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Mini Mock Test for IBPS, India Post, SBI SO & RBI Exam – 126
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Question 1
Direction: In the following passage there are blanks. Choose the correct answer from the given options to fill the blanks which are numbered.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
Find out the appropriate word in each case.
Question 2
Direction: In the following passage there are blanks. Choose the correct answer from the given options to fill the blanks which are numbered.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
Find out the appropriate word in each case.
Question 3
Direction: In the following passage there are blanks. Choose the correct answer from the given options to fill the blanks which are numbered.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
Find out the appropriate word in each case.
Question 4
Direction: In the following passage there are blanks. Choose the correct answer from the given options to fill the blanks which are numbered.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
Find out the appropriate word in each case.
Question 5
Direction: In the following passage there are blanks. Choose the correct answer from the given options to fill the blanks which are numbered.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
Find out the appropriate word in each case.
Question 6
Direction: In the following passage there are blanks. Choose the correct answer from the given options to fill the blanks which are numbered.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
Find out the appropriate word in each case.
Question 7
Direction: In the following passage there are blanks. Choose the correct answer from the given options to fill the blanks which are numbered.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
Find out the appropriate word in each case.
Question 8
Direction: In the following passage there are blanks. Choose the correct answer from the given options to fill the blanks which are numbered.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
Find out the appropriate word in each case.
Question 9
Direction: In the following passage there are blanks. Choose the correct answer from the given options to fill the blanks which are numbered.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
Find out the appropriate word in each case.
Question 10
Direction: In the following passage there are blanks. Choose the correct answer from the given options to fill the blanks which are numbered.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came (1) effect in April, is meant to transform the education sector and take India closer to the goal of universal schooling. But with admissions to the new academic session just (2) the corner, it is fast becoming clear that (3) well-intentioned ideas into (4) will take some doing. For a start, the guidelines for admissions under the RTE prohibit schools from conducting any sort of student profiling. The stress on a random yet justifiable admission process means that schools will have to resort to something as quirky as a lottery system. However, leaving admission to a good school to pure (5) will only incentivize manipulations, defeating the very essence of RTE.
The main problem facing the education sector is that of a resource crunch. The provisions for ensuring universal access to education are all very well, (6), we have the infrastructure in place first. Brick and mortar schools need to precede open admission and not the (7) way around. In that sense, legislators’ assessment of ground realities is (8) target when they endorse the closure of tens of thousands of low-cost private schools for not meeting the minimum standards. Of land plot, building specifications and playground areas as laid out in the RTE Act. Instead of bearing down (9) on private schools for failing to conform to abstract bureaucratic criteria, efforts to bring about universal education should focus on upgrading and expanding the existing government school infrastructure to accommodate all. Only then ca n we ensure the much-needed supply-demand (10) in the education sector.
Find out the appropriate word in each case.
Question 11
Direction: Study the information given below and answer the questions based on it.
12 friends namely A, B, C, D, E, F, G, H, I, J, K and L live in 12 different cities namely Jaipur, Mumbai, Kota, Delhi, Goa, Pune, Bhopal, Indore, Raipur, Ranchi, Kolkata and Jodhpur not necessarily in the same order. They joined the Indian Army in the same year but different months.
The person who joined the army in March lives in Pune. Four persons joined the army between the persons who live in Ranchi and Delhi. J joined the army just before the person who lives in Delhi. G joined the army 3 months before J did. F lives in Indore and joined the army after H who lives in Mumbai (not necessarily the very next month). The first person among them to join the army lives in Raipur. G did not join the army before H and F. I joined the army 4 months after B did. B's joining was preceded by G and followed by L. K joined the army in May and does not live in Ranchi or Kolkata. Among A and E, A joined the army earlier and neither of these two lives in Raipur or Delhi. C joined just after the person who lives in Jodhpur. The persons living in Kolkata, Kota and Jaipur joined the army in three consecutive months in the given order. The last person among them to join the army does not live in Bhopal.
12 friends namely A, B, C, D, E, F, G, H, I, J, K and L live in 12 different cities namely Jaipur, Mumbai, Kota, Delhi, Goa, Pune, Bhopal, Indore, Raipur, Ranchi, Kolkata and Jodhpur not necessarily in the same order. They joined the Indian Army in the same year but different months.
The person who joined the army in March lives in Pune. Four persons joined the army between the persons who live in Ranchi and Delhi. J joined the army just before the person who lives in Delhi. G joined the army 3 months before J did. F lives in Indore and joined the army after H who lives in Mumbai (not necessarily the very next month). The first person among them to join the army lives in Raipur. G did not join the army before H and F. I joined the army 4 months after B did. B's joining was preceded by G and followed by L. K joined the army in May and does not live in Ranchi or Kolkata. Among A and E, A joined the army earlier and neither of these two lives in Raipur or Delhi. C joined just after the person who lives in Jodhpur. The persons living in Kolkata, Kota and Jaipur joined the army in three consecutive months in the given order. The last person among them to join the army does not live in Bhopal.
