1. The difficulty level in speed tests is





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QA->A car during its journey travels 30 minutes at the speed of 40 km/hr. another 45 minutes at the speed of 60 km /hr and for two hours at a speed of 70 km/hr. Find the average speed of the car?....
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QA->It was with great difficulty he gained entry to the auditorium, but he made a sudden _________....
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MCQ->[s][/s]A CAT aspirant appears for a certain number of tests. His average score increases by 1 if the first 10 tests are not considered, and decreases by 1 if the last 10 tests are not considered. If his average scores for the first 10 and the last 10 tests are 20 and 30, respectively, then the total number of tests taken by him is....
MCQ->A. Since then, intelligence tests have been mostly used to separate dull children in school from average or bright children, so that special education can be provided to the dull.B. In other words, intelligence tests give us a norm for each age.C. Intelligence is expressed as Intelligence quotient, and tests are developed to indicate what an average child of a certain age can do-what a 5-year-old can answer, but a 4year-old cannot, for instance.D. Binet developed the first set of such tests in the early 1900s to find out which children in school needed special attention.E. Intelligence can be measured by tests.....
MCQ-> Studies of the factors governing reading development in young children have achieved a remarkable degree of consensus over the past two decades. The consensus concerns the causal role of ‘phonological skills in young children’s reading progress. Children who have good phonological skills, or good ‘phonological awareness’ become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of sound within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or phonemes. For example, a 4-year old child might have difficulty in recognising that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A five-year-old might have difficulty in recognizing that the odd work out in the set of words fan, cat, hat, mat is fan. This task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable words, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyme in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val:en:tine are /v/ and /t/, and the rimes correspond to the selling patterns ‘al’, ‘en’ and’ ine’.A six-year-old might have difficulty in recognising that plea and pray begin with the same initial sound. This is a phonemic judgement. Although the initial phoneme /p/ is shared between the two words, in plea it is part of the onset ‘pl’ and in pray it is part if the onset ‘pr’. Until children can segment the onset (or the rime), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to merge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes, and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same/different judgement task based on the beginning or the end sounds of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shared only the initial phoneme, as in plea and pray. In the end-sound task, the words either shared the entire rime, as in spit and wit, or shared only the final phoneme, as in rat and wit. Treiman and Zudowski showed that four- and five-year-old children found the onset-rime version of the same/different task significantly easier than the version based on phonemes. Only the sixyear- olds, who had been learning to read for about a year, were able to perform both versions of the tasks with an equal level of success.From the following statements, pick out the true statement according to the passage.
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MCQ->Statement: Should admission to all professional courses be made on the basis of past academic performance rather than through entrance tests? Arguments: Yes. It will be beneficial for those candidates who are unable to bear the expenses of entrance tests. Yes. Many deserving candidates securing high marks in their qualifying academic examinations do not perform well on such entrance tests. No. The standard of examinations and assessment conducted by different Boards and universities are not comparable and hence there is a need to conduct entrance tests to calibrate them on a common yardstick.

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MCQ->A medical clinic tests blood for certain disease from which approximately one person in a hundred suffers. People come to the clinic in group of 50. The operator of the clinic wonders whether he can increase the efficiency of the testing procedure by conducting pooled tests. In the pooled tests, the operator would pool the 50 blood samples and test them altogether. If the polled test was negative, he could pronounce the whole group healthy. If not, he could then test each person’s blood individually. The expected number of tests the operator will have to perform if he pools the blood samples are:....
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