CAT Mini Mock Test - 10 - CAT MCQ
30 Questions MCQ Test - CAT Mini Mock Test - 10
Instructions
Read the passage carefully and answer the questions given
Will a day come when India’s poor can access government services as easily as drawing cash from an ATM? . . . [N]o country in the world has made accessing education or health or policing or dispute resolution as easy as an ATM, because the nature of these activities requires individuals to use their discretion in a positive way. Technology can certainly facilitate this in a variety of ways if it is seen as one part of an overall approach, but the evidence so far in education, for instance, is that just adding computers alone doesn’t make education any better. . . .
The dangerous illusion of technology is that it can create stronger, top down accountability of service providers in implementation-intensive services within existing public sector organisations. One notion is that electronic management information systems (EMIS) keep better track of inputs and those aspects of personnel that are ‘EMIS visible’ can lead to better services. A recent study examined attempts to increase attendance of Auxiliary Nurse Midwife (ANMs) at clinics in Rajasthan, which involved high-tech time clocks to monitor attendance. The study’s title says it all: Band-Aids on a Corpse . . . e-governance can be just as bad as any other governance when the real issue is people and their motivation.
For services to improve, the people providing the services have to want to do a better job with the skills they have. A study of medical care in Delhi found that even though providers, in the public sector had much better skills than private sector providers their provision of care in actual practice was much worse.
In implementation-intensive services the key to success is face-to-face interactions between a teacher, a nurse, a policeman, an extension agent and a citizen. This relationship is about power. Amartya Sen’s . . . report on education in West Bengal had a supremely telling anecdote in which the villagers forced the teacher to attend school, but then, when the parents went off to work, the teacher did not teach, but forced the children to massage his feet. . . . As long as the system empowers providers over citizens, technology is irrelevant.
The answer to successfully providing basic services is to create systems that provide both autonomy and accountability.
In basic education for instance, the answer to poor teaching is not controlling teachers more . . . The key . . . is to hire teachers who want to teach and let them teach, expressing their professionalism and vocation as a teacher through autonomy in the classroom. This autonomy has to be matched with accountability for results—not just narrowly measured through test scores, but broadly for the quality of the education they provide.
A recent study in Uttar Pradesh showed that if, somehow, all civil service teachers could be replaced with contract teachers, the state could save a billion dollars a year in revenue and double student learning. Just the additional autonomy and accountability of contracts through local groups—even without complementary system changes in information and empowerment—led to that much improvement. The first step to being part of the solution is to create performance information accessible to those outside of the government. . . .
Q. According to the author, service delivery in Indian education can be improved in all of the following ways EXCEPT through:
Read the passage carefully and answer the questions given
Will a day come when India’s poor can access government services as easily as drawing cash from an ATM? . . . [N]o country in the world has made accessing education or health or policing or dispute resolution as easy as an ATM, because the nature of these activities requires individuals to use their discretion in a positive way. Technology can certainly facilitate this in a variety of ways if it is seen as one part of an overall approach, but the evidence so far in education, for instance, is that just adding computers alone doesn’t make education any better. . . .
The dangerous illusion of technology is that it can create stronger, top down accountability of service providers in implementation-intensive services within existing public sector organisations. One notion is that electronic management information systems (EMIS) keep better track of inputs and those aspects of personnel that are ‘EMIS visible’ can lead to better services. A recent study examined attempts to increase attendance of Auxiliary Nurse Midwife (ANMs) at clinics in Rajasthan, which involved high-tech time clocks to monitor attendance. The study’s title says it all: Band-Aids on a Corpse . . . e-governance can be just as bad as any other governance when the real issue is people and their motivation.
For services to improve, the people providing the services have to want to do a better job with the skills they have. A study of medical care in Delhi found that even though providers, in the public sector had much better skills than private sector providers their provision of care in actual practice was much worse.
