in all my experience, I have never been in any accident. . . of any sort worth speaking about. I haveseen but one vessel in distress in all my years at sea. I never saw a wreck and never have been wreckednor was I ever in any predicament that threatened to end in disaster of any sort.
E. J . Smith, 1907, Captain, RMS Titanic
Captain Smith's ship sank in 1912 in what became the most talked-about shipwreck in history.

Identify the INCORRECT idiom:

Directions for (Q.53 to Q.56): Read the following passage:
The ùber philosopher Bertrand Russell presents a particularly toxic variant of my surprise jolt in hisillustration of what people in his line of business call the Problem of Induction or Problem of InductiveKnowledge—certainly the mother of all problems in life. Consider a turkey that is fed every day. Every single feeding will firm up the bird's belief that it is thegeneral rule of life to be fed every day by friendly members of the human race "looking out for its bestinterests," as a politician would say. On the afternoon of the Wednesday before Thanksgiving, something unexpected will happen to the turkey. It will incur a revision of belief. What can a turkey learn about what is in store for it tomorrow from the events of yesterday? A lot,perhaps, but certainly a little less than it thinks, and it is just that "little less" that may make all thedifference. The turkey problem can be generalized to any situation where the same hand that feeds youcan be the one that wrings your neck.
Let us go one step further and consider induction's most worrisome aspect: learning backward. Considerthat the turkey's experience may have, rather than no value, a negative value. It learned from observation,as we are all advised to do (hey, after all, this is what is believed to be the scientific method). Itsconfidence increased as the number of friendly feedings grew, and it felt increasingly safe even though theslaughter was more and more imminent. Consider that the feeling of safety reached its maximum when therisk was at the highest! But the problem is even more general than that; it strikes at the nature ofempirical knowledge itself. Something has worked in the past, until—well, it unexpectedly no longer does,and what we have learned from the past turns out to be at best irrelevant or false, at worst viciously misleading.
FIGURE 1: ONE THOUSAND AND ONE DAYS OF HISTORY

A turkey before and after Thanksgiving.
It would appear to a quoting dilettante—i.e., one of those writers and scholars who fill up their texts withphrases from some dead authority—that, as phrased by Hobbes, "from like antecedents flow likeconsequents." Those who believe in the unconditional benefits of past experience should consider this pearlof wisdom allegedly voiced by a famous ship's captain: But in all my experience, I have never been in any accident. . . of any sort worth speaking about. I haveseen but one vessel in distress in all my years at sea. I never saw a wreck and never have been wreckednor was I ever in any predicament that threatened to end in disaster of any sort.
E. J . Smith, 1907, Captain, RMS Titanic
Captain Smith's ship sank in 1912 in what became the most talked-about shipwreck in history.

Which of the following is a CORRECT statement?

Select the option with the incorrect spelling:

Fill in the blank with appropriate preposition:
The short story has great affinity _____ the novel.

A little change or alteration in usage of the article/helping verb may change meaningof a sentence. Below given are the sentences along with their meanings; identify the expressions with thecorrect meaning and choose the right option:
I. Little hope of success - no hope
II. A little hope of success - some hope at least
III. A neighbor to one - living near one
IV. Neighbor to one - kind to one

A little change or alteration in usage of the article/helping verb may change meaningof a sentence. Below given are the sentences along with their meanings; identify the expressions with thecorrect meaning and choose the right option:
I. Go to sea - become a sailor
II. Go to the sea - go on a voyage
III. Go to bed - go to the place where the bed is
IV. Go to the bed - go to sleep

Directions for (Q.61 to Q.64): The Table gives the data for the Currency exchange rates and Stock market Indexes. Anyperson in any country can invest in any market or currency. For investing in a country one has to use homecurrency of that country. One can either invest or withdraw on 1st of each month only.

Note: The closing price of currency and Index of a month is same as opening price of the first day of thenext month
If an Indian has invested Rs.93,000 in UK Stock Market in January 2019 then in which month his/her portfolio has declined by maximum percentage in rupee terms?

