Give the appropriate one word substitute Deliberate suffering for one’s sins: ?->(Show Answer!)

1. Give the appropriate one word substitute Deliberate suffering for one’s sins:

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MCQ->Give the appropriate one word substitute Deliberate suffering for one’s sins:....

MCQ-> Read the following passage carefully and answer the questions given below it. Certain words are printed in bold to help you to locate them while answering some of the questions. Lumbini is a beautiful place in the southern part of Nepal. About 2.500 years ago. A baby boy was born to the king and queen. The baby was named Siddharth. His mother, died when he was live days old. The baby boy grew into a handsome prince. His father tried to keep him happy. The little prince had everything heneeded — fine clothes, the best food and good toys. But he was not in terested in them. He wanted to be alone and was always found in deep thought. Later, he was married to a beautiful princess. She was called Yashodhara. They had a son and named him Rahul. The king hoped that Siddharth would become a great ruler. One day Siddharth was driving through the street in his chariot, He saw an old man and then a sick man. The oldman could hardly walk. The sick man groaned in pain. Then he saw some people carrying a dead body, others were wailing and weeping at the loss of a dear one. Siddharth was very upset to see so much suffering and unhappiness. 1 le was shocked, Then he saw an entirely different sight. A mail in yel • low robes was walking along the street. There was no trace of sadness on his radiant lace. instead it shone with peace. He was a monk who had given up the world to escape the misery of life. Siddharth wanted to find out why there was so much suffering in the world. He wanted to find out how men could be free of misery. He could find neither peace nor happiness in the life he was leading at the palace. One night Siddharth left his home, his wile and his little son. He went into the forest. He wanted to search for a way out of suffering and sorrow for all mankind. He meditated and got enlightenment. He became Lord Buddha, the enlightened one. Truth was revealed to him and he learnt all the secrets of life and the world, He found out that the world was full of sorrow and unhappiness. The reason for it was greed and selfishness. To be free from suffering. we must be free from greed and desire. Desire is the root cause of all human suffering. He advocated the Middle Path and asked his followers to avoid the two extremes.Which of the following sentences is true according to the passage ?
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MCQ-> Read the following passage carefully and answer the questions given below it. Certain words/phrases have been printed in bold to help you locate them while answering some of the questions. The wisdom of learning from failure is incontrovertible. Yet organisations that do it well are extraordinarily rare. This gap is not due to a lack of commitment to learning. Managers in the vast majority of enterprises that I have studied over the past 20 years —pharmaceutical. financial services, product design, telecommunications, and construction companies: hospitals; and NASA’s space shuttle program, among others— genuinely wanted to help their organisations learn from failures to improve future performance. In some cases they and their teams had devoted many hours to afteraction reviews, postmortems, and the like. But time after time I saw that these painstaking efforts led to no real change. The reason: Those managers were thinking about failure the wrong way. Most executives I’ve talked to believe that failure is bad (of course!). They also believe that learning from it is pretty straightforward: Ask people to reflect on what they did wrong and exhort them to avoid similar mistakes in the future—or, better yet, assign a team to review and write a report on what happened and then distribute it throughout the organisation. These widely held beliefs are misguided. First, failure is not always bad. In organisational life it is sometimes bad, sometimes inevitable, and sometimes even good. Second, learning from organisational failures is anything but straightforward. The attitudes and activities required to effectively detect and analyze failures are in short supply in most companies, and the need for context-specific learning strategies is underappreciated. Or – ganisations need new and better ways to go beyond lessons that are superficial (“Procedures weren’t followed”) or self-serving (“The market just wasn’t ready for our great new product”). That means jettisoning old cultural beliefs and stereotypical notions of success and embracing failure’s lessons. Leaders can begin by understanding how the blame game gets in the way. The Blame Game Failure and fault are virtually inseparable in most households. organisations, and cultures. Every child learns at some point that admitting failure means taking the blame. That is why so few organisations have shifted to a culture of psychological safety in which the rewards of learning from failure can be fully realised. Executives I’ve interviewed in organisations as different as hospitals and investment banks admit to being torn: How can they respond constructively to failures without giving rise to an anything-goes attitude? If people aren’t blamed for failures, what will ensure that they try as hard as possible to do their best work? This concern is based on a false dichotomy. In actuality, a culture that makes it safe to admit and report on failure can—and in some organisational contexts must–coexist with high standards for performance. To understand why, look at the exhibit “A Spectrum of Reasons for Failure,” which lists causes ranging from deliberate deviation to thoughtful experimentation. Which of these causes involve blameworthy actions? Deliberate deviance, first on the list, obviously warrants blame. But inattention might not. If it results from a lack of effort, perhaps it’s blameworthy. But if it results from fatigue near the end of an overly long shift, the manager who assigned the shift is more at fault than the employee. As we go down the list, it gets more and more difficult to find blameworthy acts. In fact, a failure resulting from thoughtful experimentation that generates valuable information may actually be praiseworthy. When I ask executives to consider this spectrum and then to estimate how many of the failures in their organisations are truly blameworthy, their answers are usually in single digits—perhaps 2% to 5%. But when I ask how many are treated as blameworthy, they say (after a pause or a laugh) 70% to 90%. The unfortunate consequence is that many failures go unreported and their lessons are lost. Question : sophisticated understanding of failure’s causes and contexts will help to avoid the blame game and institute an effective strategy for learning from failure. Although an infinite number of things can go wrong in organisations, mistakes fall into three broad categories: preventable, complexity-related, and intelligent.Which of the following statement (s) is/are true in the context of the given passage ? I. Most executives believe that failure is bad and learning from it is pretty straightforward. II. The wisdom of learning from failure is disputable. III. Deliberate deviance, first on the list of the exhibit, “A Spectrum of Reasons for Failure” obviously warrants blame.....

