In a corporate meeting, Aryan, Bablu, Cena, Deepak, and Eda were sitting to discuss the current financial crisis.A total of 3 attributes were tagged to all 5 people which were Skill, City, and University.The skills included were ADL, TT, R, and SQL. One person could have more than one skills.Cities included were Delhi, Calcutta, Bombay, Fatehabad, and Ambala.Universities included SRM, VIT, Thapar, Shivnadar, and Anna University.All of them hail from different cities and universities.Initial letters of the persons name, skills name, citys name, and universitys name of any particular person were different.Some interlinking information was also given1. Deepak was not from Ambala.2. Ankush belonged to Fatehabad and studied at VIT University.3. Bablu had his studies from Anna University and had SQL and TT in his skills.4. Cena belonged to Bombay and studied at Thapar University.5. Eda didnt study at ShivNadar University.6. Only one person didnt have TT as his skill.7. Only two people didnt have SQL as their skill.8. Only people from Delhi and Calcutta didnt have R as their skills.9. Only students of Thapar and Shivnadar had ADL as their skill.Q.How many of them had at most 2 skills?a)3b)2c)4d)5Correct answer is option 'A'. Can you explain this answer?

In a corporate meeting, Aryan, Bablu, Cena, Deepak, and Eda were sitting to discuss the current financial crisis.A total of 3 attributes were tagged to all 5 people which were Skill, City, and University.The skills included were ADL, TT, R, and SQL. One person could have more than one skills.Cities included were Delhi, Calcutta, Bombay, Fatehabad, and Ambala.Universities included SRM, VIT, Thapar, Shivnadar, and Anna University.All of them hail from different cities and universities.Initial letters of the persons name, skills name, citys name, and universitys name of any particular person were different.Some interlinking information was also given1. Deepak was not from Ambala.2. Ankush belonged to Fatehabad and studied at VIT University.3. Bablu had his studies from Anna University and had SQL and TT in his skills.4. Cena belonged to Bombay and studied at Thapar University.5. Eda didnt study at ShivNadar University.6. Only one person didnt have TT as his skill.7. Only two people didnt have SQL as their skill.8. Only people from Delhi and Calcutta didnt have R as their skills.9. Only students of Thapar and Shivnadar had ADL as their skill.Q.Who belong to Shivnadar university?a)Deepakb)Ankushc)Cenad)BabluCorrect answer is option 'A'. Can you explain this answer?

In a corporate meeting, Aryan, Bablu, Cena, Deepak, and Eda were sitting to discuss the current financial crisis.A total of 3 attributes were tagged to all 5 people which were Skill, City, and University.The skills included were ADL, TT, R, and SQL. One person could have more than one skills.Cities included were Delhi, Calcutta, Bombay, Fatehabad, and Ambala.Universities included SRM, VIT, Thapar, Shivnadar, and Anna University.All of them hail from different cities and universities.Initial letters of the persons name, skills name, citys name, and universitys name of any particular person were different.Some interlinking information was also given1. Deepak was not from Ambala.2. Ankush belonged to Fatehabad and studied at VIT University.3. Bablu had his studies from Anna University and had SQL and TT in his skills.4. Cena belonged to Bombay and studied at Thapar University.5. Eda didnt study at ShivNadar University.6. Only one person didnt have TT as his skill.7. Only two people didnt have SQL as their skill.8. Only people from Delhi and Calcutta didnt have R as their skills.9. Only students of Thapar and Shivnadar had ADL as their skill.Q.Which of the following is correct?a)Bablu - SQL, TT - Calcutta - Anna universityb)Ankush - SQL, TT - Fatehabad - VITc)Ankush - SQL, TT, R - Fatehabad - VITd)Eda- TT - Ambala - SRMCorrect answer is option 'C'. Can you explain this answer?

What is personal skill for professional?

Is it necessary that only a person with cramming skills can pursue humanities?

Explain how optical and non-optical aids help visually challenged persons to develop their skills to higher level ?

