Banking Exam PCI202532 Welcome to your Banking Exam PCI202532 Name Email DIRECTIONS (Qs. 1-6) : In the following bar diagram the number of engineers employed in various companies has been given. Study the bar diagram carefully to answer the questions. 1. The number of post graduate engineers employed in thecompany W is what per cent of the total engineers employedin that company ? (a) 33 1/3% (b) 30 1/3% (c) 25 1/3% (d) 36 1/3% (e) None of these None 2. What is the average number of junior engineers employedin all the companies? (a) 150 (b) 170 (c) 160 (d) 180 (e) 190 None 3. What is the difference between the average number of juniorengineers and assistant engineers taking all the companiestogether? (a) 18 (b) 15 (c) 10 (d) 22 (e) 25 None 4. If the number of assistant engineers employed in all thecompanies be increased by 37% and the number of postgraduate engineers employed in all the companies bdecreased by 20%, by what percent will the number ofassistant engineers be less than that of post graduateengineers? (a) 5.6% (b) 7.8% (c) 8% (d) 9.3% (e) None of these None 5. If the numbers of all the engineers in the company V, companyX and company Y be increased by 30%, 35% and 40%respectively, what will be the overall percentage increase inthe number of all engineers of all the companies takentogether? (a) 20% (b) 22% (c) 24% (d) 25% (e) None of these None 6. What is the ratio between the number of assistant engineersemployed in company V and company X? (a) 3 : 5 (b) 3 : 4 (c) 2 : 3 (d) 3 : 2 (e) None of these None DIRECTIONS (Qs. 1-5) : The following questions are based on the stacked bar graph given below: 1. What is the total sales of Ruby as a per cent of the totalsales of precious stones for the given period? (a) 17.3% (b) 19.23% (c) 23.1% (d) Cannot be determined (e) None of these None 2. By what percent is the average annual sales of Emerald forthe given period more than the sales of Opal in 2012-13? (a) 120% (b) 50% (c) 25% (d) 40% (e) None of these None 3. For how many years is the sales of Bezel as a percentage ofthe total sales of precious stones less than that of Topaz? (a) one (b) two (c) three (d) four (e) None of these None 4. If the sales of Topaz increased from 2008-09 to 2014-15 by25% and increased from 2013-2014 to 2014-15 by 50%, thenwhat is the difference between the sales of Topaz in 2008-09and that in 2014-15? (a) 50000 tonnes (b) 100000 tonnes (c) 140000 tonnes (d) 160000 tonnes (e) None of these None 5. Which of the given precious stones experienced the highestpercentage growth in the sales in any year over that of theprevious year for the period 2010-11 to 2013-14? (a) Topaz (b) Emerald (c) Ruby (d) Bezel (e) None of these None DIRECTIONS (Qs. 1-5): Study the following information carefully and answer the questions given below: Nine boxes named A, B, C, D, E, F, G, H and I are placed one above other but not necessarily in the same order. Only five boxes are placed between A and C. E is placed immediate above C. Only three boxes are placed between E and D. As many boxes placed between A and D as between B and E. F is placed below B, but not at bottom. More than four boxes are placed between E and F. One box is placed between F and G. Box I is placed above box H.1. Which box is placed at bottom? (a) A (b) D (c) E (d) I (e) G None 2. How many boxes are placed between I and A? Nine boxes named A, B, C, D, E, F, G, H and I are placed one above other but not necessarily in the same order. Only five boxes are placed between A and C. E is placed immediate above C. Only three boxes are placed between E and D. As many boxes placed between A and D as between B and E. F is placed below B, but not at bottom. More than four boxes are placed between E and F. One box is placed between F and G. Box I is placed above box H. (a) one (b) two (c) three (d) four (e) more than four None 3. If in a certain way D is related to I and A is related to H then by which among the following B is related? Nine boxes named A, B, C, D, E, F, G, H and I are placed one above other but not necessarily in the same order. Only five boxes are placed between A and C. E is placed immediate above C. Only three boxes are placed between E and D. As many boxes placed between A and D as between B and E. F is placed below B, but not at bottom. More than four boxes are placed between E and F. One box is placed between F and G. Box I is placed above box H. (a) A (b) G (c) C (d) E (e) D None 4. Which box is placed immediate above and immediate below B? Nine boxes named A, B, C, D, E, F, G, H and I are placed one above other but not necessarily in the same order. Only five boxes are placed between A and C. E is placed immediate above C. Only three boxes are placed between E and D. As many boxes placed between A and D as between B and E. F is placed below B, but not at bottom. More than four boxes are placed between E and F. One box is placed between F and G. Box I is placed above box H. (a) C and H (b) I and F (c) F and D (d) D and I (e) E and C None 5. What is the position of H ? Nine boxes named A, B, C, D, E, F, G, H and I are placed one above other but not necessarily in the same order. Only five boxes are placed between A and C. E is placed immediate above C. Only three boxes are placed between E and D. As many boxes placed between A and D as between B and E. F is placed below B, but not at bottom. More than four boxes are placed between E and F. One box is placed between F and G. Box I is placed above box H. (a) fourth from the top (b) fifth from the top (c) third form the bottom (d) sixth from the bottom (e) fourth from the bottom None Directions (1-5): Study the following information carefully and answer the below questions. Eight boxes viz. G, H, I, J, K, L, M and N are placed in a linear row facing north with different rupee notes such as 5, 10, 20, 50, 100, 200, 500 and 2000, but not necessarily in the same order. The box which has a 10rs note is placed three places away from H, which is to the immediate left of the box which has a 100rs note. Only one box is there between I and H. Neither I nor J is adjacent to the box which has a 100rs note. The box which has a 500rs note is exactly between H and J, which is placed to the left of H. Only three boxes are there between J and the box which has a 5rs note. G is placed three places away from the box which has a 500rs note. Only three boxes are there between G and N which has a 20rs note. M is placed second to the left of the box which has a 200rs note. L is placed two places away from the box which has a 50rs note.1) Which among the following box is placed exactly between M and the box which has a 5rs note? a) N b) The box which has a 100rs note c) L d) The box which has a 200rs note e) None of these None 2) Which of the following box is placed fifth to the left of H? Eight boxes viz. G, H, I, J, K, L, M and N are placed in a linear row facing north with different rupee notes such as 5, 10, 20, 50, 100, 200, 500 and 2000, but not necessarily in the same order. The box which has a 10rs note is placed three places away from H, which is to the immediate left of the box which has a 100rs note. Only one box is there between I and H. Neither I nor J is adjacent to the box which has a 100rs note. The box which has a 500rs note is exactly between H and J, which is placed to the left of H. Only three boxes are there between J and the box which has a 5rs note. G is placed three places away from the box which has a 500rs note. Only three boxes are there between G and N which has a 20rs note. M is placed second to the left of the box which has a 200rs note. L is placed two places away from the box which has a 50rs note. a) The box which has a10rs note b) The box which has a 200rs note c) The box which has a 2000rs note d) The box which has a 50rs note e) None of these None 3) Which of the following statement(s) is/are true with respect to the final arrangement? Eight boxes viz. G, H, I, J, K, L, M and N are placed in a linear row facing north with different rupee notes such as 5, 10, 20, 50, 100, 200, 500 and 2000, but not necessarily in the same order. The box which has a 10rs note is placed three places away from H, which is to the immediate left of the box which has a 100rs note. Only one box is there between I and H. Neither I nor J is adjacent to the box which has a 100rs note. The box which has a 500rs note is exactly between H and J, which is placed to the left of H. Only three boxes are there between J and the box which has a 5rs note. G is placed three places away from the box which has a 500rs note. Only three boxes are there between G and N which has a 20rs note. M is placed second to the left of the box which has a 200rs note. L is placed two places away from the box which has a 50rs note.I. Three boxes are placed between J and H.II. More than four boxes are placed to the left of I.III. The box which has a 5rs note is placed to the immediate