SBI पीओ प्रारंभिक परीक्षा मॉक टेस्ट 1

SBI PO PT Online Mock Test 1

  • यह SBI PO PT के लिए एक ऑनलाइन मॉक टेस्ट है.
  • इस परीक्षा में प्रत्येक प्रश्न के लिए एकाधिक उत्तर विकल्प दिए गए हैं. आपको सबसे अच्छा विकल्प चुनना है.
  • टेस्ट पूरा करने के बाद आप अपना रिजल्ट देख सकते हैं.
  • इस परीक्षण में 100 प्रश्न हैं जिसे पूरा करने के लिए आपको 60 मिनट का समय दिया जाएगा.
  • कृपया ध्यान दें कि परीक्षा निर्धारित समय समाप्त होने पर स्वचालित रूप से सबमिट कर दी जाएगी.
  • गलत उत्तरों के लिए कोई नकारात्मक अंकन नहीं है.
  • EduDose ने यह परीक्षा अंग्रेजी और हिंदी दोनों माध्यमों में प्रदान की है.
  • यह परीक्षण एक प्रयास (ONE attempt) तक सीमित है.

1 / 100

निम्नलिखित शृंखला में प्रश्चन-वाचक चिन्ह (?) के स्थान पर क्या आयेगा?
WE SG PJ LN?

2 / 100

यदि A को 4 से विस्थापित कर दिया जाए, B को 3 से, C को 2, D को 4, E को 3, F को 2 से तथा इसी प्रकार आगे भी क्रम जारी रहा, तो शब्द SICK के अक्षरों के अंकीय मान का कुल योग क्या होगा?

3 / 100

निम्नलिखित पांच में से चार किसी निश्चित प्रकार से समान है अतः उनका एक समूह बनता है। यह एक कौन-सा है जो इस समूह में शामिल नहीं होता है?

4 / 100

यदि U को 7, M को 2, I को 5, O को 1, K को 8 और J को 4 से बताया जाए तो शब्द MOUJIK को उलटे क्रम में लिखने पर शब्द का संख्यात्मक रूप क्या होगा?

5 / 100

शब्द FAINTS के अक्षरों को वर्णानुक्रम से लगाने पर कितनी अक्षर उसी क्रम में रहेंगे, जिस क्रम में वे शब्द में हैं?

6 / 100

एक खास कोड में GARNISH को RGAINHS लिखा जाता है। उस कोड में GENIOUS कैसे लिखा जाएगा?

7 / 100

शब्द MISPLACE में अक्षरों को ऐसे कितने जोड़े हैं जिनमें से प्रत्येक के बीच शब्द के दो अक्षरों के बीच उतने ही अक्षर हैं जितने अंग्रेज़ी वर्णमाला में उनके बीच हैं?

8 / 100

एक खास कोड में INKER को GLLGT और GLIDE को EJJFG लिखा जाता है। उस कोड में JINKS कैसे लिखा जाता है?

9 / 100

निम्नलिखित पांच में चार किसी प्रकार से एक समान हैं तथा वे अपना एक समूह बनाते हैं। वह कौन-सा एक है जो इस समूह में शामिल नहीं होता है?

10 / 100

संख्या 5314679 में ऐसे कितने अंक हैं जो संख्या के प्रारंभ से उतनी ही दूरी पर हैं जितनी कि संख्या के अंकों को अवरोही क्रम में सजाने पर हैं?

11 / 100

निर्देश (5 प्रश्नों के लिए): नीचे प्रत्येक प्रश्न में तीन कथन और उसके बाद दो निष्कर्ष दिए गए हैं। दोनों निष्कर्षों को पढ़िए, फिर तय कीजिए कि कौन-सा निष्कर्ष दिए गए कथनों का तर्कसंगत रूप से अनुसरण करता है।
कथन:
सभी कमरे टेबल हैं।
कुछ टेबल कार्ड हैं।
सभी कार्ड चम्मच हैं।
निष्कर्षः
I. कुछ चम्मच कमरे हैं।
II. कुछ चम्मच टेबल हैं।