Directions for (Q.61 to Q.64): The Table gives the data for the Currency exchange rates and Stock market Indexes. Anyperson in any country can invest in any market or currency. For investing in a country one has to use homecurrency of that country. One can either invest or withdraw on 1st of each month only.

Note: The closing price of currency and Index of a month is same as opening price of the first day of the next month
If an Indian has invested Rs. 100,000 in 1st January 2019 till 1st January 2020, then whichoption is best for her?

Directions for (Q.61 to Q.64): The Table gives the data for the Currency exchange rates and Stock market Indexes. Anyperson in any country can invest in any market or currency. For investing in a country one has to use homecurrency of that country. One can either invest or withdraw on 1st of each month only.

Note: The closing price of currency and Index of a month is same as opening price of the first day of the next month
If a person from USA Invest $1500 in Indian stock market in 1st February then, on which of thefollowing date investment reaches a maximum value in Dollar terms?

Directions for (Q.61 to Q.64): The Table gives the data for the Currency exchange rates and Stock market Indexes. Anyperson in any country can invest in any market or currency. For investing in a country one has to use homecurrency of that country. One can either invest or withdraw on 1st of each month only.

Note: The closing price of currency and Index of a month is same as opening price of the first day of the next month
If a person from India Invest Rs. 108,000 in US stock market in the month of January 2019then, on which one of the following dates the investment reaches minimum value in rupee terms?

Direction for (Q.65 to Q.68): Below tables give production and sales data for 4 different categories of vehicles, in last 6 years. In any category, if the production is less than domestic sales and exports then they are imported. If the production is in excess of domestic sales and exports then they are stocked up (inventory is created) to be used in the subsequent years. There was no inventory at the beginning of year 2014-15.

How many vehicles were imported in year 2017-18?

Direction for (Q.65 to Q.68): Below tables give production and sales data for 4 different categories of vehicles, in last 6 years. In any category, if the production is less than domestic sales and exports then they are imported. If the production is in excess of domestic sales and exports then they are stocked up (inventory is created) to be used in the subsequent years. There was no inventory at the beginning of year 2014-15.

How many two wheelers were in Inventory by the end of 2019 -20?

Direction for (Q.65 to Q.68): Below tables give production and sales data for 4 different categories of vehicles, in last 6 years. In any category, if the production is less than domestic sales and exports then they are imported. If the production is in excess of domestic sales and exports then they are stocked up (inventory is created) to be used in the subsequent years. There was no inventory at the beginning of year 2014-15.

In which year import of number of vehicles is highest?

Direction for (Q.65 to Q.68): Below tables give production and sales data for 4 different categories of vehicles, in last 6 years. In any category, if the production is less than domestic sales and exports then they are imported. If the production is in excess of domestic sales and exports then they are stocked up (inventory is created) to be used in the subsequent years. There was no inventory at the beginning of year 2014-15.

In which of the following year inventory has maximum number of different categories?

Directions for (Q.69 to Q.72): Read the following passage:
ABC Ltd is a beverages company which markets and sells six products (Product 1 to Product 6) in Tier-I cities of India. The sales are managed by a team of five sales managers (Raj, Roy, Ravi, James and Rishab)who report to Assistant Vice President of Sales. Each sales manager manages a separate territory. They are given half yearly product-wise target and rewarded with gold points for good performance or penalized with red points for underperformance. They are assessed for each product separately. They earn one gold point if performance for a product is equal to or more than 100% but less than 150%. They earn one more gold point if performance is equal to or more than 150%. These points are considered for promotion. If they earn gold points in two or more products, they get one extra bonus gold point. In case they under perform in a product (i.e. less than 100%), one gold point is deducted provided they have earned through performance in any other product/products but in case they have not earned any gold point they are given a red point. Hence, at the end of assessment, each sales manager can have either gold points or red points, depending on their performance and penalties in six products.
Performance of Manager for a Product (%) = (Achievement / Target  X 100)
Revenue targets and achievements for the period January - June 2020 are given below.