In implementation-intensive services the key to success is face-to-face interactions between a teacher, a nurse, a policeman, an extension agent and a citizen. This relationship is about power. Amartya Sen’s . . . report on education in West Bengal had a supremely telling anecdote in which the villagers forced the teacher to attend school, but then, when the parents went off to work, the teacher did not teach, but forced the children to massage his feet. . . . As long as the system empowers providers over citizens, technology is irrelevant.
The answer to successfully providing basic services is to create systems that provide both autonomy and accountability.
In basic education for instance, the answer to poor teaching is not controlling teachers more . . . The key . . . is to hire teachers who want to teach and let them teach, expressing their professionalism and vocation as a teacher through autonomy in the classroom. This autonomy has to be matched with accountability for results—not just narrowly measured through test scores, but broadly for the quality of the education they provide.
A recent study in Uttar Pradesh showed that if, somehow, all civil service teachers could be replaced with contract teachers, the state could save a billion dollars a year in revenue and double student learning. Just the additional autonomy and accountability of contracts through local groups—even without complementary system changes in information and empowerment—led to that much improvement. The first step to being part of the solution is to create performance information accessible to those outside of the government. . . .
Q. According to the author, service delivery in Indian education can be improved in all of the following ways EXCEPT through:
Instructions
Read the passage carefully and answer the questions given
Will a day come when India’s poor can access government services as easily as drawing cash from an ATM? . . . [N]o country in the world has made accessing education or health or policing or dispute resolution as easy as an ATM, because the nature of these activities requires individuals to use their discretion in a positive way. Technology can certainly facilitate this in a variety of ways if it is seen as one part of an overall approach, but the evidence so far in education, for instance, is that just adding computers alone doesn’t make education any better. . . .
The dangerous illusion of technology is that it can create stronger, top down accountability of service providers in implementation-intensive services within existing public sector organisations. One notion is that electronic management information systems (EMIS) keep better track of inputs and those aspects of personnel that are ‘EMIS visible’ can lead to better services. A recent study examined attempts to increase attendance of Auxiliary Nurse Midwife (ANMs) at clinics in Rajasthan, which involved high-tech time clocks to monitor attendance. The study’s title says it all: Band-Aids on a Corpse . . . e-governance can be just as bad as any other governance when the real issue is people and their motivation.
For services to improve, the people providing the services have to want to do a better job with the skills they have. A study of medical care in Delhi found that even though providers, in the public sector had much better skills than private sector providers their provision of care in actual practice was much worse.
In implementation-intensive services the key to success is face-to-face interactions between a teacher, a nurse, a policeman, an extension agent and a citizen. This relationship is about power. Amartya Sen’s . . . report on education in West Bengal had a supremely telling anecdote in which the villagers forced the teacher to attend school, but then, when the parents went off to work, the teacher did not teach, but forced the children to massage his feet. . . . As long as the system empowers providers over citizens, technology is irrelevant.
The answer to successfully providing basic services is to create systems that provide both autonomy and accountability.
In basic education for instance, the answer to poor teaching is not controlling teachers more . . . The key . . . is to hire teachers who want to teach and let them teach, expressing their professionalism and vocation as a teacher through autonomy in the classroom. This autonomy has to be matched with accountability for results—not just narrowly measured through test scores, but broadly for the quality of the education they provide.
A recent study in Uttar Pradesh showed that if, somehow, all civil service teachers could be replaced with contract teachers, the state could save a billion dollars a year in revenue and double student learning. Just the additional autonomy and accountability of contracts through local groups—even without complementary system changes in information and empowerment—led to that much improvement. The first step to being part of the solution is to create performance information accessible to those outside of the government. . . .