12 / 100

निर्देश (5 प्रश्नों के लिए): नीचे प्रत्येक प्रश्न में तीन कथन और उसके बाद दो निष्कर्ष दिए गए हैं। दोनों निष्कर्षों को पढ़िए, फिर तय कीजिए कि कौन-सा निष्कर्ष दिए गए कथनों का तर्कसंगत रूप से अनुसरण करता है।
कथन:
कुछ कुर्सियां खिडकियाँ हैं।
कुछ खिड़कियां दीवारें हैं।
कुछ दीवारें घर हैं।
निष्कर्षः
I. कुछ घर कुर्सियां हैं।
II. कोई घर कुर्सी नहीं है।

13 / 100

निर्देश (5 प्रश्नों के लिए): नीचे प्रत्येक प्रश्न में तीन कथन और उसके बाद दो निष्कर्ष दिए गए हैं। दोनों निष्कर्षों को पढ़िए, फिर तय कीजिए कि कौन-सा निष्कर्ष दिए गए कथनों का तर्कसंगत रूप से अनुसरण करता है।
कथन:
कुछ पिन तलवारें हैं।
सभी तलवारें चाकू हैं।
सभी चाकू छड़ियां हैं।
निष्कर्षः
I. कुछ छड़ियां पिन हैं।
II. कुछ चाकू पिन हैं।

14 / 100

निर्देश (5 प्रश्नों के लिए): नीचे प्रत्येक प्रश्न में तीन कथन और उसके बाद दो निष्कर्ष दिए गए हैं। दोनों निष्कर्षों को पढ़िए, फिर तय कीजिए कि कौन-सा निष्कर्ष दिए गए कथनों का तर्कसंगत रूप से अनुसरण करता है।
कथन:
सभी डेस्क प्लेट हैं।
सभी प्लेट दर्पण हैं।
सभी दर्पण बाॅक्स हैं।
निष्कर्षः
I. कुछ बाॅक्स प्लेट हैं।
II. सभी दर्पण डेस्क हैं।

15 / 100

निर्देश (5 प्रश्नों के लिए): नीचे प्रत्येक प्रश्न में तीन कथन और उसके बाद दो निष्कर्ष दिए गए हैं। दोनों निष्कर्षों को पढ़िए, फिर तय कीजिए कि कौन-सा निष्कर्ष दिए गए कथनों का तर्कसंगत रूप से अनुसरण करता है।
कथन:
सभी रोड बस हैं।
कोई बस ट्रेन नहीं है।
कुछ ट्रेन प्लेटफाॅर्म हैं।
निष्कर्षः
I. कुछ प्लेटफाॅर्म रोड हैं।
II. कुछ ट्रेन रोड हैं।

16 / 100

निर्देश (2 प्रश्नों के लिए): निम्नलिखित जानकारी को ध्यान से पढ़िए और उसके बाद दिए गए प्रश्न का उत्तर दीजिए।

यदि 'A - B' का अर्थ है 'A, B का पिता है।'
यदि 'A + B' का अर्थ है 'A, B की पुत्री है।'
यदि 'A ÷ B' का अर्थ है 'A, B का पुत्र है।'
यदि 'A × B' का अर्थ है 'A, B की पत्नी है।'

अभिव्यक्ति 'P ÷ Q - T' में T का P से क्या संबंध है?

17 / 100

निर्देश (2 प्रश्नों के लिए): निम्नलिखित जानकारी को ध्यान से पढ़िए और उसके बाद दिए गए प्रश्न का उत्तर दीजिए।

यदि 'A - B' का अर्थ है 'A, B का पिता है।'
यदि 'A + B' का अर्थ है 'A, B की पुत्री है।'
यदि 'A ÷ B' का अर्थ है 'A, B का पुत्र है।'
यदि 'A × B' का अर्थ है 'A, B की पत्नी है।'

अभिव्यक्ति 'P ÷ Q × R' में R का P से क्या संबंध है?

