Which of the following statements is incorrect in the context of the given passage ? ?->(Show Answer!)

1. Which of the following statements is incorrect in the context of the given passage ?

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MCQ-> Below is given a passage followed by several possible inferences which can be drawn from the facts stated in the passage You have to examine each inference separately in the context of the passage and decide upon its degree of truth or falsity Give answer a:if the inference is “definitely true” i.e it properly follows from the statement of facts given Give answer b:if the inference is ‘ probably true’ though not ‘ definitely true’ in the light of the facts given Give answer c:if the data are inadequate i.e from the facts given you cannot say whether the inference is likely to be true or false Give answer d:if the inference is “probably false” though not “definitely false” in the light of the facts given e:if the inference is “definitely false” i.e it cannot possibly be drawn from the facts given or it contradicts the given facts. With the purpose of upliftment of Gonda district in Uttar Pradesh a new formula was evolved for practical success in several fields such as irrigation animal husbandry dairy farming moral uplift and creation of financial resources Small farms were clustered for irrigation by one diesel pump which could irrigate about 20 acres of land Youth were prompted to take loans from the banks for purchase of engine pumps to be supplied to the farmers on rent This formula worked so well that the villages in Gonda district were saturated with irrigation facilities. Cattle rearing was linked with multiple cropping Most of the targets fixed for different areas were achieved which was an unusual phenomenon This could be possible only because of right motivation participation and initiative of the people Imagination and creativity combined together helped in finding out workable solutions to the problems of the community.There was no problem and complaint of the people residing in entire Gonda district before the beginning of the project
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MCQ-> Given below is one passage followed by several possible inferences which can be drawn from the facts stated in the passage. You have to examine each inference separately in the context of the passage and decide upon its degree of truth or falsity. Mark - If you think answer (a) the inference is ‘Definitely True’, i.e., it properly follows from the statement of facts given (b) the inference is ‘Probably True’ though not ‘Definitely True’ in the light of the facts given (c) the ‘Data are Inadequate’, i.e., from the facts given you cannot say whether the inference is likely to be true or false (d) the inference is ‘Probably False’ though not ‘Definitely False’ in the light of the facts given. The inference is ‘Definitely False’, i.e., it cannot possibly be drawn from the facts given or it contradicts the given facts. ‘Holidays on Instalment Payment (HIP) plans are being introduced. According to an Indian Market Research Bureau (IMRB) study, at least 12,000 families in Mumbai alone will opt for such deferred payment plans for their holidays in the next three years e: None Of theseIn Mumbai ‘Holidays Instalment Payment (HIP)’ seems to be fulfilling need of people.
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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-> 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-> Below in each question are given two statements (A) and (B). These statements may be either independent causes or may be effects of independent causes or a common cause. One of these statements may be the effect of the other statement. Read both the statements and decide which of the following answer choice correctly depicts the relationship between these two statements.Mark answer a: if statement (A) is the cause and statement (B) is its effect. Mark answer b: if statement (B) is the cause and statement (A) is its effect. Mark answer c: if both the statements (A) and (B) are independent causes. Mark answer d: if both the statements (A) and (B) are effects of independent causes. Mark answer e: if both the statements (A) and (B) are effects of some common cause.(A) A substantial increase in the unhealthy competition has been observed among the students. (B) A rise of 23% is reported every year in the cases of suicides after declaration of grade 10th and 12th examination results.....