Q. In the context of the passage, we can infer that the title “Band Aids on a Corpse” (in paragraph 2) suggests that:
Read the passage carefully and answer the questions given
Will a day come when India’s poor can access government services as easily as drawing cash from an ATM? . . . [N]o country in the world has made accessing education or health or policing or dispute resolution as easy as an ATM, because the nature of these activities requires individuals to use their discretion in a positive way. Technology can certainly facilitate this in a variety of ways if it is seen as one part of an overall approach, but the evidence so far in education, for instance, is that just adding computers alone doesn’t make education any better. . . .
The dangerous illusion of technology is that it can create stronger, top down accountability of service providers in implementation-intensive services within existing public sector organisations. One notion is that electronic management information systems (EMIS) keep better track of inputs and those aspects of personnel that are ‘EMIS visible’ can lead to better services. A recent study examined attempts to increase attendance of Auxiliary Nurse Midwife (ANMs) at clinics in Rajasthan, which involved high-tech time clocks to monitor attendance. The study’s title says it all: Band-Aids on a Corpse . . . e-governance can be just as bad as any other governance when the real issue is people and their motivation.
For services to improve, the people providing the services have to want to do a better job with the skills they have. A study of medical care in Delhi found that even though providers, in the public sector had much better skills than private sector providers their provision of care in actual practice was much worse.
In implementation-intensive services the key to success is face-to-face interactions between a teacher, a nurse, a policeman, an extension agent and a citizen. This relationship is about power. Amartya Sen’s . . . report on education in West Bengal had a supremely telling anecdote in which the villagers forced the teacher to attend school, but then, when the parents went off to work, the teacher did not teach, but forced the children to massage his feet. . . . As long as the system empowers providers over citizens, technology is irrelevant.
The answer to successfully providing basic services is to create systems that provide both autonomy and accountability.
In basic education for instance, the answer to poor teaching is not controlling teachers more . . . The key . . . is to hire teachers who want to teach and let them teach, expressing their professionalism and vocation as a teacher through autonomy in the classroom. This autonomy has to be matched with accountability for results—not just narrowly measured through test scores, but broadly for the quality of the education they provide.
A recent study in Uttar Pradesh showed that if, somehow, all civil service teachers could be replaced with contract teachers, the state could save a billion dollars a year in revenue and double student learning. Just the additional autonomy and accountability of contracts through local groups—even without complementary system changes in information and empowerment—led to that much improvement. The first step to being part of the solution is to create performance information accessible to those outside of the government. . . .
Q. In the context of the passage, we can infer that the title “Band Aids on a Corpse” (in paragraph 2) suggests that:
Instructions
Read the passage carefully and answer the questions given
Will a day come when India’s poor can access government services as easily as drawing cash from an ATM? . . . [N]o country in the world has made accessing education or health or policing or dispute resolution as easy as an ATM, because the nature of these activities requires individuals to use their discretion in a positive way. Technology can certainly facilitate this in a variety of ways if it is seen as one part of an overall approach, but the evidence so far in education, for instance, is that just adding computers alone doesn’t make education any better. . . .
The dangerous illusion of technology is that it can create stronger, top down accountability of service providers in implementation-intensive services within existing public sector organisations. One notion is that electronic management information systems (EMIS) keep better track of inputs and those aspects of personnel that are ‘EMIS visible’ can lead to better services. A recent study examined attempts to increase attendance of Auxiliary Nurse Midwife (ANMs) at clinics in Rajasthan, which involved high-tech time clocks to monitor attendance. The study’s title says it all: Band-Aids on a Corpse . . . e-governance can be just as bad as any other governance when the real issue is people and their motivation.
For services to improve, the people providing the services have to want to do a better job with the skills they have. A study of medical care in Delhi found that even though providers, in the public sector had much better skills than private sector providers their provision of care in actual practice was much worse.
In implementation-intensive services the key to success is face-to-face interactions between a teacher, a nurse, a policeman, an extension agent and a citizen. This relationship is about power. Amartya Sen’s . . . report on education in West Bengal had a supremely telling anecdote in which the villagers forced the teacher to attend school, but then, when the parents went off to work, the teacher did not teach, but forced the children to massage his feet. . . . As long as the system empowers providers over citizens, technology is irrelevant.