Mahatma Gandhi National Fellowship Programme has been launched. In a bid to strengthen skills training at district level, the [X] ministry on Saturday launched the Mahatma Gandhi National Fellowship (MGNF) programme nationwide in partnership with nine Indian Institutes of Management across India. The programme has been launched under under the [Y] loan assisted programme SANKALP.IIM [Z] announced the launch of ‘Mahatma Gandhi National Fellowship’ (MGNF) 2021-23 in collaboration with the [X] ministry, Government of India and State Skill Development Missions (SSDMs).The Mahatma Gandhi National Fellowship is a unique opportunity for young, dynamic individuals to combine classroom sessions at IIM with engagement in the district economies to promote skill development and skill planning.The AMs focus on management principles, economic development, public policy, and soft skills and have been designed to address the needs of the MGN Fellows in allowing them to understand opportunities and challenges to enable a flexible, skill-based economy in their district and to identify opportunities and infrastructure needed to support it.The District Immersion module would provide a framework to help the MGN Fellows negotiate the district-specific challenges in the context of documenting institutional weaknesses at the district level, identifying schemes that work well, undertaking detailed resource mapping, and formulating a rigorously researched District Skill Development Plan (DDP) that chart out a strategy for economic development at the district.Q. What is the full form of SANKALP?a)Skills And Knowledge Acquisition for Livelihood Promotionb)Skills And Networking Knowledge Awareness for Livelihood Promotionc)Skill Acquisition and Knowledge Awareness for Livelihood Promotiond)Skill Acquisition and Knowledge Attention for Livelihood PromotionCorrect answer is option 'C'. Can you explain this answer?

Recognition of Prior Learning Scheme is sometimes mentioned in the news with reference to:a)Certifying the skills acquired by construction workers through traditional channels.b)Enrolling the persons in Universities for distance learning programmes.c)Reserving some skilled jobs to rural and urban poor in some public sector undertakings.d)Certifying the skills acquired by trainees under the National Skill Development Programme.Correct answer is option 'A'. Can you explain this answer?

A contract based on personal skill, interest or qualification must be performed by promisor himself? a) true b)false c) partly true?

Direction: In the following passage, some of the words have been left out. Read the passage carefully and select the correct answer for the given blank out of the four alternatives.Technical skill _________ to the ability and knowledge to use the pedagogy, tools and techniques involved in the teaching and research of a specific subject. Ability in programming or software designing and operating a computer is, _______ instance, a technical skill. There are two things a teacher should understand _________transformational technical skills. In the first place, he must know _________ skill and what level of skill should be applied on a particular student. He should be _________enough with their potential to ask discerning questions. Secondly, a teacher must understand the role of each event organised and the transformational skill applied, and the inter-relationships between the events and skills.Q.he must know _______ skill and what levela)Whenb)Whichc)Whiled)WhoCorrect answer is option 'B'. Can you explain this answer?

Direction: In the following passage, some of the words have been left out. Read the passage carefully and select the correct answer for the given blank out of the four alternatives.Technical skill _________ to the ability and knowledge to use the pedagogy, tools and techniques involved in the teaching and research of a specific subject. Ability in programming or software designing and operating a computer is, _______ instance, a technical skill. There are two things a teacher should understand _________transformational technical skills. In the first place, he must know _________ skill and what level of skill should be applied on a particular student. He should be _________enough with their potential to ask discerning questions. Secondly, a teacher must understand the role of each event organised and the transformational skill applied, and the inter-relationships between the events and skills.Q.a computer is, _______ instance, a technical skilla)Ofb)Fromc)Atd)ForCorrect answer is option 'D'. Can you explain this answer?

Direction: In the following passage, some of the words have been left out. Read the passage carefully and select the correct answer for the given blank out of the four alternatives.Technical skill _________ to the ability and knowledge to use the pedagogy, tools and techniques involved in the teaching and research of a specific subject. Ability in programming or software designing and operating a computer is, _______ instance, a technical skill. There are two things a teacher should understand _________transformational technical skills. In the first place, he must know _________ skill and what level of skill should be applied on a particular student. He should be _________enough with their potential to ask discerning questions. Secondly, a teacher must understand the role of each event organised and the transformational skill applied, and the inter-relationships between the events and skills.Q.Technical skill _______ to the abilitya)Refersb)Referc)Referenced)ReferredCorrect answer is option 'A'. Can you explain this answer?