For which of the following manager -product combination, the performance is closest to 100% ?

Directions for (Q.69 to Q.72): Read the following passage:
ABC Ltd is a beverages company which markets and sells six products (Product 1 to Product 6) in Tier-I cities of India. The sales are managed by a team of five sales managers (Raj, Roy, Ravi, James and Rishab)who report to Assistant Vice President of Sales. Each sales manager manages a separate territory. They are given half yearly product-wise target and rewarded with gold points for good performance or penalized with red points for underperformance. They are assessed for each product separately. They earn one gold point if performance for a product is equal to or more than 100% but less than 150%. They earn one more gold point if performance is equal to or more than 150%. These points are considered for promotion. If they earn gold points in two or more products, they get one extra bonus gold point. In case they under perform in a product (i.e. less than 100%), one gold point is deducted provided they have earned through performance in any other product/products but in case they have not earned any gold point they are given a red point. Hence, at the end of assessment, each sales manager can have either gold points or red points, depending on their performance and penalties in six products.
Performance of Manager for a Product (%) = (Achievement / Target  X 100)
Revenue targets and achievements for the period January - June 2020 are given below.

Who among the following managers has overall average performance closest to 100%?

Directions for (Q.69 to Q.72): Read the following passage:
ABC Ltd is a beverages company which markets and sells six products (Product 1 to Product 6) in Tier-I cities of India. The sales are managed by a team of five sales managers (Raj, Roy, Ravi, James and Rishab)who report to Assistant Vice President of Sales. Each sales manager manages a separate territory. They are given half yearly product-wise target and rewarded with gold points for good performance or penalized with red points for underperformance. They are assessed for each product separately. They earn one gold point if performance for a product is equal to or more than 100% but less than 150%. They earn one more gold point if performance is equal to or more than 150%. These points are considered for promotion. If they earn gold points in two or more products, they get one extra bonus gold point. In case they under perform in a product (i.e. less than 100%), one gold point is deducted provided they have earned through performance in any other product/products but in case they have not earned any gold point they are given a red point. Hence, at the end of assessment, each sales manager can have either gold points or red points, depending on their performance and penalties in six products.
Performance of Manager for a Product (%) = (Achievement / Target  X 100)
Revenue targets and achievements for the period January - June 2020 are given below.

How many managers have performance greater than 150 percent in one or more products?

Directions for (Q.69 to Q.72): Read the following passage:
ABC Ltd is a beverages company which markets and sells six products (Product 1 to Product 6) in Tier-I cities of India. The sales are managed by a team of five sales managers (Raj, Roy, Ravi, James and Rishab)who report to Assistant Vice President of Sales. Each sales manager manages a separate territory. They are given half yearly product-wise target and rewarded with gold points for good performance or penalized with red points for underperformance. They are assessed for each product separately. They earn one gold point if performance for a product is equal to or more than 100% but less than 150%. They earn one more gold point if performance is equal to or more than 150%. These points are considered for promotion. If they earn gold points in two or more products, they get one extra bonus gold point. In case they under perform in a product (i.e. less than 100%), one gold point is deducted provided they have earned through performance in any other product/products but in case they have not earned any gold point they are given a red point. Hence, at the end of assessment, each sales manager can have either gold points or red points, depending on their performance and penalties in six products.
Performance of Manager for a Product (%) = (Achievement / Target  X 100)
Revenue targets and achievements for the period January - June 2020 are given below.

How many managers will finally get four red points?

