[Mission 2024] Insta–DART (Daily Aptitude and Reasoning Test) 13- 14 March 2024

“The conceptual difficulties in National Income comparisons between underdeveloped and industrialised countries are particularly serious because a part of the national output in various underdeveloped countries is produced without passing through the commercial channels.”

In the above statement, the author implies that:

An air quality index (AQI) is a way to combine measurements of multiple air pollutants into at single number or rating. This index is ideally kept constantly updated and available in different places. The AQI is most useful when lots of pollution data are being gathered and when pollution levels are normally, but not always, low. In such cases, if pollution levels spike for a few days, the public can quickly take preventive action (like staying indoors) in response to an air quality warning. Unfortunately, that is not urban India. Pollution levels in many large Indian cities are so high that they remain well above any health or regulatory standard for large part of the year. If our index stays in the Red/Dangerous’ region day after day, there is not much any one can do, other than getting used to ignoring it.

Which among the following is the most logical and rational Inference that can be made from the above passage?

The medium term challenge for Indian manufacturing is to move from lower to higher tech sectors, from lower to higher value added sectors, and from lower to higher productivity sectors. Medium tech industries are primarily capital intensive and resource processing; and high tech industries are mainly capital and technology intensive. In order to push the share of manufacturing in overall GDP to the projected 25 per cent, Indian manufacturing needs to capture the global market in sectors showing a rising trend in demand. These sectors are largely high technology and capital intensive.

Which among the following is the most logical and rational inference that can be made from the above passage?

It is no longer enough for us to talk about providing for universal access to education. Making available schooling facilities is an essential prerequisite, but is insufficient to ensure that all children attend school and participate in the learning process. The school may be there, but children may not attend or they may drop out after a few months. Through school and social mapping, we must address the entire gamut of social, economic, cultural and indeed linguistic and pedagogic issues, factors that prevent children from weaker sections and disadvantaged groups, as also girls, from regularly attending and complementing elementary education. The focus must be on the poorest and most vulnerable since these groups are the most disempowered and at the greatest risk of violation or denial of their right to education.

The right to education goes beyond free and compulsory education to include quality education for all. Quality is an integral part of the right to education. If the education process lacks quality, children are being denied their right. The Right of Children to Free and Compulsory Education Act lays down that the curriculum should provide for learning through activities, exploration and discovery. This places an obligation on us to change our perception of children as passive receivers of knowledge, and to move beyond the convention of using textbooks as the basis of examinations. The teaching-learning process must become stress-free; and a massive programme for curricular reform should be initiated to provide for a child-friendly learning system, that is more relevant and empowering. Teacher accountability systems and processes must ensure that children are learning, and that their right to learn in a child-friendly environment is not violated. Testing and assessment systems must be reexamined and redesigned to ensure that these do not force children to struggle between school and tuition centres, and bypass childhood.

According to the passage, which of the following is/are of paramount importance under the Right to Education?

1. Sending of children to school by all parents
2. Provision of adequate physical infrastructure in schools
3. Curricular reforms for developing child-friendly learning system

Select the correct answer using the code given below.

It is no longer enough for us to talk about providing for universal access to education. Making available schooling facilities is an essential prerequisite, but is insufficient to ensure that all children attend school and participate in the learning process. The school may be there, but children may not attend or they may drop out after a few months. Through school and social mapping, we must address the entire gamut of social, economic, cultural and indeed linguistic and pedagogic issues, factors that prevent children from weaker sections and disadvantaged groups, as also girls, from regularly attending and complementing elementary education. The focus must be on the poorest and most vulnerable since these groups are the most disempowered and at the greatest risk of violation or denial of their right to education.

The right to education goes beyond free and compulsory education to include quality education for all. Quality is an integral part of the right to education. If the education process lacks quality, children are being denied their right. The Right of Children to Free and Compulsory Education Act lays down that the curriculum should provide for learning through activities, exploration and discovery. This places an obligation on us to change our perception of children as passive receivers of knowledge, and to move beyond the convention of using textbooks as the basis of examinations. The teaching-learning process must become stress-free; and a massive programme for curricular reform should be initiated to provide for a child-friendly learning system, that is more relevant and empowering. Teacher accountability systems and processes must ensure that children are learning, and that their right to learn in a child-friendly environment is not violated. Testing and assessment systems must be reexamined and redesigned to ensure that these do not force children to struggle between school and tuition centres, and bypass childhood.

