EMRS TGT Maths Mock Test - 4 - EMRS MCQ

● The Rs. 20 Currency Note issued by the Reserve Bank of India has the dimension of 147 × 63 mm².

● The base colour of the currency note is Red-Orange.

● This note of the Mahatma Gandhi Series was introduced by RBI in August 2001.

Article 368 of Indian constitution gives exclusive power to parliament to amend the constitution and its procedures.

Thermoelectric refrigerators operate according to the Peltier effect. The effect creates a temperature difference by transferring heat between two electrical junctions. A voltage is applied across joined conductors to create an electric current.

Bhadra Wildlife Sanctuary is a protected area and a tiger reserve as part of Project Tiger, located 38 km northwest of Chikkamagaluru town in Karnataka state, India.

Garadi is a popular folk dance of Puducherry.

Leucoplast is a colourless organelle found in plant cells used for storage of food or starch.

Given: W > X, X > Y and Y > Z

On combining: W > X > Y > Z

I) X > Z → True

II) W > Z → True

III) Z > W → False (as W > Z)

IV) W > Y → True

Hence, Z > W is definitely wrong.

Given statements: L > F = S < T ≤ Q < P

I. F < Q → True (as F = S < T ≤ Q)

II. L > S → True (as L > F = S)

III. T < P → True (as T ≤ Q < P)

Hence, all of the given conclusions follow.

Both (1) and (2) follow because the statement "some papers are pens" can be converted into "some pens are papers" and the statement "all pencils are pens" can be converted into "some pens are pencils". Therefore, both (1) and (2) conclusions follows.

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From the above Venn diagram we made some assumptions on conclusion:

• All apples are parrots: False.
• Some ants are apples: True.

Therefore only the second conclusion is True.

Hence the correct answer is option B.

G!A^T+J&O @L^P! G: G is parent of A, A is child of T, T is sister-in-law of J, J is wife of O, O is brother of L, L is child of P, P is parent of G.

• Mahatma Gandhi's System of Education: All of these
  Mahatma Gandhi propounded a comprehensive system of education that encompassed various methods and approaches. His philosophy of education emphasized holistic development and aimed to nurture individuals with moral values, self-reliance, and a deep understanding of social responsibility. Gandhi believed that education should not only be focused on academic learning but should also encompass spiritual, physical, and practical aspects of life.
• Teaching through Listening, Meditation, etc.
  Gandhi emphasized the importance of developing active listening skills and cultivating a peaceful and focused mind. He believed that through deep listening and meditation, students could attain inner peace, clarity, and a deeper understanding of oneself and the world around them. This approach aimed to develop a sense of introspection and self-awareness among students, allowing them to connect with their inner selves and develop a sense of empathy towards others.
• Teaching through Music
  Music played a significant role in Gandhi's educational philosophy. He believed that music had the power to uplift the human spirit, enhance creativity, and foster a sense of unity and harmony among individuals. Gandhi encouraged the use of music as a tool for teaching values, instilling discipline, and promoting emotional well-being. He believed that through the use of music, students could develop a deeper appreciation for beauty, culture, and spirituality.
• Teaching by Activities
  Gandhi advocated for a hands-on approach to learning, where students actively engage in various activities to gain practical knowledge and skills. He emphasized the importance of learning through experience and encouraged students to participate in activities such as farming, manual labor, handicrafts, and community service. These activities aimed to develop a sense of responsibility, self-sufficiency, and a connection to nature and society.

The role of government in schooling is influenced by various factors, including the extent to which schooling affects the public interest and welfare, as well as the level of inter-dependence in institutional arrangements within society. However, option A suggests that the role of government in schooling will not be affected by either of these conditions, which is incorrect.
Let's break down the options and analyze them further:
A: It will be affected by neither of the foregoing conditions

• This option implies that the role of government in schooling will not be influenced by the extent to which schooling affects the public interest and welfare or the level of inter-dependence in institutional arrangements. This is not accurate, as these factors do have an impact on the role of government in schooling.

