English Language Section for SBI PO Main 2017 Exam

Direction (1-9): Read the following passage and answer the questions that follow.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicised report that hardly a fourth of graduating engineers, and an even smaller percentage of other graduates, w as of employable quality for IT -BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry academic interaction, ” finishing schools”, and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions; instead, radical systemic reform is necessary.

 Yet, there will be serious challenges to overdue reforms in the educat ion system. In India-as in many countries-education is treated as a holy cow sadly, the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving; nor is there an out cry that in all these cases there are commercial companies operating on a profit-making basis. Why then, is there an instinctively adverse reaction to the formal entry of ‘for-profit’ institutes in the realm of education ? Is potable water, health or food, less basic a need, less important a right, than higher education ?
While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, though the law stipulates that educational institutes must be ‘not-for profit’ trusts or societies. Yet, there is opposition to the entry of for-profit” corporate, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.
Well-run corporate organisations, within an appropriate regulatory framework, would be far better than the so – called trusts which – barring some noteworthy except ions-are a blot on education. However, it is not necessarily a question of choosing one over the other : different organisational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom, and packaged goods, organisations will quickly expand into the hinterland to tap the large unmet demand. Easy Loan/scholarship arrangements would ensure affordability and access.
The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.
However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage States and the Center, genuine philanthropists and also corporate to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely-available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Question: Why, according to the author, did the initiatives such as increased industry-academia and finishing schools did not help to bridge the skill deficit ?
(A) These steps were only superficial remedies and the problem could be answered only by reforming the entire education system.
(B) These initiatives operated on a profit-making basis rather than aiming at any serious systemic reforms.
(C) The allocation of funds of such initiatives was only one-fourth of the need.

Direction (1-9): Read the following passage and answer the questions that follow.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicised report that hardly a fourth of graduating engineers, and an even smaller percentage of other graduates, w as of employable quality for IT -BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry academic interaction, ” finishing schools”, and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions; instead, radical systemic reform is necessary.

 Yet, there will be serious challenges to overdue reforms in the educat ion system. In India-as in many countries-education is treated as a holy cow sadly, the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving; nor is there an out cry that in all these cases there are commercial companies operating on a profit-making basis. Why then, is there an instinctively adverse reaction to the formal entry of ‘for-profit’ institutes in the realm of education ? Is potable water, health or food, less basic a need, less important a right, than higher education ?
While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, though the law stipulates that educational institutes must be ‘not-for profit’ trusts or societies. Yet, there is opposition to the entry of for-profit” corporate, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.
Well-run corporate organisations, within an appropriate regulatory framework, would be far better than the so – called trusts which – barring some noteworthy except ions-are a blot on education. However, it is not necessarily a question of choosing one over the other : different organisational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom, and packaged goods, organisations will quickly expand into the hinterland to tap the large unmet demand. Easy Loan/scholarship arrangements would ensure affordability and access.
The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.
However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage States and the Center, genuine philanthropists and also corporate to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely-available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Question: Which of the following suggestions have been made by the author to improve the state of education in India ?
(A)         Allowing the corporate organisations to enter the education sector.
(B)        Easy availability of loans and scholarships for making education more affordable.
(C)        A rating system for all the organisations to ensure quality

Direction (1-9): Read the following passage and answer the questions that follow.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicised report that hardly a fourth of graduating engineers, and an even smaller percentage of other graduates, w as of employable quality for IT -BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry academic interaction, ” finishing schools”, and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions; instead, radical systemic reform is necessary.

 Yet, there will be serious challenges to overdue reforms in the educat ion system. In India-as in many countries-education is treated as a holy cow sadly, the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving; nor is there an out cry that in all these cases there are commercial companies operating on a profit-making basis. Why then, is there an instinctively adverse reaction to the formal entry of ‘for-profit’ institutes in the realm of education ? Is potable water, health or food, less basic a need, less important a right, than higher education ?
While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, though the law stipulates that educational institutes must be ‘not-for profit’ trusts or societies. Yet, there is opposition to the entry of for-profit” corporate, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.
Well-run corporate organisations, within an appropriate regulatory framework, would be far better than the so – called trusts which – barring some noteworthy except ions-are a blot on education. However, it is not necessarily a question of choosing one over the other : different organisational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom, and packaged goods, organisations will quickly expand into the hinterland to tap the large unmet demand. Easy Loan/scholarship arrangements would ensure affordability and access.
The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.
However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage States and the Center, genuine philanthropists and also corporate to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely-available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Question: According to the author, what ‘triggered a cyclone‘ which saw similar views on the state of education being echoed across other sectors as well ?

