Herring bone bond is commonly used for---- ?->(Show Answer!)

1. Herring bone bond is commonly used for----

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MCQ-> Answer the questions based on the information given below: Madhubala Devi, who works as a domestic help, received Rs. 2500 as Deepawali bonus from her employer. With that money she is contemplating purchase of one or more among 5 available government bonds - A, B, C, D and E. To purchase a bond Madhubala Devi will have to pay the price of the bond. If she owns a bond she receives a stipulated amount of money every year (which is termed as the coupon payment) till the maturity of the bond. At the maturity of the bond she also receives the face value of the bond. Price of a bond is given by: $$P=[\sum_{t=1}^T\frac{C}{(1+r)^{t}}]+\frac{F}{(1+r)^{t}}$$ where C is coupon payment on the bond. which is the amount of money the holder of the bond receives annually; F is the face value of the bond, which is the amount of money the holder of the bond receives when the bond matures (over and above the coupon payment for the year of maturity); T is the number of years in which the bond matures; R = 0.25, which means the market rate of interest is 25%. Among the 5 bonds the bond A and another two bonds mature in 2 years, one of the bonds matures in 3 years, and the bond D matures in 5 years. The coupon payments on bonds A, E, B, D and C are in arithmetic progression, such that the coupon payment on bond A is twice the common difference, and the coupon payment on bond B is half the price of bond A. The face value of bond B is twice the face value of bond E, but the price of bond B is 75% more than the price of bond E. The price of bond C is more than Rs. 1800 and its face value is same as the price of bond A. The face value of bond A is Rs. 1000. Bond D has the largest face value among the five bonds.The face value of bond E must be
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MCQ-> Read the following passage carefully and answer the questions. Certain words/phrases are given in bold to help you locate them while answering some of the questions. Until the 1960s boys spent longer and went further in school than girls, and were more likely to graduate from university. Now, across the rich world and in a growing number of , poor countries, the balance has tilted the other way. Policymakers once fretted about girls’ . lack of confidence in science but this is changing. Sweden has commissioned research into its “boy crisis”. Australia has devised a reading programme called “Boys, Blokes, Books and Bytes”. In just a couple of generations, one gender gap has closed, only for another to open up. The reversal is laid out in a report published on March 5th by the OECD. a Paris based Rich country thinktank. Boys’ dominance just about endures in maths: at age 15 they are, on average, the equivalent of three months’ schooling ahead of girls. In science the results are fairly even. But in reading, where girls have been ahead for some time, a gulf has appeared. In all G4 countries and economies in the study, girls outperform boys. The average gap is equivalent to an extra year of schooling. The OECD deems literacy to be the most important skill that it assesses, since further learning depends on it. Sure enough, teenage boys are 50% more likely than girls to fail to achieve basic proficiency in any of maths, reading and science. Youngsters in this group, with nothing to build on or shine at, are prone to drop out of school altogether. To see why boys and girls fare so differently in the classroom, first look at what they do outside it. The average 15year old girl devotes five and half hours a week to homework, an hour more than the average boy, who spend more time playing video games and trawling the internet. Three quarters of girls read for pleasure, compared with little more than half of boys. Reading rates are falling everywhere as screens draw eyes from pages, but boys are giving up faster. The OECD found that, among boys who do as much homework as the average girl, the gender gap in reading fell by nearly a quarter. Once in the classroom, boys long to be out of it: They are twice as likely as girls to report that school is a “waste of time”, and more often turn up late. Just as a teacher sused to struggle to persuade girls that science is not only for men, the OECD now urges parents and policymakers to steer boys away from a version of masculinity that ignores academic achievement. Boys’ disdain for school might have been less irrational when there were plenty of jobs for uneducated men. But those days have long gone. It may be that a bit of swagger helps in maths, where confidence plays a part in boys’ lead (though it sometimes extends to delusion:12% of boys told the OECD that they are familiar with the mathematical concept of “subjunctive sealing”, a red herring that fooled only 7% of girls.) But their lack of self Visit discipline drives teachers crazy. The OECD found that boys did much better in its anonymised tests than in teachers assessments. What is behind this discrimination? One possibility is that teachers mark up students who are polite, eager and stay out of flights, all attributes that are more common among girls. In some countries, academic points can even be docked for bad behaviour.Choose the word which is opposite in meaning to the word DOCKED given in bold as used in the passage.
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