Direction: In the following passage, some of the words have been left out. Read the passage carefully and select the correct answer for the given blank out of the four alternatives.Technical skill _________ to the ability and knowledge to use the pedagogy, tools and techniques involved in the teaching and research of a specific subject. Ability in programming or software designing and operating a computer is, _______ instance, a technical skill. There are two things a teacher should understand _________transformational technical skills. In the first place, he must know _________ skill and what level of skill should be applied on a particular student. He should be _________enough with their potential to ask discerning questions. Secondly, a teacher must understand the role of each event organised and the transformational skill applied, and the inter-relationships between the events and skills.Q.understand _______ transformational technical skillsa)Aboutb)Atc)Amongd)UponCorrect answer is option 'A'. Can you explain this answer?

Direction: Read the following passage carefully and answer the question given below.Contrary to the fears of US President Donald Trump, climate protection efforts needn’t eat jobs after all. The International Labour Organization (ILO), in its annual flagship report on the global job market, has noted that achieving the Paris Agreement’s 2 degrees Celsius goal will result in a net increase of 18 million jobs across the globe by 2030. The “World Employment And Social Outlook 2018—Greening With Jobs” report also notes that more than 300,000 workers will be employed in the solar and wind energy sectors to meet the NarendraModi government’s ambitious goal of generating 175 gigawatts (GW) of electricity from renewable resources by 2022. However, fulfilling this optimistic target will require establishing green skills training programmes. India ranks amongst the top 10 countries for production of renewable energy through solar, wind and biomass. Sadly, the existing skill mismatch could not only pose hurdles to further growth here but also leave the poor out of the greening of the economy. Closing this green skill gap is an imperative for establishing sound environmental sustainability programs.The transition to green jobs can take place along two tracks. The first is a decline in the number of jobs in various industries, such as those reliant on carbon-based production. Secondly, changes in skill sets can equip workers to continue working in sectors like agriculture and infrastructure as they grow greener. Managing the socioeconomic disruption in the former instance and matching industry demand in the latter demands good quantitative and qualitative employment data. For instance, South Africa regularly publishes a list of occupations that are in high demand, including those in the green sector. France has a dedicated National Observatory of Jobs and Skills in the Green Economy, which regularly assesses employment trends in the green economy. In India, however, the recent spirited debates on job creation have underlined the lack of reliable, timely employment data.Next comes the integration of green skills in formal education and training programmes. Thailand provides a good example: It is emerging as a model for green building by developing occupation-specific (construction in this case) sets of green skills competencies. Technical and vocational education and training (Tvet) programmes run by the government in India are another matter entirely. Government-regulated Tvet Programmes fail to align their curriculum with industry needs, thereby depriving graduates of decent jobs. This is a long-standing problem and is bound to be particularly harmful when it comes to green jobs, given their rapidly evolving demands.This government failure shouldn’t be surprising. As many as 17 ministries are engaged in education, vocational and technical training, and skill development. The resultant jumble means that Tvet Programmes often become a paint-by-numbers exercise focused on meeting overblown enrolment targets, churning out job seekers with questionable skills. For an example, look no further than Narendra Modi’s Skill India mission, launched in 2015. It has run out of steam, with problems ranging from poor management to a shortage of qualified trainers. The Union ministry of environment, forest and climate change recently launched a Green Skill Development Programme (GSDP) which aims to train over 550,000 people in the environment and forest sectors in the next three years. If it means to succeed, it must learn the lessons of such failures.One of those lessons is the importance of partnering with the private sector—whether in designing government programmes or enabling and incentivizing companies to run such programmes. Prospective employers are the ones who are most well-acquainted with changing skill needs and labour market shifts, after all. Previous skill initiatives have often run aground here, with a lack of apprenticeship training and an inadequate industry interface. Thailand, again, shows how this can be done; private companies play an important role in providing on-the-job training for green transition. And when large businesses undertake such initiatives, this triggers a more widespread demand for green skills and training across smaller businesses and the informal sector embedded in the former’s value chains. Total renewable power capacity installed in India, as of February 2018, was 65 GW, against the target of 175 GW by 2022. If the government truly wants to accomplish this audacious goal, it will need to focus on much more than green energy infrastructure.In which context does the phrase ‘churning out’ used in the passage?a)The Government is giving high emphasis on education, vocational and technical training, and skill development.b)The government has failed in its efforts to impart skills to the unemployed section of society.c)Government has initiated the steps to reduce unemployment in the country.d)Government is more concerned with the quantity of people enrolled in the skill training program rather than providing quality skills to them.Correct answer is option 'D'. Can you explain this answer?

