1. Unit of payment for damp proof course is :





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MCQ-> Study the following information carefully and answer the questions given below: When a word and number arrangement machine is given an input line of words and numbers, it arranges them following a particular rule. The following is an illustration of input and rearrangement : (All the numbers are two digit numbers). Input : bike 51 ride 37 11 duke 58 damp line 75 tent 84 Step I : 84 51 ride 37 11 duke 58 damp line 75 tent bike Step II : 75 84 51 ride 37 11 duke 58 line tent bike damp Step III : 58 75 84 51 ride 37 11 line tent bike damp duke Step IV : 51 58 75 84 ride 37 11 tent bike damp duke line Step V : 37 51 58 75 84 11 tent bike damp duke line ride Step VI : 11 37 51 58 75 84 bike damp duke line ride tent Step VI is the last step of the above arrangement 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 : find 64 belt 28 54 lamp 17 give flat 69 real 95Which of the following would be the Step III ?
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MCQ-> Directions : In the following questions, you have two brief passages with 5 questions in each passage, Read the passages carefully and choose the best answer to each question out of the four alternatives. PASSAGE -I Stuck with be development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management courses is that they fail to impact the participants' on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants' managers on what behaviour they should be reinforcing back on the job. Others include a follow-up training day to review the progress of the participants. None of this is really going far enough. The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants' development programme. Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition. So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill-acquisition and skill-application. But can such a sharp distinction be maintained ? Skills are really acquired only in the context of applying them on the job, finding them effective and therefore, reinforcing them. The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the follow-up. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill. PASSAGE II One may look at life, events, society, history, in another way. A way which might, at a stretch, be described as the Gandhian way, though it may be from times before Mahatma Gandhi came on the scene. The Gandhian reaction to all the grim poverty, squalor and degradation of the human being would approximate to effort at self-change and self-improvement, to a regime of living regulated by discipline from within. To change society, the individual must first change himself. In this way of looking at life and society, words too begin to mean differently. Revolution, for instance, is a term frequently used, but not always in the sense it has been in the lexicon of the militant. So also with words like peace and struggle. Even society may mean differently, being some kind of organic entity for the militant, and more or less a sum of individuals for the Gandhian. There is yet another way, which might, for want of a better description, be called the mystic. The mystic's perspective measures these concerns that transcend political ambition and the dynamism of the reformer, whether he be militant or Gandhian. The mystic measures the terror of not knowing the remorseless march of time:he seeks to know what was before birth, what comes after death. The continuous presence of death, of the consciousness of death, sets his priorities. and values: militants and Gandhians kings and prophets must leave all that they have built:all that they have un-built and depart when messengers of the buffalo-riding Yama come out of the shadows. Water will to water, dust to dust. Think of impermanence. Everything passes.What is the passage about?
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MCQ->Unit of payment for damp proof course is :....
MCQ-> Read the following passage carefully and answer the questions given below it. Certain words have been printed in bold to help you locate them while answering some of the questions.Delays of several months in National Rural Employment Guarantee Scheme (NREGS) wage payments and work sites where laborers have lost all hope of being paid at all have become the norm in many states. How are workers who exist on the margins of subsistence supposed to feed their families? Under the scheme, workers must be paid writhing 15 days, failing which they are entitled to compensation under the Payment of Wages Act-upto Rs. 3,000 per aggrieved worker. In reality, compensation is received in only a few isolated instances.It is often argued by officials that the main reason for the delay is the inability of banks and post offices to handle mass payments of NREGS wages. Though there is a grain of truth in this, as a diagnosis it is misleading. The ‘jam’ in the banking system has been the result of the hasty switch to bank payments imposed by the Central Government against the recommendation of the Central Employment Guarantee Council which advocated a gradual transition starting with villages relatively close to the nearest bank.However delays are not confined solely to the banking system. Operational hurdles include implementing agencies taking more than fifteen days to issue payment orders, viewing of work measurement as a cumbersome process resulting in procrastination by the engineering staff and non-maintenance of muster rolls and job cards etc. But behind these delays lies a deeper and deliberate ‘backlash’ against the NREGS. With bank payments making it much harder to embezzle NREGS funds, the programme is seen as a headache by many government functionaries-the workload has remained without the “inducements”. Slowing down wage payments is a convenient way of sabotaging the scheme because, workers will desert NREGS work-sites.The common sense solution advocated by the government is to adopt the business correspondent model wherein bank agents will go to villages to make cash payments and duly record them on handheld electronic devices. This solution is based on the wrong diagnosis that distance separating villages from banks is the main issue. In order to accelerate payment, clear timeliness for every step of the payment process should be incorporated into the system as Programme Officers often have no data on delays and cannot exert due pressure to remedy the situation. Workers are both clueless and powerless with no provision for them to air their grievances and seek redress. In drought affected areas the system of piece rate work can be dispensed with, where work measurement is not completed within a week and wages may be paid on the basis of attendance. Buffer funds can be provided to gram panchayats and post offices to avoid bottlenecks in the flow of funds. Partial advances could also be considered provided wage payments are meticulously tracked. But failure to recognize problems and unwillingness to remedy them will remain major threats to the NREGS.Which of the following factors has not been responsible for untimely payment of NREGS wages?
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