1. Amount of various immunoglobulin classes can be measured by





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MCQ-> A school consisting of a total of 1560 students has boys and girls in the ratio of 7:5 respectively. All the students are enrolled in different types of hobby classes, viz: Singing, Dancing and Painting.One-fifth of the boys are enrolled in only Dancing classes.Twenty percent of the girls are enrolled in only Painting classes.Ten percent of the boys are enrolled in only Singing classes.Twenty four percent of the girls are enrolled in both Singing and Dancing classes together.The number of girls enrolled in only Singing classes is two hundred percent of the boys enrolled in the same.One-thirteenth of the boys are enrolled in all the three classes together.The respective ratio of boys enrolled in Dancing and Painting classes together to the girls enrolled in the same is 2 :1 respectively.Ten percent of the girls are enrolled in only Dancing classes whereas eight percent of the girls are enrolled in both Dancing and Painting classes together.The remaining girls are enrolled in all the three classes together.The number of boys enrolled in Singing and Dancing classes together is fifty percent of the number of girls enrolled in the same.The remaining boys are enrolled in only Painting classes.What is the total number of boys who are enrolled in Dancing ?
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MCQ->Amount of various immunoglobulin classes can be measured by....
MCQ->Which two statements are true about wrapper or String classes? If x and y refer to instances of different wrapper classes, then the fragment x.equals(y) will cause a compiler failure. If x and y refer to instances of different wrapper classes, then x == y can sometimes be true. If x and y are String references and if x.equals(y) is true, then x == y is true. If x, y, and z refer to instances of wrapper classes and x.equals(y) is true, and y.equals(z) is true, then z.equals(x) will always be true. If x and y are String references and x == y is true, then y.equals(x) will be true.....
MCQ-> Read the passage carefully and answer the questions givenMore and more companies, government agencies, educational institutions and philanthropic organisations are today in the grip of a new phenomenon: ‘metric fixation’. The key components of metric fixation are the belief that it is possible - and desirable - to replace professional judgment (acquired through personal experience and talent) with numerical indicators of comparative performance based upon standardised data (metrics); and that the best way to motivate people within these organisations is by attaching rewards and penalties to their measured performance. The rewards can be monetary, in the form of pay for performance, say, or reputational, in the form of college rankings, hospital ratings, surgical report cards and so on. But the most dramatic negative effect of metric fixation is its propensity to incentivise gaming: that is, encouraging professionals to maximise the metrics in ways that are at odds with the larger purpose of the organisation. If the rate of major crimes in a district becomes the metric according to which police officers are promoted, then some officers will respond by simply not recording crimes or downgrading them from major offences to misdemeanours. Or take the case of surgeons. When the metrics of success and failure are made public - affecting their reputation and income - some surgeons will improve their metric scores by refusing to operate on patients with more complex problems, whose surgical outcomes are more likely to be negative. Who suffers? The patients who don’t get operated upon.When reward is tied to measured performance, metric fixation invites just this sort of gaming. But metric fixation also leads to a variety of more subtle unintended negative consequences. These include goal displacement, which comes in many varieties: when performance is judged by a few measures, and the stakes are high (keeping one’s job, getting a pay rise or raising the stock price at the time that stock options are vested), people focus on satisfying those measures - often at the expense of other, more important organisational goals that are not measured. The best-known example is ‘teaching to the test’, a widespread phenomenon that has distorted primary and secondary education in the United States since the adoption of the No Child Left Behind Act of 2001.Short-termism is another negative. Measured performance encourages what the US sociologist Robert K Merton in 1936 called ‘the imperious immediacy of interests … where the actor’s paramount concern with the foreseen immediate consequences excludes consideration of further or other consequences’. In short, advancing short-term goals at the expense of long-range considerations. This problem is endemic to publicly traded corporations that sacrifice long-term research and development, and the development of their staff, to the perceived imperatives of the quarterly report.To the debit side of the ledger must also be added the transactional costs of metrics: the expenditure of employee time by those tasked with compiling and processing the metrics in the first place - not to mention the time required to actually read them. . . .All of the following can be a possible feature of the No Child Left Behind Act of 2001, EXCEPT:
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