Actio personalis moritur cum persona means:a)A personal right of action dies with the personb)Personal Care of citizens.c)An action directed toward a Criminal for reformation.d)An action is not given to him who is not injuredCorrect answer is option 'A'. Can you explain this answer?

Among a group of 500 persons who have applied for a job requiring multilingual skills, 92% knew English 87% knew Hindi, 82% knew Bengali, 78% knew Tamil, 75% knew Telugu and 69% knew Marathi. 23 persons did not know any of the six languages. What could be the minimum number of persons who knew all the six languages? (1) 30 2) 35 3)40 4) 60?

Direction: In the following passage, some of the words have been left out. Read the passage carefully and select the correct answer for the given blank out of the four alternatives.Technical skill _________ to the ability and knowledge to use the pedagogy, tools and techniques involved in the teaching and research of a specific subject. Ability in programming or software designing and operating a computer is, _______ instance, a technical skill. There are two things a teacher should understand _________transformational technical skills. In the first place, he must know _________ skill and what level of skill should be applied on a particular student. He should be _________enough with their potential to ask discerning questions. Secondly, a teacher must understand the role of each event organised and the transformational skill applied, and the inter-relationships between the events and skills.Q.He should be _______ enough with theira)Familiarb)Familiarlyc)Familiarnessd)FamiliarityCorrect answer is option 'A'. Can you explain this answer?

Direction: Read the following passage carefully and answer the question given below.Contrary to the fears of US President Donald Trump, climate protection efforts needn’t eat jobs after all. The International Labour Organization (ILO), in its annual flagship report on the global job market, has noted that achieving the Paris Agreement’s 2 degrees Celsius goal will result in a net increase of 18 million jobs across the globe by 2030. The “World Employment And Social Outlook 2018—Greening With Jobs” report also notes that more than 300,000 workers will be employed in the solar and wind energy sectors to meet the NarendraModi government’s ambitious goal of generating 175 gigawatts (GW) of electricity from renewable resources by 2022. However, fulfilling this optimistic target will require establishing green skills training programmes. India ranks amongst the top 10 countries for production of renewable energy through solar, wind and biomass. Sadly, the existing skill mismatch could not only pose hurdles to further growth here but also leave the poor out of the greening of the economy. Closing this green skill gap is an imperative for establishing sound environmental sustainability programs.The transition to green jobs can take place along two tracks. The first is a decline in the number of jobs in various industries, such as those reliant on carbon-based production. Secondly, changes in skill sets can equip workers to continue working in sectors like agriculture and infrastructure as they grow greener. Managing the socioeconomic disruption in the former instance and matching industry demand in the latter demands good quantitative and qualitative employment data. For instance, South Africa regularly publishes a list of occupations that are in high demand, including those in the green sector. France has a dedicated National Observatory of Jobs and Skills in the Green Economy, which regularly assesses employment trends in the green economy. In India, however, the recent spirited debates on job creation have underlined the lack of reliable, timely employment data.Next comes the integration of green skills in formal education and training programmes. Thailand provides a good example: It is emerging as a model for green building by developing occupation-specific (construction in this case) sets of green skills competencies. Technical and vocational education and training (Tvet) programmes run by the government in India are another matter entirely. Government-regulated Tvet Programmes fail to align their curriculum with industry needs, thereby depriving graduates of decent jobs. This is a long-standing problem and is bound to be particularly harmful when it comes to green jobs, given their rapidly evolving demands.This government failure shouldn’t be surprising. As many as 17 ministries are engaged in education, vocational and technical training, and skill development. The resultant jumble means that Tvet Programmes often become a paint-by-numbers exercise focused on meeting overblown enrolment targets, churning out job seekers with questionable skills. For an example, look no further than Narendra Modi’s Skill India mission, launched in 2015. It has run out of steam, with problems ranging from poor management to a shortage of qualified trainers. The Union ministry of environment, forest and climate change recently launched a Green Skill Development Programme (GSDP) which aims to train over 550,000 people in the environment and forest sectors in the next three years. If it means to succeed, it must learn the lessons of such failures.One of those lessons is the importance of partnering with the private sector—whether in designing government programmes or enabling and incentivizing companies to run such programmes. Prospective employers are the ones who are most well-acquainted with changing skill needs and labour market shifts, after all. Previous skill initiatives have often run aground here, with a lack of apprenticeship training and an inadequate industry interface. Thailand, again, shows how this can be done; private companies play an important role in providing on-the-job training for green transition. And when large businesses undertake such initiatives, this triggers a more widespread demand for green skills and training across smaller businesses and the informal sector embedded in the former’s value chains. Total renewable power capacity installed in India, as of February 2018, was 65 GW, against the target of 175 GW by 2022. If the government truly wants to accomplish this audacious goal, it will need to focus on much more than green energy infrastructure.The appropriate title of the passage is:a)Partnering with private sectorb)Identifying the necessary skillsc)The targets of Modi Governmentd)The importance of green skills for green jobsCorrect answer is option 'D'. Can you explain this answer?