Directions for (Q.73 to Q.76): Read the following passage:
D Techno, a small firm, has eight employees (Employee IDs 1001 to 1008) working in three departments (Department A, Department B and Department C) who are involved in various planning and executionprocesses of the firm. Department C has more employees than other two departments. Most of theseemployees are involved in both, planning and execution processes, whereas remaining employees are involved in either planning or execution processes only. Employees are rated for their performance usingsix Key Performance Indicators (KPI), three indicators for performance in three planning processes (Planning KPI1 to Planning KPI3) and three indicators for performance in execution processes(ExecutionKPI1 to ExecutionKPI3). Rating varies from zero to ten where ten indicates best performance (Fig A and Fig B). Planning Average Rating is derived as average of all three Planning KPI Ratings andExecution Average Rating is average of all three Execution KPI Ratings (Fig C). Final Weighted Rating isweighted sum of Planning Average Rating and Execution Average Rating. Each department uses its own weightages for planning and execution KPIs to calculate Final Weighted Rating . One of the departmentsgives 40% weightage to Planning Average Rating & 60% to Execution Average Rating, second departmentgives 30% & 70% and third department gives 80% & 20%. Final Weighted Rating of all employees is shown in Fig.D 

Figure A

Figure B

Figure C

Figure D

How many employees have got zero rating in any of their six KPI Ratings?

Directions for (Q.73 to Q.76): Read the following passage:
D Techno, a small firm, has eight employees (Employee IDs 1001 to 1008) working in three departments (Department A, Department B and Department C) who are involved in various planning and executionprocesses of the firm. Department C has more employees than other two departments. Most of theseemployees are involved in both, planning and execution processes, whereas remaining employees are involved in either planning or execution processes only. Employees are rated for their performance usingsix Key Performance Indicators (KPI), three indicators for performance in three planning processes (Planning KPI1 to Planning KPI3) and three indicators for performance in execution processes(ExecutionKPI1 to ExecutionKPI3). Rating varies from zero to ten where ten indicates best performance (Fig A and Fig B). Planning Average Rating is derived as average of all three Planning KPI Ratings andExecution Average Rating is average of all three Execution KPI Ratings (Fig C). Final Weighted Rating isweighted sum of Planning Average Rating and Execution Average Rating. Each department uses its own weightages for planning and execution KPIs to calculate Final Weighted Rating . One of the departmentsgives 40% weightage to Planning Average Rating & 60% to Execution Average Rating, second departmentgives 30% & 70% and third department gives 80% & 20%. Final Weighted Rating of all employees is shown in Fig.D 

Figure A

Figure B

Figure C

Figure D

Who among the following employees is working in Department C?

Directions for (Q.73 to Q.76): Read the following passage:
D Techno, a small firm, has eight employees (Employee IDs 1001 to 1008) working in three departments (Department A, Department B and Department C) who are involved in various planning and executionprocesses of the firm. Department C has more employees than other two departments. Most of theseemployees are involved in both, planning and execution processes, whereas remaining employees are involved in either planning or execution processes only. Employees are rated for their performance usingsix Key Performance Indicators (KPI), three indicators for performance in three planning processes (Planning KPI1 to Planning KPI3) and three indicators for performance in execution processes(ExecutionKPI1 to ExecutionKPI3). Rating varies from zero to ten where ten indicates best performance (Fig A and Fig B). Planning Average Rating is derived as average of all three Planning KPI Ratings andExecution Average Rating is average of all three Execution KPI Ratings (Fig C). Final Weighted Rating isweighted sum of Planning Average Rating and Execution Average Rating. Each department uses its own weightages for planning and execution KPIs to calculate Final Weighted Rating . One of the departmentsgives 40% weightage to Planning Average Rating & 60% to Execution Average Rating, second departmentgives 30% & 70% and third department gives 80% & 20%. Final Weighted Rating of all employees is shown in Fig.D 

Figure A

Figure B

Figure C

Figure D

How many employees are managing all the six process (three processes of Planning and three processes of Execution)? Hence, they have been rated for all six process KPIs.