18 / 100

'लोहा' उसी प्रकार संबंधित हैं 'ठोस' से जिस प्रकार 'पारा' संबंधित हैं....................... से।

19 / 100

एक निश्चित कूट भाष में BRIGHT को JSCSGF लिखा जाता है। उसी कूट भाषा में JOINED किस प्रकार लिखा जाएगा?

20 / 100

एक निश्चित कूट भाषा में BOARD को 51324 लिखा जाता है तथा SIDE को 9647 लिखा जाता है। उसी कूट भाषा में BASE किस प्रकार लिखा जाएगा?

21 / 100

निर्देश (5 प्रश्नों के लिए): इनमें से प्रत्येक प्रश्न नीचे दी गई 6 संख्याओं पर आधारित है:

283347518829748827

यदि प्रत्येक संख्या के पहले व तीसरे अंक परस्पर बदल दिए जाएं, तो कौन-सी संख्या सबसे छोटी से तीसरी होगी?

22 / 100

निर्देश (5 प्रश्नों के लिए): इनमें से प्रत्येक प्रश्न नीचे दी गई 6 संख्याओं पर आधारित है:

283347518829748827

यदि दूसरे अंक में 1 जोड़ दिया जाए, तीसरे अंक में से 1 घटा दिया जाए और फिर पहले और तीसरे अंक परस्पर बदल दिए जाएं, तो सबसे बड़ी संख्या कौन-सी होगी?

23 / 100

निर्देश (5 प्रश्नों के लिए): इनमें से प्रत्येक प्रश्न नीचे दी गई 6 संख्याओं पर आधारित है:

283347518829748827

यदि प्रत्येक संख्या के पहले अंक को उस संख्या के तीसरे अंक के स्थान पर रखा जाए, तीसरे अंक को दूसरे अंक के स्थान पर रखा जाए और दूसरे अंक को पहले अंक के स्थान पर रखा जाए तो उसके बाद जो संख्याएं बनें उन्हें आरोही क्रम में रखा जाए, तो तीसरी संख्या कौन-सी होगी?

24 / 100

निर्देश (5 प्रश्नों के लिए): इनमें से प्रत्येक प्रश्न नीचे दी गई 6 संख्याओं पर आधारित है:

283347518829748827

यदि प्रत्येक संख्या के पहले और तीसरे अंक को परस्पर बदल दिया जाए और प्रत्येक संख्या के दूसरे अंक में 1 जोड़ा जाए, तो निम्नलिखित मे से संख्याओं के किस जोड़े में उनके संख्यात्मक मूल्य का सर्वाधिक योग होगा?

25 / 100

निर्देश (5 प्रश्नों के लिए): इनमें से प्रत्येक प्रश्न नीचे दी गई 6 संख्याओं पर आधारित है:

283347518829748827

यदि 283 को 328 लिखा जाए, 347 को 734 लिखा जाए और आगे भी ऐसे ही परिवर्तन किए जाएं तो निम्नलिखित में से किन दो संख्याओं के बीच सबसे कम अन्तर होगा?

26 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित जानकारी का अध्ययन कर नीचे दिए गए प्रश्नों के उत्तर दीजिए।

आठ मित्र A, B, C, D, E, F, G, H, I और J केन्द्र की ओर मुंह किए एक वृत्त के गिर्द बैठे हैं। H, E के तुरंत बाएँ है जो B के दाएँ तीसरा है। C, D के दाएँ दूसरा है और B का पड़ोसी नहीं है। F, G के दाएँ दूसरा और C का पड़ोसी नहीं है।

E के दाएं से दूसरा कौन है?

27 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित जानकारी का अध्ययन कर नीचे दिए गए प्रश्नों के उत्तर दीजिए।

आठ मित्र A, B, C, D, E, F, G, H, I और J केन्द्र की ओर मुंह किए एक वृत्त के गिर्द बैठे हैं। H, E के तुरंत बाएँ है जो B के दाएँ तीसरा है। C, D के दाएँ दूसरा है और B का पड़ोसी नहीं है। F, G के दाएँ दूसरा और C का पड़ोसी नहीं है।

A के बाएं से तीसरा कौन है?