Direction (1-9): Read the following passage and answer the questions that follow.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicised report that hardly a fourth of graduating engineers, and an even smaller percentage of other graduates, w as of employable quality for IT -BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry academic interaction, ” finishing schools”, and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions; instead, radical systemic reform is necessary.

 Yet, there will be serious challenges to overdue reforms in the educat ion system. In India-as in many countries-education is treated as a holy cow sadly, the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving; nor is there an out cry that in all these cases there are commercial companies operating on a profit-making basis. Why then, is there an instinctively adverse reaction to the formal entry of ‘for-profit’ institutes in the realm of education ? Is potable water, health or food, less basic a need, less important a right, than higher education ?
While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, though the law stipulates that educational institutes must be ‘not-for profit’ trusts or societies. Yet, there is opposition to the entry of for-profit” corporate, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.
Well-run corporate organisations, within an appropriate regulatory framework, would be far better than the so – called trusts which – barring some noteworthy except ions-are a blot on education. However, it is not necessarily a question of choosing one over the other : different organisational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom, and packaged goods, organisations will quickly expand into the hinterland to tap the large unmet demand. Easy Loan/scholarship arrangements would ensure affordability and access.
The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.
However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage States and the Center, genuine philanthropists and also corporate to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely-available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Question: Which argument does the author put forward when he compares the education sector with sectors catering to health and potable water etc. ?

Direction (1-9): Read the following passage and answer the questions that follow.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicised report that hardly a fourth of graduating engineers, and an even smaller percentage of other graduates, w as of employable quality for IT -BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry academic interaction, ” finishing schools”, and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions; instead, radical systemic reform is necessary.

 Yet, there will be serious challenges to overdue reforms in the educat ion system. In India-as in many countries-education is treated as a holy cow sadly, the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving; nor is there an out cry that in all these cases there are commercial companies operating on a profit-making basis. Why then, is there an instinctively adverse reaction to the formal entry of ‘for-profit’ institutes in the realm of education ? Is potable water, health or food, less basic a need, less important a right, than higher education ?
While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, though the law stipulates that educational institutes must be ‘not-for profit’ trusts or societies. Yet, there is opposition to the entry of for-profit” corporate, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.
Well-run corporate organisations, within an appropriate regulatory framework, would be far better than the so – called trusts which – barring some noteworthy except ions-are a blot on education. However, it is not necessarily a question of choosing one over the other : different organisational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom, and packaged goods, organisations will quickly expand into the hinterland to tap the large unmet demand. Easy Loan/scholarship arrangements would ensure affordability and access.
The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.
However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage States and the Center, genuine philanthropists and also corporate to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely-available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Question: What does the author mean by the phrase we are not writing on a blank page’ in context of the passage ?

Direction (1-9): Read the following passage and answer the questions that follow.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicised report that hardly a fourth of graduating engineers, and an even smaller percentage of other graduates, w as of employable quality for IT -BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry academic interaction, ” finishing schools”, and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions; instead, radical systemic reform is necessary.

 Yet, there will be serious challenges to overdue reforms in the educat ion system. In India-as in many countries-education is treated as a holy cow sadly, the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving; nor is there an out cry that in all these cases there are commercial companies operating on a profit-making basis. Why then, is there an instinctively adverse reaction to the formal entry of ‘for-profit’ institutes in the realm of education ? Is potable water, health or food, less basic a need, less important a right, than higher education ?
While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, though the law stipulates that educational institutes must be ‘not-for profit’ trusts or societies. Yet, there is opposition to the entry of for-profit” corporate, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.
Well-run corporate organisations, within an appropriate regulatory framework, would be far better than the so – called trusts which – barring some noteworthy except ions-are a blot on education. However, it is not necessarily a question of choosing one over the other : different organisational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom, and packaged goods, organisations will quickly expand into the hinterland to tap the large unmet demand. Easy Loan/scholarship arrangements would ensure affordability and access.
The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.
However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage States and the Center, genuine philanthropists and also corporate to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely-available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Question: What is the author’s main objective in writing the passage ?

