Headquarters of S. V. National Technical Institute ? ?->(Show Answer!)

1. Headquarters of S. V. National Technical Institute ?

Answer: Surat

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MCQ-> Seven students Ashwin, Devika, Baljit, Chandrakant, Urmila, Nagesh and Pranjali have taken admissions for MBA with specialization in HR or Finance or Marketing. Each one has got admission in different institutes M, J, K, L, R, T, F not necessarily in the same order. At least two have opted for each of the specializations. Devika has opted for Marketing but not in Institute J or T. Chandra-kant has taken admission for HR in Institute K. The one who studies in Institute F does not study Finance. Nagesh studies the same specialization as that of Devika in Institute R. Ashwin does not study in Institute L or T. Baljit studies HR in Institute J. Franjali studies in Institute F and does not study marketing.Which of the following combinations of institute and speciallization is true for Urmila ?
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MCQ-> Read the following passage carefully and answer the questions given. Certain words/phrases have been given in bold to help you locate them while answering some of the questions. From a technical and economic perspective, many assessments have highlighted the presence of cost-effective opportunities to reduce energy use in buildings. However several bodies note the significance of multiple barriers that prevent the take-up of energy efficiency measures in buildings. These include lack of awareness and concern, limited access to reliable information from trusted sources, fear about risk, disruption and other ‘transaction costs’ concerns about up-front costs and inadequate access to suitably priced finance, a lack of confidence in suppliers and technologies and the presence of split incentives between landlords and tenants. The widespread presence of these barriers led experts to predict thatwithout a concerted push from policy, two-thirds of the economically viable potential to improve energy efficiency will remain unexploited by 2035. These barriers are albatross around the neck that represent a classic market failure and a basis for governmental intervention. While these measurements focus on the technical, financial or economic barriers preventing the take-up of energy efficiency options in buildings, others emphasise the significance of the often deeply embedded social practices that shape energy use in buildings. These analyses focus not on the preferences and rationalities that might shape individual behaviours, but on the ‘entangled’ cultural practices, norms, values and routines that underpin domestic energy use. Focusing on the practice-related aspects of consumption generates very different conceptual framings and policy prescriptions than those that emerge from more traditional or mainstream perspectives. But the underlying case for government intervention to help to promote retrofit and the diffusion of more energy efficient particles is still apparent, even though the forms of intervention advocated are often very different to those that emerge from a more technical or economic perspective. Based on the recognition of the multiple barriers to change and the social, economic and environmental benefits that could be realised if they were overcome, government support for retrofit (renovating existing infrastructure to make it more energy efficient) has been widespread. Retrofit programmes have been supported and adopted in diverse forms in many setting and their ability to recruit householders and then to impact their energy use has been discussed quite extensively. Frequently, these discussions have criticised the extent to which retrofit schemes rely on incentives and the provision of new technologies to change behaviour whilst ignoring the many other factors that might limit either participation in the schemes or their impact on the behaviours and prac-tices that shape domestic energy use. These factors are obviously central to the success of retrofit schemes, but evaluations of different schemes have found that despite these they can still have significant impacts. Few experts that the best estimate of the gap between the technical potential and the actual in-situ performance of energy efficiency measures is 50%, with 35% coming from performance gaps and 15% coming from ‘comfort taking’ or direct rebound effects. They further suggest that the direct rebound effect of energy efficiency measures related to household heating is Ilkley to be less than 30% while rebound effects for various domestic energy efficiency measures vary from 5 to 15% and arise mostly from indirect effects (i.e., where savings from energy efficiency lead to increased demand for goods and services). Other analyses also note that the gap between technical potential and actual performance is likely to vary by measure, with the range extending from 0% for measures such as solar water heating to 50% for measures such as improved heating controls. And others note that levels of comfort taking are likely to vary according to the levels of consumption and fuel poverty in the sample of homes where insulation is installed, with the range extending from 30% when considering homes across all income groups to around 60% when considering only lower income homes. The scale of these gapsis significant because it materially affects the impacts of retrofit schemes and expectations and perceptions of these impacts go on to influence levels of political, financial and public support for these schemes. The literature on retrofit highlights the presence of multiple barriers to change and the need for government support, if these are to be overcome. Although much has been written on the extent to which different forms of support enable the wider take-up of domestic energy efficiency measures, behaviours and practices, various areas of contestation remain and there is still an absence of robust ex-post evidence on the extent to which these schemes actually do lead to the social, economic and environmental benefits that are widely claimed.Which of the following is most nearly the OPPOSITE in meaning to the word ‘CONCERTED’ as used in the passage ?
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MCQ-> Directions :In the following passage, you have one brief passage with 5 questions following the passage. Read the passage carefully and choose the best answer to each question out of the four alternatives. PASSAGE : Every profession or, trade, every art and every science has its technical vocabulary, the function of which is partly to designate things or processes which have no names in ordinary English and partly to secure greater exactness in nomenclature. Such special dialects or jargons are necessary in technical discussion of any kind. Being universally understood by the devotees of the particular science or art, they have the precision of a mathematical formula. Besides, they save time, for it is much more economical to name a process than to describe it. Thousands of these technical terms are very properly included in every large dictionary, yet, as a whole, they are rather on the outskirts of the English language than actually within its borders. Different occupations, however, differ widely in the character of their special vocabularies. In trades and handicrafts and other vocations like farming and fishing that have occupied great numbers of men from remote times, the technical vocabulary is very old. An average man now uses these in his own vocabulary. The special dialects of law, medicine, divinity and philosophy have become familiar to cultivated persons.Special words used in technical discussion
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MCQ-> In the following passage, some of the words have been left out. Read the passage carefully and select the correct answer for the given blank out of the four alternatives.Technical skill ____________ to the ability
and knowledge to use the pedagogy, tools and techniques involved in the teaching and research of a specic subject. Ability in programming or software designing and operating a computer is, ___________ instance, a technical skill. There are two things a teacher should understand __________ transformational technical skills. In the rst place, he must know __________ skill and what level of skill should be applied on a particular student. He should be ____________ enough with their potential to ask discerning questions. Secondly, a teacher must understand the role of each event organised and the transformational skill applied, and the inter:relationships between the events and skills.Technical skill ____________ to the ability
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MCQ-> A management institute was established on January 1, 2000 with 3, 4, 5, and 6 faculty members in the Marketing, Organisational Behaviour (OB), Finance, and Operations Management (OM) areas respectively, to start with. No faculty member retired or joined the institute in the first three months of the year 2000. In the next four years, the institute recruited one faculty member in each of the four areas. All these new faculty members, who joined the institute subsequently over the years, were 25 years old at the time of their joining the institute. All of them joined the institute on April a) During these four years, one of the faculty members retired at the age of 60. The following diagram gives the area-wise average age (in terms of number of completed years) of faculty members as on April 1 of 2000, 2001, 2002, and 2003.

From which area did the faculty member retire?
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