B: It will swell if schooling affects larger domains of the public interest and welfare

• This option suggests that if schooling has a significant impact on broader aspects of the public interest and welfare, the role of government in schooling will expand. This is a valid point, as governments often intervene and play a larger role when education has a significant impact on society.

C: It will diminish if schooling affects smaller domains of the public interest and welfare

• This option states that if schooling has a limited impact on narrower aspects of the public interest and welfare, the role of government in schooling will decrease. This is also a valid point, as governments may have less involvement when education has a minimal impact on society.

D: It will swell if the institutional arrangements in the society become more and more inter-dependent

• This option suggests that as the level of inter-dependence in institutional arrangements increases, the role of government in schooling will expand. This is a reasonable statement, as governments often play a larger role in education when there is a need for coordination and regulation among various institutions.

The Essential Function of the Family as a Social Institution: Rearing of Children during their Immaturity
The family is considered a fundamental social institution that plays a crucial role in society. Its essential function lies in the rearing of children during their immaturity. Let us dive into the details of why this function is considered crucial:

• Nurturing and Care: The family provides a nurturing and caring environment for children. It is within the family unit that children receive love, attention, and support from their parents or caregivers. This emotional support helps children feel secure, build self-esteem, and develop healthy relationships.
• Physical and Emotional Development: Families are responsible for meeting the physical and emotional needs of children. They provide food, shelter, clothing, and healthcare to ensure children's physical well-being. Additionally, families also contribute to children's emotional development by providing a stable and supportive environment, teaching them values, and helping them understand their emotions and experiences.
• Socialization and Identity Formation: Families are primary agents of socialization, playing a significant role in shaping a child's personality, values, and beliefs. Through interactions and experiences within the family, children learn societal norms, cultural traditions, and appropriate behaviors. Family members serve as role models, and children develop their identity by internalizing the values and behaviors they observe.
• Education and Skill Development: While formal education is primarily the responsibility of educational institutions, families play a vital role in the initial stages of a child's education. Parents and caregivers are often the first teachers, introducing children to basic concepts, language skills, and moral values. They promote cognitive development through storytelling, games, and educational activities, preparing children for formal education.
• Transmission of Cultural Heritage: Families contribute to the transmission of cultural heritage from one generation to another. They pass on traditions, customs, language, and religious practices, ensuring the preservation of cultural identity. Through family interactions, children learn about their heritage, history, and societal values, fostering a sense of belonging and continuity.
• Preparation for Adulthood: Families help prepare children for adulthood by imparting essential life skills and values. They teach responsibility, independence, problem-solving, and decision-making skills. Parents guide children through different stages of development, preparing them for the challenges and responsibilities they will face as adults.

The correct statement about children's education in the family is that criminality is not taught to children by their parents. Here is a detailed explanation:
A: The parents willy-nilly produce

• Parents can have a direct or indirect influence on a child's education. They actively participate in their child's upbringing and education by providing guidance, support, and resources.

B: Criminality is taught to children by their parents

• This statement is not correct. Parents do not intentionally teach criminal behavior to their children. Criminality is a result of various factors such as social environment, personal choices, peer influence, and external factors. While parents play a role in shaping a child's behavior, it is incorrect to generalize that parents actively teach criminality.

C: The rearing of children by the family is a form of education

• This statement is correct. The family plays a crucial role in a child's education and development. The family provides a nurturing and supportive environment where children learn values, social skills, and cultural norms. The family acts as the primary source of education for children, teaching them essential life skills and preparing them for the future.

D: Parents inevitably modify the behavior of their children in one direction or another

• This statement is correct. Parents have a significant influence on their children's behavior and development. Through their actions, guidance, and discipline, parents shape the behavior and values of their children. Parents serve as role models and provide feedback and consequences that help children learn appropriate behavior.