Direction (1-9): Read the following passage and answer the questions that follow.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicised report that hardly a fourth of graduating engineers, and an even smaller percentage of other graduates, w as of employable quality for IT -BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry academic interaction, ” finishing schools”, and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions; instead, radical systemic reform is necessary.

 Yet, there will be serious challenges to overdue reforms in the educat ion system. In India-as in many countries-education is treated as a holy cow sadly, the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving; nor is there an out cry that in all these cases there are commercial companies operating on a profit-making basis. Why then, is there an instinctively adverse reaction to the formal entry of ‘for-profit’ institutes in the realm of education ? Is potable water, health or food, less basic a need, less important a right, than higher education ?
While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, though the law stipulates that educational institutes must be ‘not-for profit’ trusts or societies. Yet, there is opposition to the entry of for-profit” corporate, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.
Well-run corporate organisations, within an appropriate regulatory framework, would be far better than the so – called trusts which – barring some noteworthy except ions-are a blot on education. However, it is not necessarily a question of choosing one over the other : different organisational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom, and packaged goods, organisations will quickly expand into the hinterland to tap the large unmet demand. Easy Loan/scholarship arrangements would ensure affordability and access.
The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.
However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage States and the Center, genuine philanthropists and also corporate to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely-available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Question: According to the author, which of the following was the only step taken in order to reform the higher education ?

Direction (1-9): Read the following passage and answer the questions that follow.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicised report that hardly a fourth of graduating engineers, and an even smaller percentage of other graduates, w as of employable quality for IT -BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry academic interaction, ” finishing schools”, and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions; instead, radical systemic reform is necessary.

 Yet, there will be serious challenges to overdue reforms in the educat ion system. In India-as in many countries-education is treated as a holy cow sadly, the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving; nor is there an out cry that in all these cases there are commercial companies operating on a profit-making basis. Why then, is there an instinctively adverse reaction to the formal entry of ‘for-profit’ institutes in the realm of education ? Is potable water, health or food, less basic a need, less important a right, than higher education ?
While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, though the law stipulates that educational institutes must be ‘not-for profit’ trusts or societies. Yet, there is opposition to the entry of for-profit” corporate, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.
Well-run corporate organisations, within an appropriate regulatory framework, would be far better than the so – called trusts which – barring some noteworthy except ions-are a blot on education. However, it is not necessarily a question of choosing one over the other : different organisational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom, and packaged goods, organisations will quickly expand into the hinterland to tap the large unmet demand. Easy Loan/scholarship arrangements would ensure affordability and access.
The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.
However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage States and the Center, genuine philanthropists and also corporate to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely-available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Question: Which suggestion does the author make in order to make the institutes of higher learning for technology and management capable of competing globally ?

Direction (1-9): Read the following passage and answer the questions that follow.

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicised report that hardly a fourth of graduating engineers, and an even smaller percentage of other graduates, w as of employable quality for IT -BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry academic interaction, ” finishing schools”, and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions; instead, radical systemic reform is necessary.

 Yet, there will be serious challenges to overdue reforms in the educat ion system. In India-as in many countries-education is treated as a holy cow sadly, the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving; nor is there an out cry that in all these cases there are commercial companies operating on a profit-making basis. Why then, is there an instinctively adverse reaction to the formal entry of ‘for-profit’ institutes in the realm of education ? Is potable water, health or food, less basic a need, less important a right, than higher education ?
While there are strong arguments for free or subsidized higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, though the law stipulates that educational institutes must be ‘not-for profit’ trusts or societies. Yet, there is opposition to the entry of for-profit” corporate, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.
Well-run corporate organisations, within an appropriate regulatory framework, would be far better than the so – called trusts which – barring some noteworthy except ions-are a blot on education. However, it is not necessarily a question of choosing one over the other : different organisational forms can coexist, as they do in the health sector. A regulatory framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom, and packaged goods, organisations will quickly expand into the hinterland to tap the large unmet demand. Easy Loan/scholarship arrangements would ensure affordability and access.
The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.
However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage States and the Center, genuine philanthropists and also corporate to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely-available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Question:

Which of the following is not true in context of the given passage ?

Direction (10-15): Read the following passage and answer the questions that follow.