The answer to successfully providing basic services is to create systems that provide both autonomy and accountability.
In basic education for instance, the answer to poor teaching is not controlling teachers more . . . The key . . . is to hire teachers who want to teach and let them teach, expressing their professionalism and vocation as a teacher through autonomy in the classroom. This autonomy has to be matched with accountability for results—not just narrowly measured through test scores, but broadly for the quality of the education they provide.
A recent study in Uttar Pradesh showed that if, somehow, all civil service teachers could be replaced with contract teachers, the state could save a billion dollars a year in revenue and double student learning. Just the additional autonomy and accountability of contracts through local groups—even without complementary system changes in information and empowerment—led to that much improvement. The first step to being part of the solution is to create performance information accessible to those outside of the government. . . .
Q. The author questions the use of monitoring systems in services that involve face-to-face interaction between service providers and clients because such systems:
Read the passage carefully and answer the questions given
Will a day come when India’s poor can access government services as easily as drawing cash from an ATM? . . . [N]o country in the world has made accessing education or health or policing or dispute resolution as easy as an ATM, because the nature of these activities requires individuals to use their discretion in a positive way. Technology can certainly facilitate this in a variety of ways if it is seen as one part of an overall approach, but the evidence so far in education, for instance, is that just adding computers alone doesn’t make education any better. . . .
The dangerous illusion of technology is that it can create stronger, top down accountability of service providers in implementation-intensive services within existing public sector organisations. One notion is that electronic management information systems (EMIS) keep better track of inputs and those aspects of personnel that are ‘EMIS visible’ can lead to better services. A recent study examined attempts to increase attendance of Auxiliary Nurse Midwife (ANMs) at clinics in Rajasthan, which involved high-tech time clocks to monitor attendance. The study’s title says it all: Band-Aids on a Corpse . . . e-governance can be just as bad as any other governance when the real issue is people and their motivation.
For services to improve, the people providing the services have to want to do a better job with the skills they have. A study of medical care in Delhi found that even though providers, in the public sector had much better skills than private sector providers their provision of care in actual practice was much worse.
In implementation-intensive services the key to success is face-to-face interactions between a teacher, a nurse, a policeman, an extension agent and a citizen. This relationship is about power. Amartya Sen’s . . . report on education in West Bengal had a supremely telling anecdote in which the villagers forced the teacher to attend school, but then, when the parents went off to work, the teacher did not teach, but forced the children to massage his feet. . . . As long as the system empowers providers over citizens, technology is irrelevant.
The answer to successfully providing basic services is to create systems that provide both autonomy and accountability.
In basic education for instance, the answer to poor teaching is not controlling teachers more . . . The key . . . is to hire teachers who want to teach and let them teach, expressing their professionalism and vocation as a teacher through autonomy in the classroom. This autonomy has to be matched with accountability for results—not just narrowly measured through test scores, but broadly for the quality of the education they provide.
A recent study in Uttar Pradesh showed that if, somehow, all civil service teachers could be replaced with contract teachers, the state could save a billion dollars a year in revenue and double student learning. Just the additional autonomy and accountability of contracts through local groups—even without complementary system changes in information and empowerment—led to that much improvement. The first step to being part of the solution is to create performance information accessible to those outside of the government. . . .
Q. The author questions the use of monitoring systems in services that involve face-to-face interaction between service providers and clients because such systems:
Instructions
Read the passage carefully and answer the questions given
Will a day come when India’s poor can access government services as easily as drawing cash from an ATM? . . . [N]o country in the world has made accessing education or health or policing or dispute resolution as easy as an ATM, because the nature of these activities requires individuals to use their discretion in a positive way. Technology can certainly facilitate this in a variety of ways if it is seen as one part of an overall approach, but the evidence so far in education, for instance, is that just adding computers alone doesn’t make education any better. . . .