left of N. a) Only I b) Both I and II c) Both I and III d) All I, II and III e) None of these None 4) How many boxes are placed between the box which has a 200rs note and K? Eight boxes viz. G, H, I, J, K, L, M and N are placed in a linear row facing north with different rupee notes such as 5, 10, 20, 50, 100, 200, 500 and 2000, but not necessarily in the same order. The box which has a 10rs note is placed three places away from H, which is to the immediate left of the box which has a 100rs note. Only one box is there between I and H. Neither I nor J is adjacent to the box which has a 100rs note. The box which has a 500rs note is exactly between H and J, which is placed to the left of H. Only three boxes are there between J and the box which has a 5rs note. G is placed three places away from the box which has a 500rs note. Only three boxes are there between G and N which has a 20rs note. M is placed second to the left of the box which has a 200rs note. L is placed two places away from the box which has a 50rs note. a) One b) Two c) Three d) Four e) More than four None 5) In which of the following statement the first box is placed exactly between the second and the third boxes in the following arrangement? Eight boxes viz. G, H, I, J, K, L, M and N are placed in a linear row facing north with different rupee notes such as 5, 10, 20, 50, 100, 200, 500 and 2000, but not necessarily in the same order. The box which has a 10rs note is placed three places away from H, which is to the immediate left of the box which has a 100rs note. Only one box is there between I and H. Neither I nor J is adjacent to the box which has a 100rs note. The box which has a 500rs note is exactly between H and J, which is placed to the left of H. Only three boxes are there between J and the box which has a 5rs note. G is placed three places away from the box which has a 500rs note. Only three boxes are there between G and N which has a 20rs note. M is placed second to the left of the box which has a 200rs note. L is placed two places away from the box which has a 50rs note.I. IGK II. LMN III. JIM a) Only I b) Only II c) Only I and III d) All I, II and III e) None of these None DIRECTIONS (Qs. 1-8): Read the following passage carefully and answer the questions given below it. Certain words are printed in bold so that you can find them easily while answering some of the questions. One day, a girl asked me what exactly the word ‘liberal’ means. She wanted to know if ‘liberalization’ promotes ‘liberal’ values. She had noticed that the institutions of higher education, which are supposed to promote liberal values, were finding it difficult to resist ideological and commercial pressures of Education, which is supposed to promote liberal values, was finding it difficult to withstand ideological and commercial pressures triggered by the process of economic liberalization. Similarly, the economic liberalism was different from political liberalism? And what exactly do people mean when they refer to Neo-liberal policies? The questions she was asking could hardly be addressed without evoking the political economy that has emerged over the last three decades. When economic liberalization gained general approval in the mid-1980s, few thought what it would mean for education. Then, in 1991, a new economic policy was dramatically announced, accompanied by a series of ‘structural adjustment’ measures for the Indian economy. The purpose of the “adjustment” was to facilitate India’s integration into the world economy. Still, no special attention was paid to education. Some critics of the new economic policy have expressed concern and anxiety about the consequences if governments step back from their primary roles and responsibilities in areas such as education and health. Drafted in 1986, the national education policy largely adhered to the established state-centred perspective) A major review in the early 1990s vaguely resonated the new discourse of liberalization, but offered little evidence of change in the basic perspective) The Programme of Action, announced in 1992, stopped short of admitting that the state’s role in education was about to change) It could hardly be imagined at that point that over the following decades, the state’s role in education would change so much that the Constitution would begin to sound like rhetoric. To find out what happened, we have to distinguish between school and university. When Prime Minister P.V. Narasimha Rao spoke about liberalization as the central theme of the new economic policy, he also referred to the ‘structural adjustment programme’. Under this programme, the World Bank offered a ‘safety net’ for primary education. It meant additional resources and policy guidance to enable the system to expand its capacity for enrolling children. The District Primary Education Programme (DPEP), which later mutated into Sarva Shiksha Abhiyan (SSA), symbolised the ‘safety net’ approach. It was designed to cushion the harsh effects that ‘structural adjustment’ under liberalization was expected to cause in welfare sectors like children’s education and health. The DPEP and SSA efficiently served this role, creating an ethos in which children’s education seemed to have become a major priority of the state) The success of these programmes emboldened the government to push the Right to Education (RTE) law through Parliament. Governments of many States registered their anxiety over their capacity to fund the implementation of RTE after the Central assistance provided under SSA runs dry. In higher education, the new economic policy designed on the principles of liberalization offered no safety net. From the beginning, the assumption was that higher education ought to generate its own resources. An accompanying idea was that higher education should respond to market demands in terms of knowledge and skills. Over the last three decades, these two guiding ideas have dented the established system of higher education in all parts of the country. Both Central and State universities have been starved of financial resources. Cutting down on permanent staff, both teaching and non-teaching, has emerged as the best strategy to cope with financial crunch. A complex set of outcomes, specific to different universities, makes any general analysis difficult. In some, self-financed courses, mostly vocational in nature, have provided a means of income) In others, such courses have been resisted by teacher unions. However, these unions have gradually lost their power and say because they are broken from within. 1. Which of the following provided a safety net for primary education? (a) Government of India (b) World health organization (c) World bank (d) The District Primary Education Programme (DPEP) (e) None of these None 2. According to the text, which of the following statements is true/ correct? One day, a girl asked me what exactly the word ‘liberal’ means. She wanted to know if ‘liberalization’ promotes ‘liberal’ values. She had noticed that the institutions of higher education, which are supposed to promote liberal values, were finding it difficult to resist ideological and commercial pressures of Education, which is supposed to promote liberal values, was finding it difficult to withstand ideological and commercial pressures triggered by the process of economic liberalization. Similarly, the economic liberalism was different from political liberalism? And what exactly do people mean when they refer to Neo-liberal policies? The questions she was asking could hardly be addressed without evoking the political economy that has emerged over the last three decades. When economic liberalization gained general approval in the mid-1980s, few thought what it would mean for education. Then, in 1991, a new economic policy was dramatically announced, accompanied by a series of ‘structural adjustment’ measures for the Indian economy. The purpose of the “adjustment” was to facilitate India’s integration into the world economy. Still, no special attention was paid to education. Some critics of the new economic policy have expressed concern and anxiety about the consequences if governments step back from their primary roles and responsibilities in areas such as education and health. Drafted in 1986, the national education policy largely adhered to the established state-centred perspective) A major review in the early 1990s vaguely resonated the new discourse of liberalization, but offered little evidence of change in the basic perspective) The Programme of Action, announced in 1992, stopped short of admitting that the state’s role in education was about to change) It could hardly be imagined at that point that over the following decades, the state’s role in education would change so much that the Constitution would begin to sound like rhetoric. To find out what happened, we have to distinguish between school and