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In a group of six children, T, K, V, O, M and W, T is fatter than M but not as fat as W. K is not the fattest nor is W whereas V is the thinnest. Who is the fattest among them all?               
  • a)
    O                                                       
  • b)
    T                                                       
  • c)
    M                                                                      
  • d)
    Data inadequate         
Correct answer is option 'A'. Can you explain this answer?
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Most Upvoted Answer
In a group of six children, T, K, V, O, M and W, T is fatter than M bu...
It is clearly given that W is not fattest which is fattest among given one except O . Hence o is fattest one.
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In a group of six children, T, K, V, O, M and W, T is fatter than M bu...
Given Information:
- There are six children: T, K, V, O, M, and W.
- T is fatter than M but not as fat as W.
- K is not the fattest nor is W.
- V is the thinnest.

Analysis:
- From the given information, we can conclude the following:
1. There is an order of fatness among the children.
2. W is the fattest.
3. T is fatter than M.
4. K is not the fattest nor is W.
5. V is the thinnest.

Solution:
- We can use the given information to determine the order of fatness among the children:
1. V is the thinnest, so we can eliminate V from consideration for the fattest child.
2. K is not the fattest nor is W, so we can eliminate K from consideration for the fattest child as well.
3. From the remaining children, T, M, O, and W, we know that T is fatter than M but not as fat as W.
4. This means that O must be fatter than T and M.
5. Therefore, the order of fatness from least to greatest is: V, K, M, T, O, W.
6. Since W is the fattest among all the children, the answer is option 'A' - O.

Conclusion:
- Based on the given information, we can determine that O is the fattest among T, K, V, O, M, and W.
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Since 2005, the NGO Pratham's Annual Status of Education Reports (ASER) have shone a light on a critical failure of India's education system: A large number of school-going children across the country are short on basic learning skills. These reports have led to debates on seminal policy interventions such as the Right to Education Act and have been catalysts for meaningful conversations on the pedagogical deficiencies of the formal school system. The latest edition of ASER, released on Tuesday, directs attention to children between four and eight years of age, and suggests that India's learning crisis could be linked to the weakness of the country's pre-primary system.More than 20 per cent of students in Standard I are less than six, ASER 2019 reveals - they should ideally be in pre-school. At the same time, 36 per cent students in Standard 1 are older than the RTE-mandated age of six. "Even within Standard I, children's performance on cognitive, early language, early numeracy, and social and emotional learning tasks is strongly related to their age. Older children do better on all tasks," the report says. This is a significant finding and should be the starting point for a substantive debate on the ideal entrylevel age to primary school. In this context, policymakers would also do well to go back to the pedagogical axiom which underlines that children between four and eight are best taught cognitive skills through play-based activities. The emphasis, as ASER 2019 emphasises, should be on "developing problem-solving faculties and building memory of children, and not content knowledge".ASER 2019 talks about leveraging the existing network of anganwadi centres to implement school readiness.The core structure of the anganwadis was developed more than 40 years ago as part of the Integrated Child Development Scheme (ICDS). Pre-school education is part of their mandate. But at the best of times, these centres do no more than implement the government's child nutrition schemes. A number of health crises -including last year's AES outbreak in Bihar - have bared the inadequacies of the system. A growing body of scholarly work has also shown that the anganwadi worker is poorly-paid, demoralised and lacks the autonomy to be an effective nurturer. The ASER report is alive to such shortcomings. "There is a need to expand and upgrade anganwadis to ensure that children get adequate and correct educational inputs of the kind that are not modeled after the formal school," it notes. The government would do well to act on this recommendation - especially since the Draft Education Policy that was put up for public discussion last year, also stresses on the pre-school system.Q. Which one of the following statements is the author most likely to agree with?

Direction:Read the given passages and answer the questions that follow.Since 2005, the NGO Prathams Annual Status of Education Reports (ASER) have shone a light on a critical failure of Indias education system: A large number of school-going children across the country are short on basic learning skills. These reports have led to debates on seminal policy interventions such as the Right to Education Act and have been catalysts for meaningful conversations on the pedagogical deficiencies of the formal school system. The latest edition of ASER, released on Tuesday, directs attention to children between four and eight years of age, and suggests that Indias learning crisis could be linked to the weakness of the countrys pre-primary system. More than 20 per cent of students in Standard I are less than six, ASER 2019 reveals - they should ideally be in pre-school. At the same time, 36 per cent students in Standard 1 are older than the RTE-mandated age of six. "Even within Standard I, childrens performance on cognitive, early language, early numeracy, and social and emotional learning tasks is strongly related to their age. Older children do better on all tasks," the report says. This is a significant finding and should be the starting point for a substantive debate on the ideal entry- level age to primary school. In this context, policymakers would also do well to go back to the pedagogical axiom which underlines that children between four and eight are best taught cognitive skills through playbased activities. The emphasis, as ASER 2019 emphasises, should be on "developing problem-solving faculties and building memory of children, and not content knowledge". ASER 2019 talks about leveraging the existing network of anganwadi centres to implement school readiness. The core structure of the anganwadis was developed more than 40 years ago as part of the Integrated Child Development Scheme (ICDS). Pre-school education is part of their mandate. But at the best of times, these centres do no more than implement the governments child nutrition schemes. A number of health crises - including last years AES outbreak in Bihar - have bared the inadequacies of the system. A growing body of scholarly work has also shownthat the anganwadi worker is poorly-paid, demoralised and lacks the autonomy to be an effective nurturer. The ASER report is alive to such shortcomings. "There is a need to expand and upgrade anganwadis to ensure that children get adequate and correct educational inputs of the kind that are not modeled after the formal school," it notes. The government would do well to act on this recommendation -especially since the Draft Education Policy that was put up for public discussion last year, also stresses on the preschool system.[Extracted with edits from: "Before school", Editorial of Indian Express, January 2020.]Which one of the following statements is the author most likely to agree with?