Directions for (Q.73 to Q.76): Read the following passage:
D Techno, a small firm, has eight employees (Employee IDs 1001 to 1008) working in three departments (Department A, Department B and Department C) who are involved in various planning and executionprocesses of the firm. Department C has more employees than other two departments. Most of theseemployees are involved in both, planning and execution processes, whereas remaining employees are involved in either planning or execution processes only. Employees are rated for their performance usingsix Key Performance Indicators (KPI), three indicators for performance in three planning processes (Planning KPI1 to Planning KPI3) and three indicators for performance in execution processes(ExecutionKPI1 to ExecutionKPI3). Rating varies from zero to ten where ten indicates best performance (Fig A and Fig B). Planning Average Rating is derived as average of all three Planning KPI Ratings andExecution Average Rating is average of all three Execution KPI Ratings (Fig C). Final Weighted Rating isweighted sum of Planning Average Rating and Execution Average Rating. Each department uses its own weightages for planning and execution KPIs to calculate Final Weighted Rating . One of the departmentsgives 40% weightage to Planning Average Rating & 60% to Execution Average Rating, second departmentgives 30% & 70% and third department gives 80% & 20%. Final Weighted Rating of all employees is shown in Fig.D 

Figure A

Figure B

Figure C

Figure D

Who among the following are working in same department?

Directions for (Q.77 to Q. 80): Based on the information answer the questions which follow.
In a toy shop, there are 5 toys, Doll, Teddy Bear, Remote Car, Board Game and an Airplane. The cost priceand selling price are among ? 950, ? 1000, ? 1050, ?1150 and ? 1200. The selling prices are different forall toys, and cost prices are different for all toys. The cost price of Remote Car is equal to the selling priceof Airplane and on the sale of both the shop incurred a loss. On selling Teddy Bear the shop earned a profit.The profit earned by selling any article is more than ? 50 and the profit is not same for any product.Similarly, the loss incurred for any two products are not same. The toy shop earned a profit on only 2products. It is also known that the Cost Price of the Board Game is lowest while the selling price of TeddyBear is ?1150. The Profit/Loss made on selling Doll and Teddy Bear are equal in absolute terms.

What is the selling price of Remote Car?

Directions for (Q.77 to Q. 80): Based on the information answer the questions which follow.
In a toy shop, there are 5 toys, Doll, Teddy Bear, Remote Car, Board Game and an Airplane. The cost priceand selling price are among ? 950, ? 1000, ? 1050, ?1150 and ? 1200. The selling prices are different forall toys, and cost prices are different for all toys. The cost price of Remote Car is equal to the selling priceof Airplane and on the sale of both the shop incurred a loss. On selling Teddy Bear the shop earned a profit.The profit earned by selling any article is more than ? 50 and the profit is not same for any product.Similarly, the loss incurred for any two products are not same. The toy shop earned a profit on only 2products. It is also known that the Cost Price of the Board Game is lowest while the selling price of TeddyBear is ?1150. The Profit/Loss made on selling Doll and Teddy Bear are equal in absolute terms.

What is the difference between the cost price and selling price of Board Game?

Directions for (Q.77 to Q. 80): Based on the information answer the questions which follow.
In a toy shop, there are 5 toys, Doll, Teddy Bear, Remote Car, Board Game and an Airplane. The cost priceand selling price are among ? 950, ? 1000, ? 1050, ?1150 and ? 1200. The selling prices are different forall toys, and cost prices are different for all toys. The cost price of Remote Car is equal to the selling priceof Airplane and on the sale of both the shop incurred a loss. On selling Teddy Bear the shop earned a profit.The profit earned by selling any article is more than ? 50 and the profit is not same for any product.Similarly, the loss incurred for any two products are not same. The toy shop earned a profit on only 2products. It is also known that the Cost Price of the Board Game is lowest while the selling price of TeddyBear is ?1150. The Profit/Loss made on selling Doll and Teddy Bear are equal in absolute terms.

Which article has a selling price of ?1050?

Directions for (Q.77 to Q. 80): Based on the information answer the questions which follow.
In a toy shop, there are 5 toys, Doll, Teddy Bear, Remote Car, Board Game and an Airplane. The cost priceand selling price are among ? 950, ? 1000, ? 1050, ?1150 and ? 1200. The selling prices are different forall toys, and cost prices are different for all toys. The cost price of Remote Car is equal to the selling priceof Airplane and on the sale of both the shop incurred a loss. On selling Teddy Bear the shop earned a profit.The profit earned by selling any article is more than ? 50 and the profit is not same for any product.Similarly, the loss incurred for any two products are not same. The toy shop earned a profit on only 2products. It is also known that the Cost Price of the Board Game is lowest while the selling price of TeddyBear is ?1150. The Profit/Loss made on selling Doll and Teddy Bear are equal in absolute terms.