university. When Prime Minister P.V. Narasimha Rao spoke about liberalization as the central theme of the new economic policy, he also referred to the ‘structural adjustment programme’. Under this programme, the World Bank offered a ‘safety net’ for primary education. It meant additional resources and policy guidance to enable the system to expand its capacity for enrolling children. The District Primary Education Programme (DPEP), which later mutated into Sarva Shiksha Abhiyan (SSA), symbolised the ‘safety net’ approach. It was designed to cushion the harsh effects that ‘structural adjustment’ under liberalization was expected to cause in welfare sectors like children’s education and health. The DPEP and SSA efficiently served this role, creating an ethos in which children’s education seemed to have become a major priority of the state) The success of these programmes emboldened the government to push the Right to Education (RTE) law through Parliament. Governments of many States registered their anxiety over their capacity to fund the implementation of RTE after the Central assistance provided under SSA runs dry. In higher education, the new economic policy designed on the principles of liberalization offered no safety net. From the beginning, the assumption was that higher education ought to generate its own resources. An accompanying idea was that higher education should respond to market demands in terms of knowledge and skills. Over the last three decades, these two guiding ideas have dented the established system of higher education in all parts of the country. Both Central and State universities have been starved of financial resources. Cutting down on permanent staff, both teaching and non-teaching, has emerged as the best strategy to cope with financial crunch. A complex set of outcomes, specific to different universities, makes any general analysis difficult. In some, self-financed courses, mostly vocational in nature, have provided a means of income) In others, such courses have been resisted by teacher unions. However, these unions have gradually lost their power and say because they are broken from within. i. The purpose of ‘adjustment’ was to facilitate India’s integration into the global economy.ii. The “structural adjustments” of liberalization were designed to mitigate the severe impacts that were not facing welfare areas such as education and child health.iii. The national policy on education drafted in 1986 had mostly adhered to the established state-centric view. (a) Only i (b) Only i and iii (c) Only iii (d) Only ii (e) All i, ii, iii None 3. According to this passage, what was the central theme of the new economic policy? One day, a girl asked me what exactly the word ‘liberal’ means. She wanted to know if ‘liberalization’ promotes ‘liberal’ values. She had noticed that the institutions of higher education, which are supposed to promote liberal values, were finding it difficult to resist ideological and commercial pressures of Education, which is supposed to promote liberal values, was finding it difficult to withstand ideological and commercial pressures triggered by the process of economic liberalization. Similarly, the economic liberalism was different from political liberalism? And what exactly do people mean when they refer to Neo-liberal policies? The questions she was asking could hardly be addressed without evoking the political economy that has emerged over the last three decades. When economic liberalization gained general approval in the mid-1980s, few thought what it would mean for education. Then, in 1991, a new economic policy was dramatically announced, accompanied by a series of ‘structural adjustment’ measures for the Indian economy. The purpose of the “adjustment” was to facilitate India’s integration into the world economy. Still, no special attention was paid to education. Some critics of the new economic policy have expressed concern and anxiety about the consequences if governments step back from their primary roles and responsibilities in areas such as education and health. Drafted in 1986, the national education policy largely adhered to the established state-centred perspective) A major review in the early 1990s vaguely resonated the new discourse of liberalization, but offered little evidence of change in the basic perspective) The Programme of Action, announced in 1992, stopped short of admitting that the state’s role in education was about to change) It could hardly be imagined at that point that over the following decades, the state’s role in education would change so much that the Constitution would begin to sound like rhetoric. To find out what happened, we have to distinguish between school and university. When Prime Minister P.V. Narasimha Rao spoke about liberalization as the central theme of the new economic policy, he also referred to the ‘structural adjustment programme’. Under this programme, the World Bank offered a ‘safety net’ for primary education. It meant additional resources and policy guidance to enable the system to expand its capacity for enrolling children. The District Primary Education Programme (DPEP), which later mutated into Sarva Shiksha Abhiyan (SSA), symbolised the ‘safety net’ approach. It was designed to cushion the harsh effects that ‘structural adjustment’ under liberalization was expected to cause in welfare sectors like children’s education and health. The DPEP and SSA efficiently served this role, creating an ethos in which children’s education seemed to have become a major priority of the state) The success of these programmes emboldened the government to push the Right to Education (RTE) law through Parliament. Governments of many States registered their anxiety over their capacity to fund the implementation of RTE after the Central assistance provided under SSA runs dry. In higher education, the new economic policy designed on the principles of liberalization offered no safety net. From the beginning, the assumption was that higher education ought to generate its own resources. An accompanying idea was that higher education should respond to market demands in terms of knowledge and skills. Over the last three decades, these two guiding ideas have dented the established system of higher education in all parts of the country. Both Central and State universities have been starved of financial resources. Cutting down on permanent staff, both teaching and non-teaching, has emerged as the best strategy to cope with financial crunch. A complex set of outcomes, specific to different universities, makes any general analysis difficult. In some, self-financed courses, mostly vocational in nature, have provided a means of income) In others, such courses have been resisted by teacher unions. However, these unions have gradually lost their power and say because they are broken from within. (a) Sarva Shiksha Abhiyan (SSA) (b) Education and health. (c) New economic policy (d) Right to Education (RTE) (e) Liberalization None 4. What are two guiding principles that have weakened the country’s established higher education system? One day, a girl asked me what exactly the word ‘liberal’ means. She wanted to know if ‘liberalization’ promotes ‘liberal’ values. She had noticed that the institutions of higher education, which are supposed to promote liberal values, were finding it difficult to resist ideological and commercial pressures of Education, which is supposed to promote liberal values, was finding it difficult to withstand ideological and commercial pressures triggered by the process of economic liberalization. Similarly, the economic liberalism was different from political liberalism? And what exactly do people mean when they refer to Neo-liberal policies? The questions she was asking could hardly be addressed without evoking the political economy that has emerged over the last three decades. When economic liberalization gained general approval in the mid-1980s, few thought what it would mean for education. Then, in 1991, a new economic policy was dramatically announced, accompanied by a series of ‘structural adjustment’ measures for the Indian economy. The purpose of the “adjustment” was to facilitate India’s integration into the world economy. Still, no special attention was paid to education. Some critics of the new economic policy have expressed concern and anxiety about the consequences if governments step back from their primary roles and responsibilities in areas such as education and health. Drafted in 1986, the national education policy largely adhered to the established state-centred perspective) A major review in the early 1990s vaguely resonated the new discourse of liberalization, but offered little evidence of change in the basic perspective) The Programme of Action, announced in 1992, stopped short of admitting that the state’s role in education was about to change) It could hardly be