28 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित जानकारी का अध्ययन कर नीचे दिए गए प्रश्नों के उत्तर दीजिए।

आठ मित्र A, B, C, D, E, F, G, H, I और J केन्द्र की ओर मुंह किए एक वृत्त के गिर्द बैठे हैं। H, E के तुरंत बाएँ है जो B के दाएँ तीसरा है। C, D के दाएँ दूसरा है और B का पड़ोसी नहीं है। F, G के दाएँ दूसरा और C का पड़ोसी नहीं है।

निम्नलिखित में से किस जोड़े में पहला व्यक्ति दूसरे व्यक्ति के तुरंत दाएं बैठा है?

29 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित जानकारी का अध्ययन कर नीचे दिए गए प्रश्नों के उत्तर दीजिए।

आठ मित्र A, B, C, D, E, F, G, H, I और J केन्द्र की ओर मुंह किए एक वृत्त के गिर्द बैठे हैं। H, E के तुरंत बाएँ है जो B के दाएँ तीसरा है। C, D के दाएँ दूसरा है और B का पड़ोसी नहीं है। F, G के दाएँ दूसरा और C का पड़ोसी नहीं है।

उपरोक्त व्यवस्था में अपने स्थान के आधार पर निम्नलिखित पांच में से चार किसी प्रकार समान है अतः उनका एक समूह बनता है। वह एक कौन-सा है जो इस समूह में नहीं आता है?

30 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित जानकारी का अध्ययन कर नीचे दिए गए प्रश्नों के उत्तर दीजिए।

आठ मित्र A, B, C, D, E, F, G, H, I और J केन्द्र की ओर मुंह किए एक वृत्त के गिर्द बैठे हैं। H, E के तुरंत बाएँ है जो B के दाएँ तीसरा है। C, D के दाएँ दूसरा है और B का पड़ोसी नहीं है। F, G के दाएँ दूसरा और C का पड़ोसी नहीं है।

B के तुरंत बाएं कौन है?

31 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित प्रश्नों में @, ©, $, * और % प्रतीकों का नीचे बताए गए अर्थों में प्रयोग किया गया है:

'A $ B' का अर्थ 'A, B से या तो बड़ा है या बराबर है'।
'A * B' का अर्थ 'A, B से या तो छोटा है या बराबर है'।
'A @ B' का अर्थ 'A, B से न तो बड़ा है न छोटा है'।
'A © B' का अर्थ 'A, B से छोटा है'।
'A % B' का अर्थ 'A, B से बड़ा है'।

अब नीचे दिए गए प्रत्येक प्रश्न में, दिए गए कथनों को सत्य मानते हुए, यह पता लगाइए कि उनके नीचे दिए निष्कर्ष I और II में से कौन-सा/कौन-से निश्चित रूप से सत्य है/हैं?
कथन: R © K, K * M, M % P
निष्कर्षः
I. M % R
II. P © R

32 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित प्रश्नों में @, ©, $, * और % प्रतीकों का नीचे बताए गए अर्थों में प्रयोग किया गया है:

'A $ B' का अर्थ 'A, B से या तो बड़ा है या बराबर है'।
'A * B' का अर्थ 'A, B से या तो छोटा है या बराबर है'।
'A @ B' का अर्थ 'A, B से न तो बड़ा है न छोटा है'।
'A © B' का अर्थ 'A, B से छोटा है'।
'A % B' का अर्थ 'A, B से बड़ा है'।

अब नीचे दिए गए प्रत्येक प्रश्न में, दिए गए कथनों को सत्य मानते हुए, यह पता लगाइए कि उनके नीचे दिए निष्कर्ष I और II में से कौन-सा/कौन-से निश्चित रूप से सत्य है/हैं?
कथन: H @ K, K $ F, F © N
निष्कर्षः
I. N % K
II. F * H

33 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित प्रश्नों में @, ©, $, * और % प्रतीकों का नीचे बताए गए अर्थों में प्रयोग किया गया है:

'A $ B' का अर्थ 'A, B से या तो बड़ा है या बराबर है'।
'A * B' का अर्थ 'A, B से या तो छोटा है या बराबर है'।
'A @ B' का अर्थ 'A, B से न तो बड़ा है न छोटा है'।
'A © B' का अर्थ 'A, B से छोटा है'।
'A % B' का अर्थ 'A, B से बड़ा है'।

अब नीचे दिए गए प्रत्येक प्रश्न में, दिए गए कथनों को सत्य मानते हुए, यह पता लगाइए कि उनके नीचे दिए निष्कर्ष I और II में से कौन-सा/कौन-से निश्चित रूप से सत्य है/हैं?
कथन: M % Q, Q @ K, K $ R
निष्कर्षः
I. M % K
II. R © M

34 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित प्रश्नों में @, ©, $, * और % प्रतीकों का नीचे बताए गए अर्थों में प्रयोग किया गया है:

'A $ B' का अर्थ 'A, B से या तो बड़ा है या बराबर है'।
'A * B' का अर्थ 'A, B से या तो छोटा है या बराबर है'।
'A @ B' का अर्थ 'A, B से न तो बड़ा है न छोटा है'।
'A © B' का अर्थ 'A, B से छोटा है'।
'A % B' का अर्थ 'A, B से बड़ा है'।

अब नीचे दिए गए प्रत्येक प्रश्न में, दिए गए कथनों को सत्य मानते हुए, यह पता लगाइए कि उनके नीचे दिए निष्कर्ष I और II में से कौन-सा/कौन-से निश्चित रूप से सत्य है/हैं?
कथन: P * R, R $ J, J @ D
निष्कर्षः
I. D $ P
II. P @ J

35 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित प्रश्नों में @, ©, $, * और % प्रतीकों का नीचे बताए गए अर्थों में प्रयोग किया गया है:

'A $ B' का अर्थ 'A, B से या तो बड़ा है या बराबर है'।
'A * B' का अर्थ 'A, B से या तो छोटा है या बराबर है'।
'A @ B' का अर्थ 'A, B से न तो बड़ा है न छोटा है'।
'A © B' का अर्थ 'A, B से छोटा है'।
'A % B' का अर्थ 'A, B से बड़ा है'।

अब नीचे दिए गए प्रत्येक प्रश्न में, दिए गए कथनों को सत्य मानते हुए, यह पता लगाइए कि उनके नीचे दिए निष्कर्ष I और II में से कौन-सा/कौन-से निश्चित रूप से सत्य है/हैं?
कथन: W $ P, P © K, K * R
निष्कर्षः
I. R $ P
II. K % W

36 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
18 × 8 + (?)² = (15)²

37 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
546 का 66% - 439 का 43% =?

38 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
975 + 714 ÷ 42 =?

39 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
(62)² + (14)² =?² + 559

40 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
? ÷ 40 × 9 = 378

41 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
sbi-clerk-mock-pt-5-48591.png

42 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
1200 का 45% = ? का 54%

43 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
1354 + 1184 = 5640 का?%

44 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
208 का sbi-clerk-mock-pt-5-48624.png + 786 = 2000 -?

45 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
546 + 222 ÷ 6 × 9 =?

46 / 100

निम्न संख्या श्रृंखला में केवल एक संख्या गलत है। गलत संख्या का पता लगाइए।
32 34 37 46 62 87 123

47 / 100

निम्न संख्या श्रृंखला में केवल एक संख्या गलत है। गलत संख्या का पता लगाइए।
7 18 40 106 183 282 403

48 / 100

निम्न संख्या श्रृंखला में केवल एक संख्या गलत है। गलत संख्या का पता लगाइए।
850 843 829 808 788 745 703

49 / 100

निम्न संख्या श्रृंखला में केवल एक संख्या गलत है। गलत संख्या का पता लगाइए।
33 321 465 537 573 590 600

50 / 100

निम्न संख्या श्रृंखला में केवल एक संख्या गलत है। गलत संख्या का पता लगाइए।
37 47 52 67 87 112 142

51 / 100

एक स्कूल में कुल 2500 छात्र हैं। यदि स्कूल में 1400 लड़कियाँ हैं तो उस स्कूल में लड़कों की कुल संख्या का लड़कियों की कुल संख्या से क्रमशः अनुपात कितना है?