The dangerous illusion of technology is that it can create stronger, top down accountability of service providers in implementation-intensive services within existing public sector organisations. One notion is that electronic management information systems (EMIS) keep better track of inputs and those aspects of personnel that are ‘EMIS visible’ can lead to better services. A recent study examined attempts to increase attendance of Auxiliary Nurse Midwife (ANMs) at clinics in Rajasthan, which involved high-tech time clocks to monitor attendance. The study’s title says it all: Band-Aids on a Corpse . . . e-governance can be just as bad as any other governance when the real issue is people and their motivation.
For services to improve, the people providing the services have to want to do a better job with the skills they have. A study of medical care in Delhi found that even though providers, in the public sector had much better skills than private sector providers their provision of care in actual practice was much worse.
In implementation-intensive services the key to success is face-to-face interactions between a teacher, a nurse, a policeman, an extension agent and a citizen. This relationship is about power. Amartya Sen’s . . . report on education in West Bengal had a supremely telling anecdote in which the villagers forced the teacher to attend school, but then, when the parents went off to work, the teacher did not teach, but forced the children to massage his feet. . . . As long as the system empowers providers over citizens, technology is irrelevant.
The answer to successfully providing basic services is to create systems that provide both autonomy and accountability.
In basic education for instance, the answer to poor teaching is not controlling teachers more . . . The key . . . is to hire teachers who want to teach and let them teach, expressing their professionalism and vocation as a teacher through autonomy in the classroom. This autonomy has to be matched with accountability for results—not just narrowly measured through test scores, but broadly for the quality of the education they provide.
A recent study in Uttar Pradesh showed that if, somehow, all civil service teachers could be replaced with contract teachers, the state could save a billion dollars a year in revenue and double student learning. Just the additional autonomy and accountability of contracts through local groups—even without complementary system changes in information and empowerment—led to that much improvement. The first step to being part of the solution is to create performance information accessible to those outside of the government. . . .
Q. The main purpose of the passage is to:
Instructions
Read the following passage and answer the questions that follow:
[The] Indian government [has] announced an international competition to design a National War Memorial in New Delhi, to honour all of the Indian soldiers who served in the various wars and counter-insurgency campaigns from 1947 onwards. The terms of the competition also specified that the new structure would be built adjacent to the India Gate - a memorial to the Indian soldiers who died in the First World War. Between the old imperialist memorial and the proposed nationalist one, India’s contribution to the Second World War is airbrushed out of existence.
The Indian government’s conception of the war memorial was not merely absent-minded. Rather, it accurately reflected the fact that both academic history and popular memory have yet to come to terms with India’s Second World War, which continues to be seen as little more than mood music in the drama of India’s advance towards independence and partition in 1947. Further, the political trajectory of the postwar subcontinent has militated against popular remembrance of the war. With partition and the onset of the India-Pakistan rivalry, both of the new nations needed fresh stories for self-legitimisation rather than focusing on shared wartime experiences.
However, the Second World War played a crucial role in both the independence and partition of India. . . . The Indian army recruited, trained and deployed some 2.5 million men, almost 90,000 of which were killed and many more injured.
Even at the time, it was recognised as the largest volunteer force in the war. . . .
India’s material and financial contribution to the war was equally significant. India emerged as a major military-industrial and logistical base for Allied operations in south-east Asia and the Middle East. This led the United States to take considerable interest in the country’s future, and ensured that this was no longer the preserve of the British government.
Other wartime developments pointed in the direction of India’s independence. In a stunning reversal of its long-standing financial relationship with Britain, India finished the war as one of the largest creditors to the imperial power.
Such extraordinary mobilization for war was achieved at great human cost, with the Bengal famine the most extreme manifestation of widespread wartime deprivation. The costs on India’s home front must be counted in millions of lives.