imagined at that point that over the following decades, the state’s role in education would change so much that the Constitution would begin to sound like rhetoric. To find out what happened, we have to distinguish between school and university. When Prime Minister P.V. Narasimha Rao spoke about liberalization as the central theme of the new economic policy, he also referred to the ‘structural adjustment programme’. Under this programme, the World Bank offered a ‘safety net’ for primary education. It meant additional resources and policy guidance to enable the system to expand its capacity for enrolling children. The District Primary Education Programme (DPEP), which later mutated into Sarva Shiksha Abhiyan (SSA), symbolised the ‘safety net’ approach. It was designed to cushion the harsh effects that ‘structural adjustment’ under liberalization was expected to cause in welfare sectors like children’s education and health. The DPEP and SSA efficiently served this role, creating an ethos in which children’s education seemed to have become a major priority of the state) The success of these programmes emboldened the government to push the Right to Education (RTE) law through Parliament. Governments of many States registered their anxiety over their capacity to fund the implementation of RTE after the Central assistance provided under SSA runs dry. In higher education, the new economic policy designed on the principles of liberalization offered no safety net. From the beginning, the assumption was that higher education ought to generate its own resources. An accompanying idea was that higher education should respond to market demands in terms of knowledge and skills. Over the last three decades, these two guiding ideas have dented the established system of higher education in all parts of the country. Both Central and State universities have been starved of financial resources. Cutting down on permanent staff, both teaching and non-teaching, has emerged as the best strategy to cope with financial crunch. A complex set of outcomes, specific to different universities, makes any general analysis difficult. In some, self-financed courses, mostly vocational in nature, have provided a means of income) In others, such courses have been resisted by teacher unions. However, these unions have gradually lost their power and say because they are broken from within. (a) DPEP and SSA must perform their role efficiently. (b) Higher education should respond to market demands in terms of knowledge and skills. (c) Cutting down on permanent staff, both educational and non-educational (d) Additional resources and guidelines for enabling system capacity expansion. (e) None of these None 5. Which of the following statements is incorrect according to the passage? One day, a girl asked me what exactly the word ‘liberal’ means. She wanted to know if ‘liberalization’ promotes ‘liberal’ values. She had noticed that the institutions of higher education, which are supposed to promote liberal values, were finding it difficult to resist ideological and commercial pressures of Education, which is supposed to promote liberal values, was finding it difficult to withstand ideological and commercial pressures triggered by the process of economic liberalization. Similarly, the economic liberalism was different from political liberalism? And what exactly do people mean when they refer to Neo-liberal policies? The questions she was asking could hardly be addressed without evoking the political economy that has emerged over the last three decades. When economic liberalization gained general approval in the mid-1980s, few thought what it would mean for education. Then, in 1991, a new economic policy was dramatically announced, accompanied by a series of ‘structural adjustment’ measures for the Indian economy. The purpose of the “adjustment” was to facilitate India’s integration into the world economy. Still, no special attention was paid to education. Some critics of the new economic policy have expressed concern and anxiety about the consequences if governments step back from their primary roles and responsibilities in areas such as education and health. Drafted in 1986, the national education policy largely adhered to the established state-centred perspective) A major review in the early 1990s vaguely resonated the new discourse of liberalization, but offered little evidence of change in the basic perspective) The Programme of Action, announced in 1992, stopped short of admitting that the state’s role in education was about to change) It could hardly be imagined at that point that over the following decades, the state’s role in education would change so much that the Constitution would begin to sound like rhetoric. To find out what happened, we have to distinguish between school and university. When Prime Minister P.V. Narasimha Rao spoke about liberalization as the central theme of the new economic policy, he also referred to the ‘structural adjustment programme’. Under this programme, the World Bank offered a ‘safety net’ for primary education. It meant additional resources and policy guidance to enable the system to expand its capacity for enrolling children. The District Primary Education Programme (DPEP), which later mutated into Sarva Shiksha Abhiyan (SSA), symbolised the ‘safety net’ approach. It was designed to cushion the harsh effects that ‘structural adjustment’ under liberalization was expected to cause in welfare sectors like children’s education and health. The DPEP and SSA efficiently served this role, creating an ethos in which children’s education seemed to have become a major priority of the state) The success of these programmes emboldened the government to push the Right to Education (RTE) law through Parliament. Governments of many States registered their anxiety over their capacity to fund the implementation of RTE after the Central assistance provided under SSA runs dry. In higher education, the new economic policy designed on the principles of liberalization offered no safety net. From the beginning, the assumption was that higher education ought to generate its own resources. An accompanying idea was that higher education should respond to market demands in terms of knowledge and skills. Over the last three decades, these two guiding ideas have dented the established system of higher education in all parts of the country. Both Central and State universities have been starved of financial resources. Cutting down on permanent staff, both teaching and non-teaching, has emerged as the best strategy to cope with financial crunch. A complex set of outcomes, specific to different universities, makes any general analysis difficult. In some, self-financed courses, mostly vocational in nature, have provided a means of income) In others, such courses have been resisted by teacher unions. However, these unions have gradually lost their power and say because they are broken from within. i. The questions she posed could hardly be answered without invoking the political economy that has emerged over the past three decades.ii. Some critics of the new economic policy have expressed concern about the consequences if governments step back from their primary roles and responsibilities in areas such as education and health.iii. In 1991 came the dramatic announcement of a new economic policy, accompanied by a package of steps to be taken for ‘structural adjustment’ of the Indian education.iv. All are true (a) Only i (b) Only i and iii (c) Only iii (d) Only ii (e) All i, ii, iii None 6. Choose the word that is closest to the bolded word in the sentence. "Triggered" One day, a girl asked me what exactly the word ‘liberal’ means. She wanted to know if ‘liberalization’ promotes ‘liberal’ values. She had noticed that the institutions of higher education, which are supposed to promote liberal values, were finding it difficult to resist ideological and commercial pressures of Education, which is supposed to promote liberal values, was finding it difficult to withstand ideological and commercial pressures triggered by the process of economic liberalization. Similarly, the economic liberalism was different from political liberalism? And what exactly do people mean when they refer to Neo-liberal policies? The questions she was asking could hardly be addressed without evoking the political economy that has emerged over the last three decades. When economic liberalization gained general approval in the mid-1980s, few thought what it would mean for education. Then, in 1991, a new economic policy was dramatically announced, accompanied by a series of ‘structural adjustment’ measures for the Indian economy. The purpose of the “adjustment” was to facilitate India’s integration into the world economy. Still, no special attention was paid to education. Some critics of the new economic policy have expressed concern and anxiety about