52 / 100

एक परीक्षा में पास होने के लिए कुल 675 अंक लेने पड़ते हैं। एक विद्यार्थी को 585 अंक मिलते हैं और वह 6% अंकों से फेल हो जाता है। कोई विद्यार्थी अधिकतम कितने अंक ले सकता है?

53 / 100

यदि 2x + 3y = 87 और 3x - 3y = 48 है, तो x का मूल्य क्या है?

54 / 100

एक पुरुष और एक ही दिन पैदा हुए उसके जुड़वां पुत्रों की औसत आयु 30 वर्ष है। पिता और उसके पुत्र की आयु का अनुपात क्रमशः 5:2 है। पिता की आयु कितनी है?

55 / 100

अंकों के निम्नलिखित सेटों के लगभग औसत का पता लगाइएः
1566, 2455, 1231, 2678, 1989, 3342, 2715

56 / 100

निर्देश (5 प्रश्नों के लिए): नीचे दिए गए प्रश्नों के उत्तर देने के लिए इस सारणी का ध्यानपूर्वक अघ्ययन कीजिए।

छह विद्यार्थियों द्वारा छह अलग-अलग विषयों में प्राप्त अंकों का प्रतिशत

sbi-clerk-mock-pt-5-h1927.png
परीक्षा में पास होने के लिए अंग्रेजी में न्यूनतम 54 और विज्ञान में न्यूनतम 93 अंक पाना जरूरी है तो परीक्षा में कितने विद्यार्थी पास हुए हैं?

57 / 100

निर्देश (5 प्रश्नों के लिए): नीचे दिए गए प्रश्नों के उत्तर देने के लिए इस सारणी का ध्यानपूर्वक अघ्ययन कीजिए।

छह विद्यार्थियों द्वारा छह अलग-अलग विषयों में प्राप्त अंकों का प्रतिशत

sbi-clerk-mock-pt-5-h1927.png
सभी विषयों में मिलाकर किस विद्यार्थी को सर्वाधिक अंक मिले हैं?

58 / 100

निर्देश (5 प्रश्नों के लिए): नीचे दिए गए प्रश्नों के उत्तर देने के लिए इस सारणी का ध्यानपूर्वक अघ्ययन कीजिए।

छह विद्यार्थियों द्वारा छह अलग-अलग विषयों में प्राप्त अंकों का प्रतिशत

sbi-clerk-mock-pt-5-h1927.png
सभी विद्यार्थियों द्वारा मिलाकर हिन्दी में प्राप्त औसत अंक कितने हैं? (दशमलव के बाद दो अंकों तक पूर्णांकित)

59 / 100

निर्देश (5 प्रश्नों के लिए): नीचे दिए गए प्रश्नों के उत्तर देने के लिए इस सारणी का ध्यानपूर्वक अघ्ययन कीजिए।

छह विद्यार्थियों द्वारा छह अलग-अलग विषयों में प्राप्त अंकों का प्रतिशत

sbi-clerk-mock-pt-5-h1927.png
सभी विषयों में मिलाकर F को प्राप्त अंकों का समग्र प्रतिशत कितना है?

60 / 100

निर्देश (5 प्रश्नों के लिए): नीचे दिए गए प्रश्नों के उत्तर देने के लिए इस सारणी का ध्यानपूर्वक अघ्ययन कीजिए।

छह विद्यार्थियों द्वारा छह अलग-अलग विषयों में प्राप्त अंकों का प्रतिशत

sbi-clerk-mock-pt-5-h1927.png
B को गणित और समाजशास्त्र में मिलाकर कुल कितने अंक मिले हैं?

61 / 100

16 व्यक्ति एक काम 14 दिन में पूरा करते है। 8 व्यक्तियों को इसी काम को पूरा करने में कितने दिन लगेंगे?