Indians signed up to serve on the war and home fronts for a variety of reasons. . . . [M]any were convinced that their contribution would open the doors to India’s freedom. . . . The political and social churn triggered by the war was evident in the massive waves of popular protest and unrest that washed over rural and urban India in the aftermath of the conflict. This turmoil was crucial in persuading the Attlee government to rid itself of the incubus of ruling India. . . .
Seventy years on, it is time that India engaged with the complex legacies of the Second World War. Bringing the war into the ambit of the new national memorial would be a fitting - if not overdue - recognition that this was India’s War.
Q. The author suggests that a major reason why India has not so far acknowledged its role in the Second World War is that it:
Instructions
Read the following passage and answer the questions that follow:
[The] Indian government [has] announced an international competition to design a National War Memorial in New Delhi, to honour all of the Indian soldiers who served in the various wars and counter-insurgency campaigns from 1947 onwards. The terms of the competition also specified that the new structure would be built adjacent to the India Gate - a memorial to the Indian soldiers who died in the First World War. Between the old imperialist memorial and the proposed nationalist one, India’s contribution to the Second World War is airbrushed out of existence.
The Indian government’s conception of the war memorial was not merely absent-minded. Rather, it accurately reflected the fact that both academic history and popular memory have yet to come to terms with India’s Second World War, which continues to be seen as little more than mood music in the drama of India’s advance towards independence and partition in 1947. Further, the political trajectory of the postwar subcontinent has militated against popular remembrance of the war. With partition and the onset of the India-Pakistan rivalry, both of the new nations needed fresh stories for self-legitimisation rather than focusing on shared wartime experiences.
However, the Second World War played a crucial role in both the independence and partition of India. . . . The Indian army recruited, trained and deployed some 2.5 million men, almost 90,000 of which were killed and many more injured.
Even at the time, it was recognised as the largest volunteer force in the war. . . .
India’s material and financial contribution to the war was equally significant. India emerged as a major military-industrial and logistical base for Allied operations in south-east Asia and the Middle East. This led the United States to take considerable interest in the country’s future, and ensured that this was no longer the preserve of the British government.
Other wartime developments pointed in the direction of India’s independence. In a stunning reversal of its long-standing financial relationship with Britain, India finished the war as one of the largest creditors to the imperial power.
Such extraordinary mobilization for war was achieved at great human cost, with the Bengal famine the most extreme manifestation of widespread wartime deprivation. The costs on India’s home front must be counted in millions of lives.
Indians signed up to serve on the war and home fronts for a variety of reasons. . . . [M]any were convinced that their contribution would open the doors to India’s freedom. . . . The political and social churn triggered by the war was evident in the massive waves of popular protest and unrest that washed over rural and urban India in the aftermath of the conflict. This turmoil was crucial in persuading the Attlee government to rid itself of the incubus of ruling India. . . .
Seventy years on, it is time that India engaged with the complex legacies of the Second World War. Bringing the war into the ambit of the new national memorial would be a fitting - if not overdue - recognition that this was India’s War.
Q. The phrase “mood music” is used in the second paragraph to indicate that the Second World War is viewed as:
Instructions
Read the following passage and answer the questions that follow:
[The] Indian government [has] announced an international competition to design a National War Memorial in New Delhi, to honour all of the Indian soldiers who served in the various wars and counter-insurgency campaigns from 1947 onwards. The terms of the competition also specified that the new structure would be built adjacent to the India Gate - a memorial to the Indian soldiers who died in the First World War. Between the old imperialist memorial and the proposed nationalist one, India’s contribution to the Second World War is airbrushed out of existence.
The Indian government’s conception of the war memorial was not merely absent-minded. Rather, it accurately reflected the fact that both academic history and popular memory have yet to come to terms with India’s Second World War, which continues to be seen as little more than mood music in the drama of India’s advance towards independence and partition in 1947. Further, the political trajectory of the postwar subcontinent has militated against popular remembrance of the war. With partition and the onset of the India-Pakistan rivalry, both of the new nations needed fresh stories for self-legitimisation rather than focusing on shared wartime experiences.