the consequences if governments step back from their primary roles and responsibilities in areas such as education and health. Drafted in 1986, the national education policy largely adhered to the established state-centred perspective) A major review in the early 1990s vaguely resonated the new discourse of liberalization, but offered little evidence of change in the basic perspective) The Programme of Action, announced in 1992, stopped short of admitting that the state’s role in education was about to change) It could hardly be imagined at that point that over the following decades, the state’s role in education would change so much that the Constitution would begin to sound like rhetoric. To find out what happened, we have to distinguish between school and university. When Prime Minister P.V. Narasimha Rao spoke about liberalization as the central theme of the new economic policy, he also referred to the ‘structural adjustment programme’. Under this programme, the World Bank offered a ‘safety net’ for primary education. It meant additional resources and policy guidance to enable the system to expand its capacity for enrolling children. The District Primary Education Programme (DPEP), which later mutated into Sarva Shiksha Abhiyan (SSA), symbolised the ‘safety net’ approach. It was designed to cushion the harsh effects that ‘structural adjustment’ under liberalization was expected to cause in welfare sectors like children’s education and health. The DPEP and SSA efficiently served this role, creating an ethos in which children’s education seemed to have become a major priority of the state) The success of these programmes emboldened the government to push the Right to Education (RTE) law through Parliament. Governments of many States registered their anxiety over their capacity to fund the implementation of RTE after the Central assistance provided under SSA runs dry. In higher education, the new economic policy designed on the principles of liberalization offered no safety net. From the beginning, the assumption was that higher education ought to generate its own resources. An accompanying idea was that higher education should respond to market demands in terms of knowledge and skills. Over the last three decades, these two guiding ideas have dented the established system of higher education in all parts of the country. Both Central and State universities have been starved of financial resources. Cutting down on permanent staff, both teaching and non-teaching, has emerged as the best strategy to cope with financial crunch. A complex set of outcomes, specific to different universities, makes any general analysis difficult. In some, self-financed courses, mostly vocational in nature, have provided a means of income) In others, such courses have been resisted by teacher unions. However, these unions have gradually lost their power and say because they are broken from within. (i) Started (ii) kneel(iii) Arrested (a) Only (i) (b) Only (ii) (c) Only (iii) (d) (ii) and (iii) (e) (i), (ii) and (iii) None 7. Choose the word which is MOST SIMILAR in meaning of the word printed in bold as used in the passage "Liberal" One day, a girl asked me what exactly the word ‘liberal’ means. She wanted to know if ‘liberalization’ promotes ‘liberal’ values. She had noticed that the institutions of higher education, which are supposed to promote liberal values, were finding it difficult to resist ideological and commercial pressures of Education, which is supposed to promote liberal values, was finding it difficult to withstand ideological and commercial pressures triggered by the process of economic liberalization. Similarly, the economic liberalism was different from political liberalism? And what exactly do people mean when they refer to Neo-liberal policies? The questions she was asking could hardly be addressed without evoking the political economy that has emerged over the last three decades. When economic liberalization gained general approval in the mid-1980s, few thought what it would mean for education. Then, in 1991, a new economic policy was dramatically announced, accompanied by a series of ‘structural adjustment’ measures for the Indian economy. The purpose of the “adjustment” was to facilitate India’s integration into the world economy. Still, no special attention was paid to education. Some critics of the new economic policy have expressed concern and anxiety about the consequences if governments step back from their primary roles and responsibilities in areas such as education and health. Drafted in 1986, the national education policy largely adhered to the established state-centred perspective) A major review in the early 1990s vaguely resonated the new discourse of liberalization, but offered little evidence of change in the basic perspective) The Programme of Action, announced in 1992, stopped short of admitting that the state’s role in education was about to change) It could hardly be imagined at that point that over the following decades, the state’s role in education would change so much that the Constitution would begin to sound like rhetoric. To find out what happened, we have to distinguish between school and university. When Prime Minister P.V. Narasimha Rao spoke about liberalization as the central theme of the new economic policy, he also referred to the ‘structural adjustment programme’. Under this programme, the World Bank offered a ‘safety net’ for primary education. It meant additional resources and policy guidance to enable the system to expand its capacity for enrolling children. The District Primary Education Programme (DPEP), which later mutated into Sarva Shiksha Abhiyan (SSA), symbolised the ‘safety net’ approach. It was designed to cushion the harsh effects that ‘structural adjustment’ under liberalization was expected to cause in welfare sectors like children’s education and health. The DPEP and SSA efficiently served this role, creating an ethos in which children’s education seemed to have become a major priority of the state) The success of these programmes emboldened the government to push the Right to Education (RTE) law through Parliament. Governments of many States registered their anxiety over their capacity to fund the implementation of RTE after the Central assistance provided under SSA runs dry. In higher education, the new economic policy designed on the principles of liberalization offered no safety net. From the beginning, the assumption was that higher education ought to generate its own resources. An accompanying idea was that higher education should respond to market demands in terms of knowledge and skills. Over the last three decades, these two guiding ideas have dented the established system of higher education in all parts of the country. Both Central and State universities have been starved of financial resources. Cutting down on permanent staff, both teaching and non-teaching, has emerged as the best strategy to cope with financial crunch. A complex set of outcomes, specific to different universities, makes any general analysis difficult. In some, self-financed courses, mostly vocational in nature, have provided a means of income) In others, such courses have been resisted by teacher unions. However, these unions have gradually lost their power and say because they are broken from within. (i) Kind (ii) Generous(ii) hidebound (a) Only (i) (b) Only (iii) (c) (i) and (ii) (d) (i) and (iii) (e) (i), (ii) and (iii) None 8. Choose the word that is Most Opposite in meaning to the bolded word used in the sentence. "Rhetoric" One day, a girl asked me what exactly the word ‘liberal’ means. She wanted to know if ‘liberalization’ promotes ‘liberal’ values. She had noticed that the institutions of higher education, which are supposed to promote liberal values, were finding it difficult to resist ideological and commercial pressures of Education, which is supposed to promote liberal values, was finding it difficult to withstand ideological and commercial pressures triggered by the process of economic liberalization. Similarly, the economic liberalism was different from political liberalism? And what exactly do people mean when they refer to Neo-liberal policies? The questions she was asking could hardly be addressed without evoking the political economy that has emerged over the last three decades. When economic liberalization gained general approval in the mid-1980s, few thought what it would mean for education. Then, in 1991, a new economic policy was dramatically announced, accompanied by a series of ‘structural adjustment’ measures for the Indian economy. The purpose of the “adjustment” was to facilitate India’s integration into the world economy. Still, no special attention was paid to education. Some critics of the new economic policy have expressed concern and anxiety about the consequences if governments step back from their primary