Which statement is true?

Directions for (Q.81 to Q,84): Read the following passage:
In a B-school admission, a candidate is selected based on an entrance exam score and weightage tograduation stream and gender. Selection is also based on interview. There are 6 graduation streams namely, MBBS, Law, Economics, Fashion Technology, CA and Engineering, which are given different weightswith a difference of 5 each by the B-school. Silos were created for 10 candidates P, Q, R ,S, T, U, V, W, Xand Y to assess their scores and out of 10 candidates, 7 were selected for admission. In a silo not morethan 2 candidates are from the same stream. No candidate was selected from Law stream and the finalscore of each candidate is same as the weightage for the graduation stream. Some more details providedare as follows:
(i). In the silo there are 6 females and 4 males, out of which 4 females and 3 males were selected. Onefemale and one male from the lowest weightage stream were selected with a score of 60.
(ii). Fashion Technology is the stream with highest weightage with only one candidate who is also selectedfrom this stream. R is a male, the only candidate from MBBS and not from the lowest scoring stream, whileQ a female is from engineering and is selected.
(iii). CA has a score of 70 in which 2 candidates appeared but only one female was selected.
(iv). T is from Fashion Technology while P is an engineer. V is an unselected male while U scored 65 and isfrom Economics. 2 candidates from Economics were selected.
(v). W is a selected CA and X and Y are not from the same stream. Y scores 80 while S scores 65.

In how many streams were both the appearing candidates selected?

Directions for (Q.81 to Q,84): Read the following passage:
In a B-school admission, a candidate is selected based on an entrance exam score and weightage tograduation stream and gender. Selection is also based on interview. There are 6 graduation streams namely, MBBS, Law, Economics, Fashion Technology, CA and Engineering, which are given different weightswith a difference of 5 each by the B-school. Silos were created for 10 candidates P, Q, R ,S, T, U, V, W, Xand Y to assess their scores and out of 10 candidates, 7 were selected for admission. In a silo not morethan 2 candidates are from the same stream. No candidate was selected from Law stream and the finalscore of each candidate is same as the weightage for the graduation stream. Some more details providedare as follows:
(i). In the silo there are 6 females and 4 males, out of which 4 females and 3 males were selected. Onefemale and one male from the lowest weightage stream were selected with a score of 60.
(ii). Fashion Technology is the stream with highest weightage with only one candidate who is also selectedfrom this stream. R is a male, the only candidate from MBBS and not from the lowest scoring stream, whileQ a female is from engineering and is selected.
(iii). CA has a score of 70 in which 2 candidates appeared but only one female was selected.
(iv). T is from Fashion Technology while P is an engineer. V is an unselected male while U scored 65 and isfrom Economics. 2 candidates from Economics were selected.
(v). W is a selected CA and X and Y are not from the same stream. Y scores 80 while S scores 65.

Which statement is always true?

Directions for (Q.81 to Q,84): Read the following passage:
In a B-school admission, a candidate is selected based on an entrance exam score and weightage tograduation stream and gender. Selection is also based on interview. There are 6 graduation streams namely, MBBS, Law, Economics, Fashion Technology, CA and Engineering, which are given different weightswith a difference of 5 each by the B-school. Silos were created for 10 candidates P, Q, R ,S, T, U, V, W, Xand Y to assess their scores and out of 10 candidates, 7 were selected for admission. In a silo not morethan 2 candidates are from the same stream. No candidate was selected from Law stream and the finalscore of each candidate is same as the weightage for the graduation stream. Some more details providedare as follows:
(i). In the silo there are 6 females and 4 males, out of which 4 females and 3 males were selected. Onefemale and one male from the lowest weightage stream were selected with a score of 60.
(ii). Fashion Technology is the stream with highest weightage with only one candidate who is also selectedfrom this stream. R is a male, the only candidate from MBBS and not from the lowest scoring stream, whileQ a female is from engineering and is selected.
(iii). CA has a score of 70 in which 2 candidates appeared but only one female was selected.
(iv). T is from Fashion Technology while P is an engineer. V is an unselected male while U scored 65 and isfrom Economics. 2 candidates from Economics were selected.
(v). W is a selected CA and X and Y are not from the same stream. Y scores 80 while S scores 65.