However, the Second World War played a crucial role in both the independence and partition of India. . . . The Indian army recruited, trained and deployed some 2.5 million men, almost 90,000 of which were killed and many more injured.
Even at the time, it was recognised as the largest volunteer force in the war. . . .
India’s material and financial contribution to the war was equally significant. India emerged as a major military-industrial and logistical base for Allied operations in south-east Asia and the Middle East. This led the United States to take considerable interest in the country’s future, and ensured that this was no longer the preserve of the British government.
Other wartime developments pointed in the direction of India’s independence. In a stunning reversal of its long-standing financial relationship with Britain, India finished the war as one of the largest creditors to the imperial power.
Such extraordinary mobilization for war was achieved at great human cost, with the Bengal famine the most extreme manifestation of widespread wartime deprivation. The costs on India’s home front must be counted in millions of lives.
Indians signed up to serve on the war and home fronts for a variety of reasons. . . . [M]any were convinced that their contribution would open the doors to India’s freedom. . . . The political and social churn triggered by the war was evident in the massive waves of popular protest and unrest that washed over rural and urban India in the aftermath of the conflict. This turmoil was crucial in persuading the Attlee government to rid itself of the incubus of ruling India. . . .
Seventy years on, it is time that India engaged with the complex legacies of the Second World War. Bringing the war into the ambit of the new national memorial would be a fitting - if not overdue - recognition that this was India’s War.
Q. The author lists all of the following as outcomes of the Second World War EXCEPT:
Instructions
Read the following passage and answer the questions that follow:
[The] Indian government [has] announced an international competition to design a National War Memorial in New Delhi, to honour all of the Indian soldiers who served in the various wars and counter-insurgency campaigns from 1947 onwards. The terms of the competition also specified that the new structure would be built adjacent to the India Gate - a memorial to the Indian soldiers who died in the First World War. Between the old imperialist memorial and the proposed nationalist one, India’s contribution to the Second World War is airbrushed out of existence.
The Indian government’s conception of the war memorial was not merely absent-minded. Rather, it accurately reflected the fact that both academic history and popular memory have yet to come to terms with India’s Second World War, which continues to be seen as little more than mood music in the drama of India’s advance towards independence and partition in 1947. Further, the political trajectory of the postwar subcontinent has militated against popular remembrance of the war. With partition and the onset of the India-Pakistan rivalry, both of the new nations needed fresh stories for self-legitimisation rather than focusing on shared wartime experiences.
However, the Second World War played a crucial role in both the independence and partition of India. . . . The Indian army recruited, trained and deployed some 2.5 million men, almost 90,000 of which were killed and many more injured.
Even at the time, it was recognised as the largest volunteer force in the war. . . .
India’s material and financial contribution to the war was equally significant. India emerged as a major military-industrial and logistical base for Allied operations in south-east Asia and the Middle East. This led the United States to take considerable interest in the country’s future, and ensured that this was no longer the preserve of the British government.
Other wartime developments pointed in the direction of India’s independence. In a stunning reversal of its long-standing financial relationship with Britain, India finished the war as one of the largest creditors to the imperial power.
Such extraordinary mobilization for war was achieved at great human cost, with the Bengal famine the most extreme manifestation of widespread wartime deprivation. The costs on India’s home front must be counted in millions of lives.
Indians signed up to serve on the war and home fronts for a variety of reasons. . . . [M]any were convinced that their contribution would open the doors to India’s freedom. . . . The political and social churn triggered by the war was evident in the massive waves of popular protest and unrest that washed over rural and urban India in the aftermath of the conflict. This turmoil was crucial in persuading the Attlee government to rid itself of the incubus of ruling India. . . .