roles and responsibilities in areas such as education and health. Drafted in 1986, the national education policy largely adhered to the established state-centred perspective) A major review in the early 1990s vaguely resonated the new discourse of liberalization, but offered little evidence of change in the basic perspective) The Programme of Action, announced in 1992, stopped short of admitting that the state’s role in education was about to change) It could hardly be imagined at that point that over the following decades, the state’s role in education would change so much that the Constitution would begin to sound like rhetoric. To find out what happened, we have to distinguish between school and university. When Prime Minister P.V. Narasimha Rao spoke about liberalization as the central theme of the new economic policy, he also referred to the ‘structural adjustment programme’. Under this programme, the World Bank offered a ‘safety net’ for primary education. It meant additional resources and policy guidance to enable the system to expand its capacity for enrolling children. The District Primary Education Programme (DPEP), which later mutated into Sarva Shiksha Abhiyan (SSA), symbolised the ‘safety net’ approach. It was designed to cushion the harsh effects that ‘structural adjustment’ under liberalization was expected to cause in welfare sectors like children’s education and health. The DPEP and SSA efficiently served this role, creating an ethos in which children’s education seemed to have become a major priority of the state) The success of these programmes emboldened the government to push the Right to Education (RTE) law through Parliament. Governments of many States registered their anxiety over their capacity to fund the implementation of RTE after the Central assistance provided under SSA runs dry. In higher education, the new economic policy designed on the principles of liberalization offered no safety net. From the beginning, the assumption was that higher education ought to generate its own resources. An accompanying idea was that higher education should respond to market demands in terms of knowledge and skills. Over the last three decades, these two guiding ideas have dented the established system of higher education in all parts of the country. Both Central and State universities have been starved of financial resources. Cutting down on permanent staff, both teaching and non-teaching, has emerged as the best strategy to cope with financial crunch. A complex set of outcomes, specific to different universities, makes any general analysis difficult. In some, self-financed courses, mostly vocational in nature, have provided a means of income) In others, such courses have been resisted by teacher unions. However, these unions have gradually lost their power and say because they are broken from within. (i) understatement (ii) hyperbole(iii) Silent (a) Only (i) (b) (i) and (iii) (c) Only (iii) (d) (ii) and (iii) (e) Only (iii) None DIRECTIONS (Qs. 1-10): In the passage given below there are blanks. They are to be filled with the options given below the passage against each of the respective numbers. Find out the appropriate word in each case which can most suitably complete the sentence without altering its meaning. If none of the words given in options fits in, mark 'None of these' as your answer choice. Now in the society, we are living on a world of machines. We.....A...... on machines for every field of our life. Everything around us is applications of artificial intelligence. Air conditioners, cameras, video games, medical equipment, traffic lights, refrigerators, etc work on a "smart" technology. Artificial Intelligence is a branch of computer science ....B...... works on to create computer systems .......C......... to react like a human being. That is to make machines capable of sensing the world around it, to understand conversations and to take decisions as a human would. Now, Computers have more computational power than the human brain; computers are millions of times .....D..... than they were fifty years ago. Human brains seem to be far "faster" than computers for a wide variety of tasks. Still, greater computational speed does make some so called Artificial Intelligent systems ......E....... smarter. Artificial intelligence (AI) has a great role ....F...... the field of robotics. Artificial Intelligence in robotics covers topics like natural language processing, design, human factors, and computing theory. Natural language processing, a subfield of Artificial Intelligence ...G...... computers with the understanding they require to handle information being encoded by humans. Computer vision instructs computers on how to .......H...... images and scenes. It has as some of its goals: image recognition, image tracking and image mapping. This application is .....I....... in the fields of medicine, security, surveillance, military operations, even movie-making. Since the beginnings of civilization man has had a fascination for a human-like creation that ......J........... him. Robotics and machines come to existence from this logic Artificial Intelligence to the Hollywood generation is mostly about androids, humanoids and robots. It is about machines going out of control, replacing humanity and world domination. This situation may happen in future due to the influence of Artificial Intelligence. 1. Which of the following words should fill in the blank (A) to make a contextually correct and meaningful sentence? (a) independent (b) Depend (c) Agree (d) Make (e) None None 2. Now in the society, we are living on a world of machines. We.....A...... on machines for every field of our life. Everything around us is applications of artificial intelligence. Air conditioners, cameras, video games, medical equipment, traffic lights, refrigerators, etc work on a "smart" technology. Artificial Intelligence is a branch of computer science ....B...... works on to create computer systems .......C......... to react like a human being. That is to make machines capable of sensing the world around it, to understand conversations and to take decisions as a human would. Now, Computers have more computational power than the human brain; computers are millions of times .....D..... than they were fifty years ago. Human brains seem to be far "faster" than computers for a wide variety of tasks. Still, greater computational speed does make some so called Artificial Intelligent systems ......E....... smarter. Artificial intelligence (AI) has a great role ....F...... the field of robotics. Artificial Intelligence in robotics covers topics like natural language processing, design, human factors, and computing theory. Natural language processing, a subfield of Artificial Intelligence ...G...... computers with the understanding they require to handle information being encoded by humans. Computer vision instructs computers on how to .......H...... images and scenes. It has as some of its goals: image recognition, image tracking and image mapping. This application is .....I....... in the fields of medicine, security, surveillance, military operations, even movie-making. Since the beginnings of civilization man has had a fascination for a human-like creation that ......J........... him. Robotics and machines come to existence from this logic Artificial Intelligence to the Hollywood generation is mostly about androids, humanoids and robots. It is about machines going out of control, replacing humanity and world domination. This situation may happen in future due to the influence of Artificial Intelligence. Which of the following words should fill in the blank (B) to make a contextually correct and meaningful sentence? (a) That (b) Who (c) Where (d) Whom (e) They None 3. Now in the society, we are living on a world of machines. We.....A...... on machines for every field of our life. Everything around us is applications of artificial intelligence. Air conditioners, cameras, video games, medical equipment, traffic lights, refrigerators, etc work on a "smart" technology. Artificial Intelligence is a branch of computer science ....B...... works on to create computer systems .......C......... to react like a human being. That is to make machines capable of sensing the world around it, to understand conversations and to take decisions as a human would. Now, Computers have more computational power than the human brain; computers are millions of times .....D..... than they were fifty years ago. Human brains seem to be far "faster" than computers for a wide variety of tasks. Still, greater computational speed does make some so called Artificial Intelligent systems ......E....... smarter. Artificial intelligence (AI) has a great role ....F...... the field of robotics. Artificial Intelligence in robotics covers topics like natural language processing, design, human factors, and computing theory. Natural