What is the maximum possible difference in the scores of the highest scoring selected femalecandidate and lowest scoring male candidate?

Directions for (Q.81 to Q,84): Read the following passage:
In a B-school admission, a candidate is selected based on an entrance exam score and weightage tograduation stream and gender. Selection is also based on interview. There are 6 graduation streams namely, MBBS, Law, Economics, Fashion Technology, CA and Engineering, which are given different weightswith a difference of 5 each by the B-school. Silos were created for 10 candidates P, Q, R ,S, T, U, V, W, Xand Y to assess their scores and out of 10 candidates, 7 were selected for admission. In a silo not morethan 2 candidates are from the same stream. No candidate was selected from Law stream and the finalscore of each candidate is same as the weightage for the graduation stream. Some more details providedare as follows:
(i). In the silo there are 6 females and 4 males, out of which 4 females and 3 males were selected. Onefemale and one male from the lowest weightage stream were selected with a score of 60.
(ii). Fashion Technology is the stream with highest weightage with only one candidate who is also selectedfrom this stream. R is a male, the only candidate from MBBS and not from the lowest scoring stream, whileQ a female is from engineering and is selected.
(iii). CA has a score of 70 in which 2 candidates appeared but only one female was selected.
(iv). T is from Fashion Technology while P is an engineer. V is an unselected male while U scored 65 and isfrom Economics. 2 candidates from Economics were selected.
(v). W is a selected CA and X and Y are not from the same stream. Y scores 80 while S scores 65.

If out of 3 selected males, the highest scoring male withdraws admission, then a male from thewaiting list is selected. In the present silo, from which stream will be a male candidate (from the waitinglist) get selected?

Directions for (Q.85 and Q.86) : Read the following passage:
Four colleagues A,B,C and D during lunch time which is from 1:00 - 1:30 pm on a given day go for a walkthrough 2 different routes i.e. they exit from one gate and enter from the other one. A straight path, withinthe office, connects Gates 1 and 2. A and B exit from Gate 1 and enter from Gate 2, and again movetowards Gate 1 using the straight path; while C and D exit from Gate 2 and enter from Gate 1, and againmove towards Gate 2 using the straight path. The routes are in clockwise direction i.e. Gate1 to Gate 2 aperson can only walk in clockwise direction and similarly from Gate 2 to Gate 1. It takes 4 minutes to walkfrom Gate 1 exit to Gate 2 entrance and 6 minutes to walk from Gate 2 exit to Gate 1 entrance. The timetaken to walk from Gate 1 to Gate 2 and vice versa within the office is 1 minute. Initially, the colleaguesleave at a gap of 2 minutes each in the order of B, A, C and D during lunch time. Each person starts thenext round of walk immediately after completing the first round.

If A leaves from Gate 1 at 1:02 pm, when will A leave for his third round?

Directions for (Q.85 and Q.86) : Read the following passage:
Four colleagues A,B,C and D during lunch time which is from 1:00 - 1:30 pm on a given day go for a walkthrough 2 different routes i.e. they exit from one gate and enter from the other one. A straight path, withinthe office, connects Gates 1 and 2. A and B exit from Gate 1 and enter from Gate 2, and again movetowards Gate 1 using the straight path; while C and D exit from Gate 2 and enter from Gate 1, and againmove towards Gate 2 using the straight path. The routes are in clockwise direction i.e. Gate1 to Gate 2 aperson can only walk in clockwise direction and similarly from Gate 2 to Gate 1. It takes 4 minutes to walkfrom Gate 1 exit to Gate 2 entrance and 6 minutes to walk from Gate 2 exit to Gate 1 entrance. The timetaken to walk from Gate 1 to Gate 2 and vice versa within the office is 1 minute. Initially, the colleaguesleave at a gap of 2 minutes each in the order of B, A, C and D during lunch time. Each person starts thenext round of walk immediately after completing the first round.