Direction: Read the following passage carefully and answer the question given below.Contrary to the fears of US President Donald Trump, climate protection efforts needn’t eat jobs after all. The International Labour Organization (ILO), in its annual flagship report on the global job market, has noted that achieving the Paris Agreement’s 2 degrees Celsius goal will result in a net increase of 18 million jobs across the globe by 2030. The “World Employment And Social Outlook 2018—Greening With Jobs” report also notes that more than 300,000 workers will be employed in the solar and wind energy sectors to meet the Narendra Modi government’s ambitious goal of generating 175 gigawatts (GW) of electricity from renewable resources by 2022. However, fulfilling this optimistic target will require establishing green skills training programmes. India ranks amongst the top 10 countries for production of renewable energy through solar, wind and biomass. Sadly, the existing skill mismatch could not only pose hurdles to further growth here but also leave the poor out of the greening of the economy. Closing this green skill gap is an imperative for establishing sound environmental sustainability programs.The transition to green jobs can take place along two tracks. The first is a decline in the number of jobs in various industries, such as those reliant on carbon-based production. Secondly, changes in skill sets can equip workers to continue working in sectors like agriculture and infrastructure as they grow greener. Managing the socioeconomic disruption in the former instance and matching industry demand in the latter demands good quantitative and qualitative employment data. For instance, South Africa regularly publishes a list of occupations that are in high demand, including those in the green sector. France has a dedicated National Observatory of Jobs and Skills in the Green Economy, which regularly assesses employment trends in the green economy. In India, however, the recent spirited debates on job creation have underlined the lack of reliable, timely employment data.Next comes the integration of green skills in formal education and training programmes. Thailand provides a good example: It is emerging as a model for green building by developing occupation-specific (construction in this case) sets of green skills competencies. Technical and vocational education and training (Tvet) programmes run by the government in India are another matter entirely. Government-regulated Tvet Programmes fail to align their curriculum with industry needs, thereby depriving graduates of decent jobs. This is a long-standing problem and is bound to be particularly harmful when it comes to green jobs, given their rapidly evolving demands.This government failure shouldn’t be surprising. As many as 17 ministries are engaged in education, vocational and technical training, and skill development. The resultant jumble means that Tvet Programmes often become a paint-by-numbers exercise focused on meeting overblown enrolment targets, churning out job seekers with questionable skills. For an example, look no further than Narendra Modi’s Skill India mission, launched in 2015. It has run out of steam, with problems ranging from poor management to a shortage of qualified trainers. The Union ministry of environment, forest and climate change recently launched a Green Skill Development Programme (GSDP) which aims to train over 550,000 people in the environment and forest sectors in the next three years. If it means to succeed, it must learn the lessons of such failures.One of those lessons is the importance of partnering with the private sector—whether in designing government programmes or enabling and incentivizing companies to run such programmes. Prospective employers are the ones who are most well-acquainted with changing skill needs and labour market shifts, after all. Previous skill initiatives have often run aground here, with a lack of apprenticeship training and an inadequate industry interface. Thailand, again, shows how this can be done; private companies play an important role in providing on-the-job training for green transition. And when large businesses undertake such initiatives, this triggers a more widespread demand for green skills and training across smaller businesses and the informal sector embedded in the former’s value chains. Total renewable power capacity installed in India, as of February 2018, was 65 GW, against the target of 175 GW by 2022. If the government truly wants to accomplish this audacious goal, it will need to focus on much more than green energy infrastructure.How partnering with the private sector can provide a boost to green energy infrastructure?a)by providing on the job training for green transitionb)by increasing widespread demand for green skills and trainingc)by designing the government programme efficientlyd)All are correctCorrect answer is option 'D'. Can you explain this answer?