Importance of Emotional Health in Schools
Caring for the cultivation of emotional health is just as important for schools as caring for the cultivation of intellect in children. This is not because the family is not competent enough to do so, or because rearing of children in most families is defective, or because the family, being ignorant of the principles of emotional health, can do nothing about it. Rather, it is because there cannot be any other social institution which can be entrusted with this job.
Reasons for the Importance of Emotional Health in Schools:

• Complementing Intellectual Development: Schools have a crucial role to play in nurturing the emotional well-being of children alongside their intellectual development. Emotional health is closely interconnected with cognitive and academic achievement. By addressing the emotional needs of students, schools can create an environment that supports their overall growth and success.
• Promoting Social Skills: Emotional health encompasses the ability to understand and manage emotions, form positive relationships, and effectively communicate and empathize with others. These social skills are essential for children to thrive in their personal and professional lives. Schools can provide a structured and inclusive setting where children can learn and practice these skills, fostering healthy relationships and emotional intelligence.
• Early Intervention and Support: Not all families may have the resources, knowledge, or capacity to address emotional health concerns in children. Schools can play a vital role in identifying early signs of emotional distress or mental health issues and providing appropriate support. By having trained professionals and access to resources, schools can intervene and offer guidance, potentially preventing further emotional difficulties.
• Creating a Safe and Supportive Environment: Schools are a significant part of a child's daily life, and therefore, have a significant influence on their emotional well-being. By promoting a safe, inclusive, and supportive environment, schools can contribute to the emotional development of children. This includes fostering positive relationships, providing counseling services, promoting anti-bullying initiatives, and encouraging emotional expression.
• Holistic Education: Education is not solely about academic achievement but also about nurturing the whole child. By prioritizing emotional health, schools acknowledge the importance of providing a holistic education that addresses both intellectual and emotional needs. This approach can help students develop resilience, self-awareness, and emotional regulation skills, which are crucial for their overall well-being.

The incorrect statement about the school as a social institution is option D: It stands for the professional ideals of the community rather than the ideals it practices and tolerates.
School as a Social Institution:

• Schools are considered social institutions as they play a crucial role in society by providing education and socialization to individuals.
• They are responsible for meeting the needs of the pupils who come for schooling, teaching about the social order and its institutions, and promoting the good life in general.

Incorrect Statement:

• Option D states that the school stands for the professional ideals of the community rather than the ideals it practices and tolerates.
• This statement is incorrect because schools are expected to uphold and promote the ideals they practice and tolerate, rather than merely representing the professional ideals of the community.
• Schools should aim to provide an environment that aligns with their stated ideals and values, and not simply reflect the professional ideals of the community.

In summary, while options A, B, and C correctly describe the role and responsibilities of schools as social institutions, option D is incorrect as it does not accurately represent the purpose and function of schools.

A: Industrial economy
In an industrial economy, education plays a crucial role in driving technological advancements, innovation, and productivity. This type of economy relies heavily on skilled labor and specialized knowledge to operate complex machinery and processes. As a result, there is a higher value placed on education to ensure a well-trained workforce capable of meeting the demands of the industry.
Some key points highlighting the higher value placed on education in an industrial economy are:

1. Technological Advancements: Industrial economies thrive on technological advancements to improve production efficiency, create new products, and stay competitive in the global market. Education equips individuals with the necessary skills and knowledge to understand and utilize advanced technologies.
2. Specialized Labor: Industrial sectors often require specialized skills and expertise. Education provides the foundation for individuals to acquire specialized knowledge in fields such as engineering, mechanics, computer science, and other technical areas, which are essential for industries to function effectively.
3. Innovation and Research: Education promotes critical thinking, problem-solving, and creativity, which are essential for driving innovation and research in an industrial economy. Highly educated individuals are more likely to develop new ideas, improve existing processes, and contribute to the overall growth and development of the economy.
4. Higher Productivity: Education enhances the productivity of the workforce by providing them with the necessary skills, training, and knowledge to perform their jobs effectively. Well-educated individuals tend to be more efficient, adaptable, and capable of taking on higher-level responsibilities, leading to increased productivity within industries.
5. Higher Wages and Economic Mobility: Education is often associated with higher wages and greater economic mobility. In an industrial economy, where skilled labor is in demand, individuals with higher levels of education tend to have better job prospects and opportunities for upward mobility.