Despite their many differences of temperament and of literary perspective, Emerson, Thoreau, Hawthorne, Melville, and Whitman share certain beliefs. Common to all these writers is their humanistic perspective. Its basic premises are that humans are the spiritual center of the universe and that in them alone is the clue of the nature, history and ultimately the cosmos itself. Without denying outright the existenced either of a deity or of brute matter, this perspective nevertheless rejects them as exclusive principles of interpretation and prefers to explain humans and the world in terms of humanity itself. This preference is expressed most clearly in the Transcendentalist principle that the structure of the universe literally duplicates the structure of the individual self: therefore, all knowledge begins with self-knowledge.

This common perspective is almost always universalized. Its emphasis is not upon the individual as a particular European or American, but upon the hyuman as universal, freed from the accidents of time, space, birth and talent. Thus, for Emerson, the “American Scholar turns out to be simply “Main Tinking; while, for Whitman, the “Song of Myself merges imperceptibly into a song of all the “children of Adam:, where “every atom belonging to me as good belongs to you.

Also common to all five writers is the belief that individual virtue and happiness depends upon the self-realization, which, in turn, depend upon the harmonious reconciliation of two universal psychological tendencies: first, the self-asserting impulse of the individual to withdraw; to remain unique and separate, and to be responsible only to himself or herself, and second, the self-transcending impulse of the individual to embrace the whole world in the experience of a single moment and to know and become one with that world. These conflicting impulses can be seen in the democratic ethic. Democracy advocates individualism, he preservation of the individual’s free-dom and self-expression. But the democratic self is torn between the duty to self, which is implied by the concept of liberty, and the duty to society, which is implied by the concept of equality and fraternity.

A third assumption common to the five writers is that intuition and imagination offer a surer road to truth than does abstract logic or scientific method. It is illustrated by their emphasis upon the introspection-their belief that the clue to external nature is to be found in the inner world of individual psychology and by their interpretation of experience as, in essence, symbolic. Both these stresses presume an organic relationship between the self and the cosmos of which only intuition and imagination can properly take account. These writers’ faith in the imagination and in themselves as practitioners of imagination led them conceive of the writer as a seer and enabled them to achieve supreme confidence in their own moral and metaphysical insights.

Question: The author’s discussion of Emerson, Thoreau, Hawthorne, Melville, and Whitman is primarily concerned with explaining.

Direction (10-15): Read the following passage and answer the questions that follow.

Despite their many differences of temperament and of literary perspective, Emerson, Thoreau, Hawthorne, Melville, and Whitman share certain beliefs. Common to all these writers is their humanistic perspective. Its basic premises are that humans are the spiritual center of the universe and that in them alone is the clue of the nature, history and ultimately the cosmos itself. Without denying outright the existenced either of a deity or of brute matter, this perspective nevertheless rejects them as exclusive principles of interpretation and prefers to explain humans and the world in terms of humanity itself. This preference is expressed most clearly in the Transcendentalist principle that the structure of the universe literally duplicates the structure of the individual self: therefore, all knowledge begins with self-knowledge.

This common perspective is almost always universalized. Its emphasis is not upon the individual as a particular European or American, but upon the hyuman as universal, freed from the accidents of time, space, birth and talent. Thus, for Emerson, the “American Scholar turns out to be simply “Main Tinking; while, for Whitman, the “Song of Myself merges imperceptibly into a song of all the “children of Adam:, where “every atom belonging to me as good belongs to you.

Also common to all five writers is the belief that individual virtue and happiness depends upon the self-realization, which, in turn, depend upon the harmonious reconciliation of two universal psychological tendencies: first, the self-asserting impulse of the individual to withdraw; to remain unique and separate, and to be responsible only to himself or herself, and second, the self-transcending impulse of the individual to embrace the whole world in the experience of a single moment and to know and become one with that world. These conflicting impulses can be seen in the democratic ethic. Democracy advocates individualism, he preservation of the individual’s free-dom and self-expression. But the democratic self is torn between the duty to self, which is implied by the concept of liberty, and the duty to society, which is implied by the concept of equality and fraternity.