If D leaves Gate 2 at 1:15 pm, following the same sequence as stated in the passage, thenwhich of the two colleagues will meet at Gate 2 before 1:30 pm?

Directions for (Q.87 and Q.88): Read the following passage:
On a picnic trip of a company, 3 hotels Trident, Hilton and Park were booked for 90 employees. 6 of theemployees were willing to stay at any hotel. 12 wanted to stay in only Trident. 18 wanted to stay in onlyPark. Only Hilton had two times the employees as there were in Trident and Park only. Only Hilton and Parkhad three less than only Trident and Hilton. Also not more than 7 employees can stay in only Trident andHilton.

How many employees can stay in Hilton?

Directions for (Q.87 and Q.88): Read the following passage:
On a picnic trip of a company, 3 hotels Trident, Hilton and Park were booked for 90 employees. 6 of theemployees were willing to stay at any hotel. 12 wanted to stay in only Trident. 18 wanted to stay in onlyPark. Only Hilton had two times the employees as there were in Trident and Park only. Only Hilton and Parkhad three less than only Trident and Hilton. Also not more than 7 employees can stay in only Trident andHilton.

How many employees can stay in Trident and Hilton only?

Complete the following sequence:
5, 72, 412, 2658, __________?

A word arrangement, when rearranged by given input follow a particular rule/logic in each step.Following is an example of input and rearrangement. Study that rule/logic and apply on given problem. INPUT: man’s mood varies with time and environment Steps/Results:
I. Varies with man’s mood environment and time
II. And time environment mood man’s varies with
III. Environment time and varies with mood man’s
IV. And varies environment time man’s mood with
If Step IV reads, 'everyone was aware about their beautiful friendship', what will be the three middle wordsof Step II?

'Lithium Triangle’ countries are:

Match List I with List II

Choose the correct answer from the options given below:

Match the Company with its respective Headquarter Country:

Choose the correct answer from the options given below:

Match the prime ministers with their respective countries.

According to the Economist Intelligence Unit (EIU), World Wide Cost of Living survey, 2021,_________ is the most expensive city in the world to live in.

Identify the nick names associated with the given players:

Choose the correct answer from the options given below:

'Glow and Lovely' is a product of:

Which court is the oldest high court in India?

Match List I with List II

Choose the correct answer from the options given below:

Which of the following is correct regarding eNAM?

Which country holds the presidency of G20 in 2021?

What is the name of India’s operation of evacuating its citizens from war-torn Afghanistan?

The Kashi-Vishwanath corridor will connect:

Which of the following countries unveiled a new commemorative coin to mark Diwali, 2021,celebrating the life and legacy of Indian independence leader Mahatma Gandhi?

"Self-made", a limited series on Netflix is inspired by the life of:

Where is North Atlantic Treaty Organization's (NATO) headquarters located?

_______________ won the 2021 Nobel Prize in Physiology or Medicine for their discoveries ofreceptors for temperature and touch.

Identify the correct statement:
I. Barcelona, Spain is scheduled to host next summer Olympics in 2022.
II. Byjus has acquired Great Learning.
III. Mr Ajay Tyagi is the Chairman of SEBI.
IV. Mirabai Chanu won a Bronze Medal in Weightlifting at Tokyo Olympics.

Given below are four statements about FELUDA:
Statement I: This is Jagdish Chandra Bose’s fictional character.
Statement II: A Covid test developed by CSIR
Statement III: A fictional private investigator.
Statement IV: A short form for FnCas9 elementary linked useful detecting assistant
In light of the above statements, choose the correct answer from the options given below

Match the novels/books with their corresponding author:

Choose the correct answer from the options given below