MCQ-> Study the following information to answer the given questions. A word and number arrangement machine when given an input line of words and numbers rearranges them following a particular rule in each step. The following is an illustration of input and rearrangement. ‘’(All the numbers are two digits numbers and are arranged as per some logic based on the value of the number)’’. Input : win 56 32 93 bat for 46 him 28 11 give chance. Step I : 93 56 32 bat for 46 him 28 11 give chance win Step II : 11 93 56 32 bat for 46 28 give chance win him Step III: 56 11 93 32 bat for 46 28 chance win him give Step IV: 28 56 11 93 32 bat 46 chance win him give for Step V: 46 28 56 11 93 32 bat win him give for chance Step V: 32 46 28 56 11 93 win him give for chance bat and Step VI is last step of the arrangement of the above input as the intended arrangement is obtained. As per the rules followed in the above steps, find out in each of the following questions the appropriate steps for the given input, Input for the questions: Input : ‘’fun 89 at the 28 16 base camp 35 53 here 68’’ (All the numbers given in the arrangement are two digit numbers.)Which of the following would be the Step II?
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MCQ-> Study the following information to answer the given questions: A word and number arrangement machine when given an input line of words and numbers rearranges them following a particular rule in each step. The following is an illustration of input and rearrangement.(All the numbers are two-digit numbers and are arranged as per some logic based on the value of the numbers.) Input:win 56 32 93 bat for 46 him 28 11 give chance Step I:93 56 32 bat for 46 him 28 11 give chance win StepII:11 93 56 32 bat for 46 28 give chance win him Step III:56 11 93 32 bat for 46 28 chance win him give Step IV:28 56 11 93 32 bat win him give for chance bat Step V:46 28 56 11 93 32 bat win him give for chance Step VI:32 46 28 56 11 93 win him give for chance bat Step VI is the last step of the arrangement the above input. Input for the question: Input:fun 89 at the 28 16 base camp 35 53 here 68 (All the number given in the arrangement are two digit numbers.)Which of the following would be step II ?
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