A third assumption common to the five writers is that intuition and imagination offer a surer road to truth than does abstract logic or scientific method. It is illustrated by their emphasis upon the introspection-their belief that the clue to external nature is to be found in the inner world of individual psychology and by their interpretation of experience as, in essence, symbolic. Both these stresses presume an organic relationship between the self and the cosmos of which only intuition and imagination can properly take account. These writers’ faith in the imagination and in themselves as practitioners of imagination led them conceive of the writer as a seer and enabled them to achieve supreme confidence in their own moral and metaphysical insights.

Question: According to the passage, the humanistic perspective of the five writers presupposes which of the following?
I)The structures of the universe can be discovered through self-knowledge.
II)The world can be explained in terms of humanity
III)The spiritual and the material worlds are incompatible

Direction (10-15): Read the following passage and answer the questions that follow.

Despite their many differences of temperament and of literary perspective, Emerson, Thoreau, Hawthorne, Melville, and Whitman share certain beliefs. Common to all these writers is their humanistic perspective. Its basic premises are that humans are the spiritual center of the universe and that in them alone is the clue of the nature, history and ultimately the cosmos itself. Without denying outright the existenced either of a deity or of brute matter, this perspective nevertheless rejects them as exclusive principles of interpretation and prefers to explain humans and the world in terms of humanity itself. This preference is expressed most clearly in the Transcendentalist principle that the structure of the universe literally duplicates the structure of the individual self: therefore, all knowledge begins with self-knowledge.

This common perspective is almost always universalized. Its emphasis is not upon the individual as a particular European or American, but upon the hyuman as universal, freed from the accidents of time, space, birth and talent. Thus, for Emerson, the “American Scholar turns out to be simply “Main Tinking; while, for Whitman, the “Song of Myself merges imperceptibly into a song of all the “children of Adam:, where “every atom belonging to me as good belongs to you.

Also common to all five writers is the belief that individual virtue and happiness depends upon the self-realization, which, in turn, depend upon the harmonious reconciliation of two universal psychological tendencies: first, the self-asserting impulse of the individual to withdraw; to remain unique and separate, and to be responsible only to himself or herself, and second, the self-transcending impulse of the individual to embrace the whole world in the experience of a single moment and to know and become one with that world. These conflicting impulses can be seen in the democratic ethic. Democracy advocates individualism, he preservation of the individual’s free-dom and self-expression. But the democratic self is torn between the duty to self, which is implied by the concept of liberty, and the duty to society, which is implied by the concept of equality and fraternity.

A third assumption common to the five writers is that intuition and imagination offer a surer road to truth than does abstract logic or scientific method. It is illustrated by their emphasis upon the introspection-their belief that the clue to external nature is to be found in the inner world of individual psychology and by their interpretation of experience as, in essence, symbolic. Both these stresses presume an organic relationship between the self and the cosmos of which only intuition and imagination can properly take account. These writers’ faith in the imagination and in themselves as practitioners of imagination led them conceive of the writer as a seer and enabled them to achieve supreme confidence in their own moral and metaphysical insights.

Question: The authors quotes Whiteman primarily in order to

Direction (10-15): Read the following passage and answer the questions that follow.

Despite their many differences of temperament and of literary perspective, Emerson, Thoreau, Hawthorne, Melville, and Whitman share certain beliefs. Common to all these writers is their humanistic perspective. Its basic premises are that humans are the spiritual center of the universe and that in them alone is the clue of the nature, history and ultimately the cosmos itself. Without denying outright the existenced either of a deity or of brute matter, this perspective nevertheless rejects them as exclusive principles of interpretation and prefers to explain humans and the world in terms of humanity itself. This preference is expressed most clearly in the Transcendentalist principle that the structure of the universe literally duplicates the structure of the individual self: therefore, all knowledge begins with self-knowledge.

This common perspective is almost always universalized. Its emphasis is not upon the individual as a particular European or American, but upon the hyuman as universal, freed from the accidents of time, space, birth and talent. Thus, for Emerson, the “American Scholar turns out to be simply “Main Tinking; while, for Whitman, the “Song of Myself merges imperceptibly into a song of all the “children of Adam:, where “every atom belonging to me as good belongs to you.

Also common to all five writers is the belief that individual virtue and happiness depends upon the self-realization, which, in turn, depend upon the harmonious reconciliation of two universal psychological tendencies: first, the self-asserting impulse of the individual to withdraw; to remain unique and separate, and to be responsible only to himself or herself, and second, the self-transcending impulse of the individual to embrace the whole world in the experience of a single moment and to know and become one with that world. These conflicting impulses can be seen in the democratic ethic. Democracy advocates individualism, he preservation of the individual’s free-dom and self-expression. But the democratic self is torn between the duty to self, which is implied by the concept of liberty, and the duty to society, which is implied by the concept of equality and fraternity.