Which place does K lives in?
Question 12
Direction: Study the information given below and answer the questions based on it.
12 friends namely A, B, C, D, E, F, G, H, I, J, K and L live in 12 different cities namely Jaipur, Mumbai, Kota, Delhi, Goa, Pune, Bhopal, Indore, Raipur, Ranchi, Kolkata and Jodhpur not necessarily in the same order. They joined the Indian Army in the same year but different months.
The person who joined the army in March lives in Pune. Four persons joined the army between the persons who live in Ranchi and Delhi. J joined the army just before the person who lives in Delhi. G joined the army 3 months before J did. F lives in Indore and joined the army after H who lives in Mumbai (not necessarily the very next month). The first person among them to join the army lives in Raipur. G did not join the army before H and F. I joined the army 4 months after B did. B's joining was preceded by G and followed by L. K joined the army in May and does not live in Ranchi or Kolkata. Among A and E, A joined the army earlier and neither of these two lives in Raipur or Delhi. C joined just after the person who lives in Jodhpur. The persons living in Kolkata, Kota and Jaipur joined the army in three consecutive months in the given order. The last person among them to join the army does not live in Bhopal.
12 friends namely A, B, C, D, E, F, G, H, I, J, K and L live in 12 different cities namely Jaipur, Mumbai, Kota, Delhi, Goa, Pune, Bhopal, Indore, Raipur, Ranchi, Kolkata and Jodhpur not necessarily in the same order. They joined the Indian Army in the same year but different months.
The person who joined the army in March lives in Pune. Four persons joined the army between the persons who live in Ranchi and Delhi. J joined the army just before the person who lives in Delhi. G joined the army 3 months before J did. F lives in Indore and joined the army after H who lives in Mumbai (not necessarily the very next month). The first person among them to join the army lives in Raipur. G did not join the army before H and F. I joined the army 4 months after B did. B's joining was preceded by G and followed by L. K joined the army in May and does not live in Ranchi or Kolkata. Among A and E, A joined the army earlier and neither of these two lives in Raipur or Delhi. C joined just after the person who lives in Jodhpur. The persons living in Kolkata, Kota and Jaipur joined the army in three consecutive months in the given order. The last person among them to join the army does not live in Bhopal.
Who lives in Kota?
Question 13
Direction: Study the information given below and answer the questions based on it.
12 friends namely A, B, C, D, E, F, G, H, I, J, K and L live in 12 different cities namely Jaipur, Mumbai, Kota, Delhi, Goa, Pune, Bhopal, Indore, Raipur, Ranchi, Kolkata and Jodhpur not necessarily in the same order. They joined the Indian Army in the same year but different months.
The person who joined the army in March lives in Pune. Four persons joined the army between the persons who live in Ranchi and Delhi. J joined the army just before the person who lives in Delhi. G joined the army 3 months before J did. F lives in Indore and joined the army after H who lives in Mumbai (not necessarily the very next month). The first person among them to join the army lives in Raipur. G did not join the army before H and F. I joined the army 4 months after B did. B's joining was preceded by G and followed by L. K joined the army in May and does not live in Ranchi or Kolkata. Among A and E, A joined the army earlier and neither of these two lives in Raipur or Delhi. C joined just after the person who lives in Jodhpur. The persons living in Kolkata, Kota and Jaipur joined the army in three consecutive months in the given order. The last person among them to join the army does not live in Bhopal.
12 friends namely A, B, C, D, E, F, G, H, I, J, K and L live in 12 different cities namely Jaipur, Mumbai, Kota, Delhi, Goa, Pune, Bhopal, Indore, Raipur, Ranchi, Kolkata and Jodhpur not necessarily in the same order. They joined the Indian Army in the same year but different months.
The person who joined the army in March lives in Pune. Four persons joined the army between the persons who live in Ranchi and Delhi. J joined the army just before the person who lives in Delhi. G joined the army 3 months before J did. F lives in Indore and joined the army after H who lives in Mumbai (not necessarily the very next month). The first person among them to join the army lives in Raipur. G did not join the army before H and F. I joined the army 4 months after B did. B's joining was preceded by G and followed by L. K joined the army in May and does not live in Ranchi or Kolkata. Among A and E, A joined the army earlier and neither of these two lives in Raipur or Delhi. C joined just after the person who lives in Jodhpur. The persons living in Kolkata, Kota and Jaipur joined the army in three consecutive months in the given order. The last person among them to join the army does not live in Bhopal.