Seventy years on, it is time that India engaged with the complex legacies of the Second World War. Bringing the war into the ambit of the new national memorial would be a fitting - if not overdue - recognition that this was India’s War.
Q. The author claims that omitting mention of Indians who served in the Second World War from the new National War Memorial is:
Direction: The sentences given in the question, when properly sequenced, form a coherent paragraph. Each sentence is labeled with a letter. Choose the most logical order of sentences from the given choices to construct a coherent paragraph.
A. Indeed, Indian policy-planners find themselves in a predicament thanks to the continued monetary easing by some nations and the shrinkage in world trade.
B. In this context, a fund-starved country like India will do well to focus on foreign direct investment rather than get unduly worried about foreign institutional investment, which will have its ebb and flow depending on the environment outside..
C. With everyone waiting for the other to act first, the onus is definitely on the political bosses to devise quick solutions to accelerate the economy.
D. Given this ‘new normal’ kind of an environment, they will have to look at ways to protect the Indian economy from external vicissitudes.
Which of the following four sentence is grammatically correct?
Direction: Spot the grammatical errors in the given sentence. Mark the part with error as your answer. If there is no error, mark "No error" as the answer. (Ignore punctuation error)
After joining the Hong Kong based (a)/ bank in 1990, he has (b)/ head various departments (c)/ including corporate and investment banking (d)/ No error (e)
Instructions
An ATM dispenses exactly Rs. 5000 per withdrawal using 100, 200 and 500 rupee notes. The ATM requires every customer to give her preference for one of the three denominations of notes. It then dispenses notes such that the number of notes of the customer’s preferred denomination exceeds the total number of notes of other denominations dispensed to her.
Q. In how many different ways can the ATM serve a customer who gives 500 rupee notes as her preference?
Instructions
An ATM dispenses exactly Rs. 5000 per withdrawal using 100, 200 and 500 rupee notes. The ATM requires every customer to give her preference for one of the three denominations of notes. It then dispenses notes such that the number of notes of the customer’s preferred denomination exceeds the total number of notes of other denominations dispensed to her.
Q. If the ATM could serve only 10 customers with a stock of fifty 500 rupee notes and a sufficient number of notes of other denominations, what is the maximum number of customers among these 10 who could have given 500 rupee notes as their preferences?
Instructions
An ATM dispenses exactly Rs. 5000 per withdrawal using 100, 200 and 500 rupee notes. The ATM requires every customer to give her preference for one of the three denominations of notes. It then dispenses notes such that the number of notes of the customer’s preferred denomination exceeds the total number of notes of other denominations dispensed to her.
Q. What is the maximum number of customers that the ATM can serve with a stock of fifty 500 rupee notes and a sufficient number of notes of other denominations, if all the customers are to be served with at most 20 notes per withdrawal?
Instructions
An ATM dispenses exactly Rs. 5000 per withdrawal using 100, 200 and 500 rupee notes. The ATM requires every customer to give her preference for one of the three denominations of notes. It then dispenses notes such that the number of notes of the customer’s preferred denomination exceeds the total number of notes of other denominations dispensed to her.
Q. What is the number of 500 rupee notes required to serve 50 customers with 500 rupee notes as their preferences and another 50 customers with 100 rupee notes as their preferences, if the total number of notes to be dispensed is the smallest possible?
The following line graph gives the percent profit earned by two Companies X and Y during the period 1996 - 2001.
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The following line graph gives the percent profit earned by two Companies X and Y during the period 1996 - 2001.
If the expenditures of Company X and Y in 1996 were equal and the total income of the two Companies in 1996 was Rs. 342 crores, what was the total profit of the two Companies together in 1996 ? (Profit = Income - Expenditure)
The following line graph gives the percent profit earned by two Companies X and Y during the period 1996 - 2001.
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The following line graph gives the percent profit earned by two Companies X and Y during the period 1996 - 2001
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Direction for Question: Read the passage below and solve the questions based on it.
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