Actio personalis moritur cum persona means:a)A personal right of action dies with the personb)Personal Care of citizensc)An action directed toward a Criminal for reformationd)An action is not given to him who is not injuredCorrect answer is option 'A'. Can you explain this answer?

Read the passage carefully and answer the following questions:Around 2700 years ago, the Greek poet Archilochus wrote: “the fox knows many things; the hedgehog one big thing.” In the 1950s, philosopher Isaiah Berlin used that sentence as the basis of his essay “The Hedgehog and the Fox.” In it, Berlin divides great thinkers into two categories: hedgehogs, who have one perspective on the world, and foxes, who have many different viewpoints. Although Berlin later claimed the essay was not intended to be serious, it has become a foundational part of thinking about the distinction between specialists and generalists.A generalist is a person who is a competent jack of all trades, with lots of divergent useful skills and capabilities. Specialist, on the other hand, is someone with distinct knowledge and skills related to a single area. The generalist and the specialist are on the same continuum; there are degrees of specialization in a subject. There’s a difference between someone who specializes in teaching history and someone who specializes in teaching the history of the American Civil war, for example. Likewise, there is a spectrum for how generalized or specialized a certain skill is. Some skills — like the ability to focus, to read critically, or to make rational decisions — are of universal value. Others are a little more specialized but can be used in many different careers. Examples of these skills would be design, project management, and fluency in a foreign language.Generalists have the advantage of interdisciplinary knowledge, which fosters creativity and a firmer understanding of how the world works. They have a better overall perspective and can generally perform second-order thinking in a wider range of situations than the specialist can. Generalists often possess transferable skills, allowing them to be flexible with their career choices and adapt to a changing world. Managers and leaders are often generalists because they need a comprehensive perspective of their entire organization. And an increasing number of companies are choosing to have a core group of generalists on staff, and hire freelance specialists only when necessary. The métiers at the lowest risk of automation in the future tend to be those which require a diverse, nuanced skill set.When their particular skills are in demand, specialists experience substantial upsides. The scarcity of their expertise means higher salaries, less competition, and more leverage. The downside is that specialists are vulnerable to change. Many specialist jobs are disappearing as technology changes. Stockbrokers, for example, face the possibility of replacement by AI in coming years. That doesn’t mean no one will hold those jobs, but demand will decrease. Many people will need to learn new work skills, and starting over in a new field will put them back decades. That’s a serious knock, both psychologically and financially.What’s the safest option, the middle ground? By many accounts, it’s being a specialist in one area, while retaining a few general iterative skills-a generalizing specialist. Many great thinkers are (or were) generalizing specialists. Shakespeare, Da Vinci, Kepler, and Boyd excelled by branching out from their core competencies. These men knew how to learn fast, picking up the key ideas and then returning to their specialties. Unlike their forgotten peers, they didn’t continue studying one area past the point of diminishing returns; they got back to work — and the results were extraordinary.Q.Which of the following statements, if true, weakens the authors suggestion in the final paragraph?a)Studies predict that most jobs in the future would require a diversified skill set.b)A recent study revealed that there has been a significant jump in demand for generalists in workplaces.c)It requires a great deal of effort to become a generalizing specialist which cannot be achieved by everyone.d)A recent survey reveals that the number of companies retaining specialized personnel with a diverse range of capabilities is very low.Correct answer is option 'D'. Can you explain this answer?