How many persons joined the army between F and G?
Question 14
Direction: Study the information given below and answer the questions based on it.
12 friends namely A, B, C, D, E, F, G, H, I, J, K and L live in 12 different cities namely Jaipur, Mumbai, Kota, Delhi, Goa, Pune, Bhopal, Indore, Raipur, Ranchi, Kolkata and Jodhpur not necessarily in the same order. They joined the Indian Army in the same year but different months.
The person who joined the army in March lives in Pune. Four persons joined the army between the persons who live in Ranchi and Delhi. J joined the army just before the person who lives in Delhi. G joined the army 3 months before J did. F lives in Indore and joined the army after H who lives in Mumbai (not necessarily the very next month). The first person among them to join the army lives in Raipur. G did not join the army before H and F. I joined the army 4 months after B did. B's joining was preceded by G and followed by L. K joined the army in May and does not live in Ranchi or Kolkata. Among A and E, A joined the army earlier and neither of these two lives in Raipur or Delhi. C joined just after the person who lives in Jodhpur. The persons living in Kolkata, Kota and Jaipur joined the army in three consecutive months in the given order. The last person among them to join the army does not live in Bhopal.
12 friends namely A, B, C, D, E, F, G, H, I, J, K and L live in 12 different cities namely Jaipur, Mumbai, Kota, Delhi, Goa, Pune, Bhopal, Indore, Raipur, Ranchi, Kolkata and Jodhpur not necessarily in the same order. They joined the Indian Army in the same year but different months.
The person who joined the army in March lives in Pune. Four persons joined the army between the persons who live in Ranchi and Delhi. J joined the army just before the person who lives in Delhi. G joined the army 3 months before J did. F lives in Indore and joined the army after H who lives in Mumbai (not necessarily the very next month). The first person among them to join the army lives in Raipur. G did not join the army before H and F. I joined the army 4 months after B did. B's joining was preceded by G and followed by L. K joined the army in May and does not live in Ranchi or Kolkata. Among A and E, A joined the army earlier and neither of these two lives in Raipur or Delhi. C joined just after the person who lives in Jodhpur. The persons living in Kolkata, Kota and Jaipur joined the army in three consecutive months in the given order. The last person among them to join the army does not live in Bhopal.
Who joined the army just after the person who lives in Delhi?
Question 15
Direction: Study the information given below and answer the questions based on it.
12 friends namely A, B, C, D, E, F, G, H, I, J, K and L live in 12 different cities namely Jaipur, Mumbai, Kota, Delhi, Goa, Pune, Bhopal, Indore, Raipur, Ranchi, Kolkata and Jodhpur not necessarily in the same order. They joined the Indian Army in the same year but different months.
The person who joined the army in March lives in Pune. Four persons joined the army between the persons who live in Ranchi and Delhi. J joined the army just before the person who lives in Delhi. G joined the army 3 months before J did. F lives in Indore and joined the army after H who lives in Mumbai (not necessarily the very next month). The first person among them to join the army lives in Raipur. G did not join the army before H and F. I joined the army 4 months after B did. B's joining was preceded by G and followed by L. K joined the army in May and does not live in Ranchi or Kolkata. Among A and E, A joined the army earlier and neither of these two lives in Raipur or Delhi. C joined just after the person who lives in Jodhpur. The persons living in Kolkata, Kota and Jaipur joined the army in three consecutive months in the given order. The last person among them to join the army does not live in Bhopal.
12 friends namely A, B, C, D, E, F, G, H, I, J, K and L live in 12 different cities namely Jaipur, Mumbai, Kota, Delhi, Goa, Pune, Bhopal, Indore, Raipur, Ranchi, Kolkata and Jodhpur not necessarily in the same order. They joined the Indian Army in the same year but different months.
The person who joined the army in March lives in Pune. Four persons joined the army between the persons who live in Ranchi and Delhi. J joined the army just before the person who lives in Delhi. G joined the army 3 months before J did. F lives in Indore and joined the army after H who lives in Mumbai (not necessarily the very next month). The first person among them to join the army lives in Raipur. G did not join the army before H and F. I joined the army 4 months after B did. B's joining was preceded by G and followed by L. K joined the army in May and does not live in Ranchi or Kolkata. Among A and E, A joined the army earlier and neither of these two lives in Raipur or Delhi. C joined just after the person who lives in Jodhpur. The persons living in Kolkata, Kota and Jaipur joined the army in three consecutive months in the given order. The last person among them to join the army does not live in Bhopal.
In which months did the persons living in Mumbai and Ranchi join the army respectively?
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Jun 3PO, Clerk, SO, Insurance