On February 10, the Supreme Court (SC) issued a notice to prohibit children from entering the areas where Anti – CAA protests were held. The notice was issued in a matter where the SC took suo moto cognisance of the involvement of children in protests in a letter addressing the death of a four-month-old. This order violates children’s right to protest. Article 19 of the Indian Constitution protects the right to protest. This right reasonably extends to children. According to Article 19(2), the right to protest can be restricted for various reasons, including protecting the sovereignty and integrity of India, the security of the state, relations with foreign states, public order, decency or morality. Considering the fact that the children were protesting peacefully and for legitimate reasons, the restriction on their right to protest does not fall under any of the possible basis in Article 19(2).Another right engaged by this restriction is children’s right to education and development. In Unnikrishnan v State of A.P., the SC held that Article 21 includes the protection of children’s right to educational opportunities and facilities for children to develop in a healthy manner and in conditions of freedom and dignity. This arguably encompasses their rights to protest and freedom of expression. Preventing children from expressing their opinions compromises the freedom to express their opinions and arguably curtails their right to develop in conditions of freedom and dignity. The jurisprudence of Indian courts has not had an opportunity to set out the scope of the rights to protest and expression in the context of children.Under international law, Article 13 of the UNCRC, ratified by India in 1992, provides that children have the right to freedom of expression, this includes, “freedom to seek, receive and impart information and ideas of all kinds”. Further, Article 15 of the UNCRC protects children’s freedom to associate and peaceful assembly. These rights can only be restricted by provisions which are ‘necessary in a democratic society in the interests of national security or public safety, public order, the protection of public health or morals or the protection of the rights and freedoms of others.’ There may be reasons to restrict the presence of very young and unsupervised children at protests. However, the court’s order arbitrarily banned all children from the Shaheen-Bagh protest site, irrespective of their age and for an indefinite period. This wide ban is arbitrary and a manifestly disproportionate tool for realising any laudable aims under the Indian Constitution and in international law. In addition to violating children’s right to protest, the order also limits the participation of parents and other child caregivers. This will have a disproportionate impact on women as they bear the larger share of child care, limiting their right to freedom of expression and protest.In the light of the information given in the passage, which of the following public policy will be encouraged by the Article 13 & Article 15 of the UNCRC?

Since 2005, the NGO Pratham's Annual Status of Education Reports (ASER) have shone a light on a critical failure of India's education system: A large number of school-going children across the country are short on basic learning skills. These reports have led to debates on seminal policy interventions such as the Right to Education Act and have been catalysts for meaningful conversations on the pedagogical deficiencies of the formal school system. The latest edition of ASER, released on Tuesday, directs attention to children between four and eight years of age, and suggests that India's learning crisis could be linked to the weakness of the country's pre-primary system.More than 20 per cent of students in Standard I are less than six, ASER 2019 reveals - they should ideally be in pre-school. At the same time, 36 per cent students in Standard 1 are older than the RTE-mandated age of six. "Even within Standard I, children's performance on cognitive, early language, early numeracy, and social and emotional learning tasks is strongly related to their age. Older children do better on all tasks," the report says. This is a significant finding and should be the starting point for a substantive debate on the ideal entrylevel age to primary school. In this context, policymakers would also do well to go back to the pedagogical axiom which underlines that children between four and eight are best taught cognitive skills through play-based activities. The emphasis, as ASER 2019 emphasises, should be on "developing problem-solving faculties and building memory of children, and not content knowledge".ASER 2019 talks about leveraging the existing network of anganwadi centres to implement school readiness.The core structure of the anganwadis was developed more than 40 years ago as part of the Integrated Child Development Scheme (ICDS). Pre-school education is part of their mandate. But at the best of times, these centres do no more than implement the government's child nutrition schemes. A number of health crises -including last year's AES outbreak in Bihar - have bared the inadequacies of the system. A growing body of scholarly work has also shown that the anganwadi worker is poorly-paid, demoralised and lacks the autonomy to be an effective nurturer. The ASER report is alive to such shortcomings. "There is a need to expand and upgrade anganwadis to ensure that children get adequate and correct educational inputs of the kind that are not modeled after the formal school," it notes. The government would do well to act on this recommendation - especially since the Draft Education Policy that was put up for public discussion last year, also stresses on the pre-school system.Q. In the last paragraph, why does the author states that the government should act on the recommendation based on the ASER report?

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In a group of six children, T, K, V, O, M and W, T is fatter than M but not as fat as W. K is not the fattest nor is W whereas V is the thinnest. Who is the fattest among them all?a)O b)T c)M d)Data inadequateCorrect answer is option 'A'. Can you explain this answer?
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