A third assumption common to the five writers is that intuition and imagination offer a surer road to truth than does abstract logic or scientific method. It is illustrated by their emphasis upon the introspection-their belief that the clue to external nature is to be found in the inner world of individual psychology and by their interpretation of experience as, in essence, symbolic. Both these stresses presume an organic relationship between the self and the cosmos of which only intuition and imagination can properly take account. These writers’ faith in the imagination and in themselves as practitioners of imagination led them conceive of the writer as a seer and enabled them to achieve supreme confidence in their own moral and metaphysical insights.

Question: According to the passage, the five writers objects to the scientific method primarily because they think it

Direction (10-15): Read the following passage and answer the questions that follow.

Despite their many differences of temperament and of literary perspective, Emerson, Thoreau, Hawthorne, Melville, and Whitman share certain beliefs. Common to all these writers is their humanistic perspective. Its basic premises are that humans are the spiritual center of the universe and that in them alone is the clue of the nature, history and ultimately the cosmos itself. Without denying outright the existenced either of a deity or of brute matter, this perspective nevertheless rejects them as exclusive principles of interpretation and prefers to explain humans and the world in terms of humanity itself. This preference is expressed most clearly in the Transcendentalist principle that the structure of the universe literally duplicates the structure of the individual self: therefore, all knowledge begins with self-knowledge.

This common perspective is almost always universalized. Its emphasis is not upon the individual as a particular European or American, but upon the hyuman as universal, freed from the accidents of time, space, birth and talent. Thus, for Emerson, the “American Scholar turns out to be simply “Main Tinking; while, for Whitman, the “Song of Myself merges imperceptibly into a song of all the “children of Adam:, where “every atom belonging to me as good belongs to you.

Also common to all five writers is the belief that individual virtue and happiness depends upon the self-realization, which, in turn, depend upon the harmonious reconciliation of two universal psychological tendencies: first, the self-asserting impulse of the individual to withdraw; to remain unique and separate, and to be responsible only to himself or herself, and second, the self-transcending impulse of the individual to embrace the whole world in the experience of a single moment and to know and become one with that world. These conflicting impulses can be seen in the democratic ethic. Democracy advocates individualism, he preservation of the individual’s free-dom and self-expression. But the democratic self is torn between the duty to self, which is implied by the concept of liberty, and the duty to society, which is implied by the concept of equality and fraternity.

A third assumption common to the five writers is that intuition and imagination offer a surer road to truth than does abstract logic or scientific method. It is illustrated by their emphasis upon the introspection-their belief that the clue to external nature is to be found in the inner world of individual psychology and by their interpretation of experience as, in essence, symbolic. Both these stresses presume an organic relationship between the self and the cosmos of which only intuition and imagination can properly take account. These writers’ faith in the imagination and in themselves as practitioners of imagination led them conceive of the writer as a seer and enabled them to achieve supreme confidence in their own moral and metaphysical insights.

Question: Which of the following statements would be compatible with the beliefs of the five writers as described in the passage?

I. Democracy works as a form of government because every individual is unique.
II. Nature alone exists, and each person is nothing more than a shadow of that substabce which is the world.
III. The human mind is capable of discovering the meaning of life and understanding the order in the universe.

Direction (10-15): Read the following passage and answer the questions that follow.

Despite their many differences of temperament and of literary perspective, Emerson, Thoreau, Hawthorne, Melville, and Whitman share certain beliefs. Common to all these writers is their humanistic perspective. Its basic premises are that humans are the spiritual center of the universe and that in them alone is the clue of the nature, history and ultimately the cosmos itself. Without denying outright the existenced either of a deity or of brute matter, this perspective nevertheless rejects them as exclusive principles of interpretation and prefers to explain humans and the world in terms of humanity itself. This preference is expressed most clearly in the Transcendentalist principle that the structure of the universe literally duplicates the structure of the individual self: therefore, all knowledge begins with self-knowledge.