language processing, a subfield of Artificial Intelligence ...G...... computers with the understanding they require to handle information being encoded by humans. Computer vision instructs computers on how to .......H...... images and scenes. It has as some of its goals: image recognition, image tracking and image mapping. This application is .....I....... in the fields of medicine, security, surveillance, military operations, even movie-making. Since the beginnings of civilization man has had a fascination for a human-like creation that ......J........... him. Robotics and machines come to existence from this logic Artificial Intelligence to the Hollywood generation is mostly about androids, humanoids and robots. It is about machines going out of control, replacing humanity and world domination. This situation may happen in future due to the influence of Artificial Intelligence. Which of the following words should fill in the blank (C) to make a contextually correct and meaningful sentence? (a) Vulnerable (b) Capable (c) Capacity (d) Inept (e) Incompetent None 4. Now in the society, we are living on a world of machines. We.....A...... on machines for every field of our life. Everything around us is applications of artificial intelligence. Air conditioners, cameras, video games, medical equipment, traffic lights, refrigerators, etc work on a "smart" technology. Artificial Intelligence is a branch of computer science ....B...... works on to create computer systems .......C......... to react like a human being. That is to make machines capable of sensing the world around it, to understand conversations and to take decisions as a human would. Now, Computers have more computational power than the human brain; computers are millions of times .....D..... than they were fifty years ago. Human brains seem to be far "faster" than computers for a wide variety of tasks. Still, greater computational speed does make some so called Artificial Intelligent systems ......E....... smarter. Artificial intelligence (AI) has a great role ....F...... the field of robotics. Artificial Intelligence in robotics covers topics like natural language processing, design, human factors, and computing theory. Natural language processing, a subfield of Artificial Intelligence ...G...... computers with the understanding they require to handle information being encoded by humans. Computer vision instructs computers on how to .......H...... images and scenes. It has as some of its goals: image recognition, image tracking and image mapping. This application is .....I....... in the fields of medicine, security, surveillance, military operations, even movie-making. Since the beginnings of civilization man has had a fascination for a human-like creation that ......J........... him. Robotics and machines come to existence from this logic Artificial Intelligence to the Hollywood generation is mostly about androids, humanoids and robots. It is about machines going out of control, replacing humanity and world domination. This situation may happen in future due to the influence of Artificial Intelligence. Which of the following words should fill in the blank (D) to make a contextually correct and meaningful sentence? (a) Much Fast (b) Faster (c) Foster (d) Slowly (e) None None 5. Now in the society, we are living on a world of machines. We.....A...... on machines for every field of our life. Everything around us is applications of artificial intelligence. Air conditioners, cameras, video games, medical equipment, traffic lights, refrigerators, etc work on a "smart" technology. Artificial Intelligence is a branch of computer science ....B...... works on to create computer systems .......C......... to react like a human being. That is to make machines capable of sensing the world around it, to understand conversations and to take decisions as a human would. Now, Computers have more computational power than the human brain; computers are millions of times .....D..... than they were fifty years ago. Human brains seem to be far "faster" than computers for a wide variety of tasks. Still, greater computational speed does make some so called Artificial Intelligent systems ......E....... smarter. Artificial intelligence (AI) has a great role ....F...... the field of robotics. Artificial Intelligence in robotics covers topics like natural language processing, design, human factors, and computing theory. Natural language processing, a subfield of Artificial Intelligence ...G...... computers with the understanding they require to handle information being encoded by humans. Computer vision instructs computers on how to .......H...... images and scenes. It has as some of its goals: image recognition, image tracking and image mapping. This application is .....I....... in the fields of medicine, security, surveillance, military operations, even movie-making. Since the beginnings of civilization man has had a fascination for a human-like creation that ......J........... him. Robotics and machines come to existence from this logic Artificial Intelligence to the Hollywood generation is mostly about androids, humanoids and robots. It is about machines going out of control, replacing humanity and world domination. This situation may happen in future due to the influence of Artificial Intelligence. Which of the following words should fill in the blank (E) to make a contextually correct and meaningful sentence? (a) Seen (b) Keen (c) Seem (d) Happen (e) Seems None 6. Now in the society, we are living on a world of machines. We.....A...... on machines for every field of our life. Everything around us is applications of artificial intelligence. Air conditioners, cameras, video games, medical equipment, traffic lights, refrigerators, etc work on a "smart" technology. Artificial Intelligence is a branch of computer science ....B...... works on to create computer systems .......C......... to react like a human being. That is to make machines capable of sensing the world around it, to understand conversations and to take decisions as a human would. Now, Computers have more computational power than the human brain; computers are millions of times .....D..... than they were fifty years ago. Human brains seem to be far "faster" than computers for a wide variety of tasks. Still, greater computational speed does make some so called Artificial Intelligent systems ......E....... smarter. Artificial intelligence (AI) has a great role ....F...... the field of robotics. Artificial Intelligence in robotics covers topics like natural language processing, design, human factors, and computing theory. Natural language processing, a subfield of Artificial Intelligence ...G...... computers with the understanding they require to handle information being encoded by humans. Computer vision instructs computers on how to .......H...... images and scenes. It has as some of its goals: image recognition, image tracking and image mapping. This application is .....I....... in the fields of medicine, security, surveillance, military operations, even movie-making. Since the beginnings of civilization man has had a fascination for a human-like creation that ......J........... him. Robotics and machines come to existence from this logic Artificial Intelligence to the Hollywood generation is mostly about androids, humanoids and robots. It is about machines going out of control, replacing humanity and world domination. This situation may happen in future due to the influence of Artificial Intelligence. Which of the following words should fill in the blank (F) to make a contextually correct and meaningful sentence? (a) On (b) At (c) To (d) In (e) Important None 7. Now in the society, we are living on a world of machines. We.....A...... on machines for every field of our life. Everything around us is applications of artificial intelligence. Air conditioners, cameras, video games, medical equipment, traffic lights, refrigerators, etc work on a "smart" technology. Artificial Intelligence is a branch of computer science ....B...... works on to create computer systems .......C......... to react like a human being. That is to make machines capable of sensing the world around it, to understand conversations and to take decisions as a human would. Now, Computers have more computational power than the human brain; computers are millions of times .....D..... than they were fifty years ago. Human brains seem to be far "faster" than computers for a wide variety of tasks. Still, greater computational speed does make some so called Artificial Intelligent systems ......E....... smarter. Artificial intelligence (AI) has a great role ....F...... the field of robotics. Artificial Intelligence in robotics covers topics like natural language processing, design, human factors, and computing theory. Natural language processing, a subfield of Artificial Intelligence ...G...... computers with the