62 / 100

एक कार 1078 किमी की दूरी 14 घंटे में तय करती है। उस कार की चाल कितनी है?

63 / 100

यदि 4,51,000 रुपए की राशि को 88 व्यक्तियों में एक समान बांटा जाए, तो प्रत्येक व्यक्ति को कितनी राशि मिलेगी?

64 / 100

एक वार्षिक परीक्षा में सम्पदा को 800 में से कुल 523 अंक मिलते हैं। वार्षिक परीक्षा में उसका लगभग प्रतिशत कितना है?

65 / 100

राजन और साजन ने शुरू में क्रमशः 14,200 रुपए और 15,600 रुपए के साथ व्यवसाय आरंभ किया। यदि उन्हें वर्ष के अंत में कुल 74,500 रुपए का लाभ हुआ तो उसमें राजन का हिस्सा कितना था?

66 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर लगभग मान कितना आएगा?
53864 × 68 = ? × 41548

67 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर लगभग मान कितना आएगा?
sbi-clerk-mock-pt-5-48633.png =?

68 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर लगभग मान कितना आएगा?
(629.715 - 238.938) × 8.451 =?

69 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर लगभग मान कितना आएगा?
(808 का 563% ) ÷ 129 =?

70 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर लगभग मान कितना आएगा?
(632.46)² =?

71 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

What is the main topic of the passage?

72 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

Why did companies and universities develop programmes to prepare managers in large numbers?

73 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

Which of the following statements is not true according to the passage?

74 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

Management education was emphasized in the management programmes because:

75 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

What is the historical reason for many organisations not having leadership?

76 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

Which of the following is similar in meaning to the word 'nurtured' as used in the passage?

77 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

What according to the author is leadership?

78 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

Which of the following characteristics help organisations in their transformations efforts?

79 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

Why were people taught little about leadership in management programmes?

80 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

Which of the following statements is false according to the passage?

81 / 100

Directions (for 5 questions): Which of the phrases given below should replace the phrase given in bold in the following sentence to make the sentence grammatically meaningful and correct.
In any serious investigation, all points of suspicions should check properly.

82 / 100

Directions (for 5 questions): Which of the phrases given below should replace the phrase given in bold in the following sentence to make the sentence grammatically meaningful and correct.
The circumstances in which succumbed below pressure, are not known.

83 / 100

Directions (for 5 questions): Which of the phrases given below should replace the phrase given in bold in the following sentence to make the sentence grammatically meaningful and correct.
All human beings are vulnerable to greed and temptations.

84 / 100

Directions (for 5 questions): Which of the phrases given below should replace the phrase given in bold in the following sentence to make the sentence grammatically meaningful and correct.
How did the burglar got into the bank is a mystery.

85 / 100

Directions (for 5 questions): Which of the phrases given below should replace the phrase given in bold in the following sentence to make the sentence grammatically meaningful and correct.
What most of the people think right cannot be said to be necessary and right?

86 / 100

Directions (for 5 questions): Choose the word or the set of words for each blank that best fits the meaning of the sentence as a whole.
The _______ successfully repelled every _______ on the city.

87 / 100

Directions (for 5 questions): Choose the word or the set of words for each blank that best fits the meaning of the sentence as a whole.
He was _______ very clever, but he _______ performed excellently.

88 / 100

Directions (for 5 questions): Choose the word or the set of words for each blank that best fits the meaning of the sentence as a whole.
A _______ analysis of these substances will show that they differ _______ .

89 / 100

Directions (for 5 questions): Choose the word or the set of words for each blank that best fits the meaning of the sentence as a whole.
When the _______ polished the stones, they gleamed with a breath-taking brilliance.

90 / 100

Directions (for 5 questions): Choose the word or the set of words for each blank that best fits the meaning of the sentence as a whole.
As _______ head of the organisation, he attended social functions and civil meetings, but had no _______ in the formulation of company policy.

91 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 1?

92 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 2?

93 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 3?

94 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 4?

95 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 5?

96 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 6?

97 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 7?

98 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 8?

99 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 9?

100 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 10?

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