This common perspective is almost always universalized. Its emphasis is not upon the individual as a particular European or American, but upon the hyuman as universal, freed from the accidents of time, space, birth and talent. Thus, for Emerson, the “American Scholar turns out to be simply “Main Tinking; while, for Whitman, the “Song of Myself merges imperceptibly into a song of all the “children of Adam:, where “every atom belonging to me as good belongs to you.

Also common to all five writers is the belief that individual virtue and happiness depends upon the self-realization, which, in turn, depend upon the harmonious reconciliation of two universal psychological tendencies: first, the self-asserting impulse of the individual to withdraw; to remain unique and separate, and to be responsible only to himself or herself, and second, the self-transcending impulse of the individual to embrace the whole world in the experience of a single moment and to know and become one with that world. These conflicting impulses can be seen in the democratic ethic. Democracy advocates individualism, he preservation of the individual’s free-dom and self-expression. But the democratic self is torn between the duty to self, which is implied by the concept of liberty, and the duty to society, which is implied by the concept of equality and fraternity.

A third assumption common to the five writers is that intuition and imagination offer a surer road to truth than does abstract logic or scientific method. It is illustrated by their emphasis upon the introspection-their belief that the clue to external nature is to be found in the inner world of individual psychology and by their interpretation of experience as, in essence, symbolic. Both these stresses presume an organic relationship between the self and the cosmos of which only intuition and imagination can properly take account. These writers’ faith in the imagination and in themselves as practitioners of imagination led them conceive of the writer as a seer and enabled them to achieve supreme confidence in their own moral and metaphysical insights.

Question: It can be inferred that intuition is important to the five writers primarily because it provides them with

Direction (16-20: )In each of the following questions five options are given, of which one word is most nearly the same or opposite in meaning to the given word in the question. Find the correct option having either same or opposite meaning

Egregious

Direction (16-20: )In each of the following questions five options are given, of which one word is most nearly the same or opposite in meaning to the given word in the question. Find the correct option having either same or opposite meaning

inebriated

Direction (16-20: )In each of the following questions five options are given, of which one word is most nearly the same or opposite in meaning to the given word in the question. Find the correct option having either same or opposite meaning

blithe

Direction (16-20: )In each of the following questions five options are given, of which one word is most nearly the same or opposite in meaning to the given word in the question. Find the correct option having either same or opposite meaning

Fickle

Direction (16-20: )In each of the following questions five options are given, of which one word is most nearly the same or opposite in meaning to the given word in the question. Find the correct option having either same or opposite meaning

innocuous

Direction (21-25): In each of the following questions a short passage is given with one of the lines in the passage missing and represented by a blank. Select the best out of the five answer choices given, to make the passage complete and coherent.

Psychological well-being is about lives going well. It is the combination of feeling good and functioning effectively. Sustainable well-being does not require individuals to feel good all the time; the experience of painful emotions (e.g. disappointment, failure, grief) is a normal part of life, and being able to manage these negative or painful emotions is essential for long-term well-being. (___________________________)

Direction (21-25): In each of the following questions a short passage is given with one of the lines in the passage missing and represented by a blank. Select the best out of the five answer choices given, to make the passage complete and coherent.

People vary widely in their typical emotional style, that is whether they tend to feel generally positive or generally negative. (____________________________________). Unlike the other major organs of the body, our brain undergoes most of its development postnatally, and is exquisitely designed to respond to the environmental conditions in which a child happens to grow up. There appears to be a sensitive period in brain development up to around age 2 but major changes and reorganisation continue until puberty Moreover, the development of our frontal lobes, which are responsible for such high-level processes as planning and emotional control, continues until early adulthood

Direction (21-25): In each of the following questions a short passage is given with one of the lines in the passage missing and represented by a blank. Select the best out of the five answer choices given, to make the passage complete and coherent.

The professional  staff  in  human  service  institutions  are often  required to spend considerable  time  in  intense  involvement  with  other  people.  Frequently,  the staff-client  interaction  is  centered  around  the  client’s  current  problems (psychological, social,  and/or physical)  and is  therefore charged  with  feelings  of anger,  embarrassment,  fear  or  despair.  (__________________________).  For  the  helping  professional  who  works  continuously  with  people under  such  circumstances,  the  chronic  stress  can  be  emotionally  draining  and poses the risk  of  ‘burnout’.

Direction (21-25): In each of the following questions a short passage is given with one of the lines in the passage missing and represented by a blank. Select the best out of the five answer choices given, to make the passage complete and coherent.