understanding they require to handle information being encoded by humans. Computer vision instructs computers on how to .......H...... images and scenes. It has as some of its goals: image recognition, image tracking and image mapping. This application is .....I....... in the fields of medicine, security, surveillance, military operations, even movie-making. Since the beginnings of civilization man has had a fascination for a human-like creation that ......J........... him. Robotics and machines come to existence from this logic Artificial Intelligence to the Hollywood generation is mostly about androids, humanoids and robots. It is about machines going out of control, replacing humanity and world domination. This situation may happen in future due to the influence of Artificial Intelligence. Which of the following words should fill in the blank (G) to make a contextually correct and meaningful sentence? (a) Provide (b) Resemble (c) Provides (d) Indulge (e) None None 8. Now in the society, we are living on a world of machines. We.....A...... on machines for every field of our life. Everything around us is applications of artificial intelligence. Air conditioners, cameras, video games, medical equipment, traffic lights, refrigerators, etc work on a "smart" technology. Artificial Intelligence is a branch of computer science ....B...... works on to create computer systems .......C......... to react like a human being. That is to make machines capable of sensing the world around it, to understand conversations and to take decisions as a human would. Now, Computers have more computational power than the human brain; computers are millions of times .....D..... than they were fifty years ago. Human brains seem to be far "faster" than computers for a wide variety of tasks. Still, greater computational speed does make some so called Artificial Intelligent systems ......E....... smarter. Artificial intelligence (AI) has a great role ....F...... the field of robotics. Artificial Intelligence in robotics covers topics like natural language processing, design, human factors, and computing theory. Natural language processing, a subfield of Artificial Intelligence ...G...... computers with the understanding they require to handle information being encoded by humans. Computer vision instructs computers on how to .......H...... images and scenes. It has as some of its goals: image recognition, image tracking and image mapping. This application is .....I....... in the fields of medicine, security, surveillance, military operations, even movie-making. Since the beginnings of civilization man has had a fascination for a human-like creation that ......J........... him. Robotics and machines come to existence from this logic Artificial Intelligence to the Hollywood generation is mostly about androids, humanoids and robots. It is about machines going out of control, replacing humanity and world domination. This situation may happen in future due to the influence of Artificial Intelligence. Which of the following words should fill in the blank (H) to make a contextually correct and meaningful sentence? (a) Cooperate (b) Comprehend (c) Perceived (d) Realizes (e) None None 9. Now in the society, we are living on a world of machines. We.....A...... on machines for every field of our life. Everything around us is applications of artificial intelligence. Air conditioners, cameras, video games, medical equipment, traffic lights, refrigerators, etc work on a "smart" technology. Artificial Intelligence is a branch of computer science ....B...... works on to create computer systems .......C......... to react like a human being. That is to make machines capable of sensing the world around it, to understand conversations and to take decisions as a human would. Now, Computers have more computational power than the human brain; computers are millions of times .....D..... than they were fifty years ago. Human brains seem to be far "faster" than computers for a wide variety of tasks. Still, greater computational speed does make some so called Artificial Intelligent systems ......E....... smarter. Artificial intelligence (AI) has a great role ....F...... the field of robotics. Artificial Intelligence in robotics covers topics like natural language processing, design, human factors, and computing theory. Natural language processing, a subfield of Artificial Intelligence ...G...... computers with the understanding they require to handle information being encoded by humans. Computer vision instructs computers on how to .......H...... images and scenes. It has as some of its goals: image recognition, image tracking and image mapping. This application is .....I....... in the fields of medicine, security, surveillance, military operations, even movie-making. Since the beginnings of civilization man has had a fascination for a human-like creation that ......J........... him. Robotics and machines come to existence from this logic Artificial Intelligence to the Hollywood generation is mostly about androids, humanoids and robots. It is about machines going out of control, replacing humanity and world domination. This situation may happen in future due to the influence of Artificial Intelligence. Which of the following words should fill in the blank (I) to make a contextually correct and meaningful sentence? (a) Valued (b) Evaluating (c) Remembered (d) Worthless (e) None None 10. Now in the society, we are living on a world of machines. We.....A...... on machines for every field of our life. Everything around us is applications of artificial intelligence. Air conditioners, cameras, video games, medical equipment, traffic lights, refrigerators, etc work on a "smart" technology. Artificial Intelligence is a branch of computer science ....B...... works on to create computer systems .......C......... to react like a human being. That is to make machines capable of sensing the world around it, to understand conversations and to take decisions as a human would. Now, Computers have more computational power than the human brain; computers are millions of times .....D..... than they were fifty years ago. Human brains seem to be far "faster" than computers for a wide variety of tasks. Still, greater computational speed does make some so called Artificial Intelligent systems ......E....... smarter. Artificial intelligence (AI) has a great role ....F...... the field of robotics. Artificial Intelligence in robotics covers topics like natural language processing, design, human factors, and computing theory. Natural language processing, a subfield of Artificial Intelligence ...G...... computers with the understanding they require to handle information being encoded by humans. Computer vision instructs computers on how to .......H...... images and scenes. It has as some of its goals: image recognition, image tracking and image mapping. This application is .....I....... in the fields of medicine, security, surveillance, military operations, even movie-making. Since the beginnings of civilization man has had a fascination for a human-like creation that ......J........... him. Robotics and machines come to existence from this logic Artificial Intelligence to the Hollywood generation is mostly about androids, humanoids and robots. It is about machines going out of control, replacing humanity and world domination. This situation may happen in future due to the influence of Artificial Intelligence. Which of the following words should fill in the blank (J) to make a contextually correct and meaningful sentence? (a) Will Assist (b) Assist (c) Would Assist (d) Won't Assist (e) Assisting None Rearrange the following eight sentences/groups of sentence (A), (B), (C), (D), (E), (F), (G) and (H) in the proper sequence to form a meaningful paragraph; then answer the questions given below them. (A) Both Ram and Sham realised their mistakes and were ashamed about what they had said. (B) Vivek happened to overhear their conversation and was very angry with both of them for criticising the tree. (C) Two friends, Ram and Sham, were seeking respite from the searing heat of the midday sun when they saw a huge leafy tree. (D) “It’s a plain tree,” said his friend. “Don’t waste your time looking for fruits. It produces neither edible fruits nor good wood. It’s one of the most useless trees around.” (E) “How can you say such a thing when you’re enjoying the shade of this beautiful tree at this very moment?” snapped Vivek, unable to control his anger. (F) They took shelter under the huge leafy tree and soon felt cool and refreshed. (G) Busy belittling the tree, both Ram and Sham did not notice that another person, Vivek, was lying on the other side of the tree taking shelter. (H) “What sort of tree is this? Does it produce edible fruits?” asked Ram. Which of the following should be the SECOND sentence after rearrangement? (a) A (b) B (c) E (d) F (e) G None Time's up