Asymmetric information makes it difficult to study the antecedents and consequences of Corporate social responsibility (CSR). Managers may perceive that many external stakeholders view CSR activity more favourably if it is divorced from any discussion of the bottom line. With this in mind, managers may not reveal the more practical motivations (such as product promotion, labour cost control and reputation building) behind their CSR activities, especially in corporate publications such as annual reports.  (_______________________________)

Direction (21-25): In each of the following questions a short passage is given with one of the lines in the passage missing and represented by a blank. Select the best out of the five answer choices given, to make the passage complete and coherent.

Organizational leadership behaviors have a direct influence on actions in the work environment that enable change. Leaders may function as change agents—those individuals responsible for change strategy and implementation by creating a vision, identifying the need for change, and implementing the change itself. Organizations remain competitive when they sup-port and implement continuous and transformational change. As a result, organizational change has been the subject of much research.(_____________________________________). In spite of numerous theories, models, and multistep approaches, organizational leaders lack a clear understanding of, or ability to engage, the steps necessary to implement change successfully. Research suggests that the problem is limited understanding of change implementation techniques and inability to modify one’s management style. Theories, models, and multistep approaches might not include sufficient implementation guidance.

Direction (26-30): The following questions contain five sentences as options. Find one sentence which does not relate to the central theme of the passage made by remaining four sentences. Mark it as your answer.

Direction (26-30): The following questions contain five sentences as options. Find one sentence which does not relate to the central theme of the passage made by remaining four sentences. Mark it as your answer.

Direction (26-30): The following questions contain five sentences as options. Find one sentence which does not relate to the central theme of the passage made by remaining four sentences. Mark it as your answer.

Direction (26-30): The following questions contain five sentences as options. Find one sentence which does not relate to the central theme of the passage made by remaining four sentences. Mark it as your answer.

Direction (26-30): The following questions contain five sentences as options. Find one sentence which does not relate to the central theme of the passage made by remaining four sentences. Mark it as your answer.

Direction (31-33): Four alternative summaries are given below the text as option. Choose the option that best captures the essence of the text.

India is a young nation. Over 65% of its population is below 35 years of age, yet the number of senior citizens is growing exponentially because we are a nation of 1.2 billion people. Steadily growing longevity of life is also adding to the surge. Indian society until a few decades ago had the inherent protection against old age under the shadow of the institution of joint/extended family. Urbanization, growing standards of living, and changing social system have led to disintegration of country’s age-old social system into nuclear families-double income no kids and single income no kids.

Direction (31-33): Four alternative summaries are given below the text as option. Choose the option that best captures the essence of the text.

Commoditization occurs when you have to constantly improve quality or other product benefits while decreasing prices to keep up with competitors. It also occurs if you have to lower your quality or other product benefits to keep pace with falling prices. The problem is exacerbated when you are caught between rising input costs, such as energy, metals and raw materials, and a loss of pricing power for your products. Your costs increase but you simply cannot pass them onto your customers without killing your business.

Direction (31-33): Four alternative summaries are given below the text as option. Choose the option that best captures the essence of the text.

Trees and other plants help keep the planet cool, but rising levels of carbon dioxide in the atmosphere are turning down this global air conditioner. In some regions more than a quarter of the warming from increased carbon dioxide is due to its direct impact on vegetation. This warming is in addition to carbon dioxide’s better known effect as a heat-trapping greenhouse gas. Climate models for the coming century must take into account the importance of plants.

Direction (34-35): Select the phrase/connector from the given three options which can be used in the beginning (to start the sentence) to form a single sentence from the two sentences given below, implying the same meaning as expressed in the statement sentences.

The explorers approached the headwaters of the Missouri. They discovered, to their horror, that the Rocky Mountain range stood between them and their goal, a passage to the Pacific.
(i) Since the…..
(ii) As the…..
(iii) Standing the….

Direction (34-35): Select the phrase/connector from the given three options which can be used in the beginning (to start the sentence) to form a single sentence from the two sentences given below, implying the same meaning as expressed in the statement sentences.

Lewis’s fame and fortune was virtually guaranteed by his exploits. Lewis disappointed the entire world by inexplicably failing to publish his journals.

(i) Exploiting the….
(ii) Disappointed the….
(iii) His fame…..