With reference to the above passage, the following assumptions have been made:

1. The Right to Education guarantees teachers accountability for the learning process of children.
2. The Right to Education guarantees 100% enrolment of children in the schools.
3. The Right to Education intends to take full advantage of demographic dividend.

Which of the above assumptions is/are valid?

It is no longer enough for us to talk about providing for universal access to education. Making available schooling facilities is an essential prerequisite, but is insufficient to ensure that all children attend school and participate in the learning process. The school may be there, but children may not attend or they may drop out after a few months. Through school and social mapping, we must address the entire gamut of social, economic, cultural and indeed linguistic and pedagogic issues, factors that prevent children from weaker sections and disadvantaged groups, as also girls, from regularly attending and complementing elementary education. The focus must be on the poorest and most vulnerable since these groups are the most disempowered and at the greatest risk of violation or denial of their right to education.

The right to education goes beyond free and compulsory education to include quality education for all. Quality is an integral part of the right to education. If the education process lacks quality, children are being denied their right. The Right of Children to Free and Compulsory Education Act lays down that the curriculum should provide for learning through activities, exploration and discovery. This places an obligation on us to change our perception of children as passive receivers of knowledge, and to move beyond the convention of using textbooks as the basis of examinations. The teaching-learning process must become stress-free; and a massive programme for curricular reform should be initiated to provide for a child-friendly learning system, that is more relevant and empowering. Teacher accountability systems and processes must ensure that children are learning, and that their right to learn in a child-friendly environment is not violated. Testing and assessment systems must be reexamined and redesigned to ensure that these do not force children to struggle between school and tuition centres, and bypass childhood.

What is the essential message in this passage?

Scientific knowledge has its dangers, but so has every great thing. Over and beyond the dangers with which it threatens the present, it opens up as nothing else can, the vision of a possible happy world; a world without poverty, without war, with little illness. Science, whatever unpleasant consequences it may have by the way, is in its very nature a liberator.

Which one of the following is the most important implication of the passage?

The practice of dieting has become an epidemic; everyone is looking out for a way to attain that perfect body. We are all different with respect to our ethnicity, genetics, family history, gender, age, physical and mental and spiritual health status, lifestyles and preferences. Thereby we also differ in what foods we tolerate or are sensitive to. So we really cannot reduce so many complexities into one diet or diet book. This explains the failure of diets across the world in curbing obesity. Unless the reasons for weight gain are well understood and addressed and unless habits are changed permanently, no diet is likely to succeed.

What is the most logical and rational inference that can be made from the above passage?

A male tiger was removed from Pench Tiger Reserve and was relocated in Panna National Park. Later, this tiger trekked toward his home 250 miles away. The trek of this solitary tiger highlights a crisis. Many wildlife reserves exist as islands of fragile habitat in a vast sea of humanity, yet tigers can range over a hundred miles, seeking prey, mates and territory. Nearly a third of India’s tigers live outside tiger reserves, a situation that is dangerous for both human and animal. Prey and tigers can only disperse if there are recognized corridors of land between protected areas to allow unmolested passage.

Which of the following is the most rational and crucial message given by the passage?

A male tiger was removed from Pench Tiger Reserve and was relocated in Panna National Park. Later, this tiger trekked toward his home 250 miles away. The trek of this solitary tiger highlights a crisis. Many wildlife reserves exist as islands of fragile habitat in a vast sea of humanity, yet tigers can range over a hundred miles, seeking prey, mates and territory. Nearly a third of India’s tigers live outside tiger reserves, a situation that is dangerous for both human and animal. Prey and tigers can only disperse if there are recognized corridors of land between protected areas to allow unmolested passage.

With reference to the above passage, the following assumptions have been made:

1 The strategy of conservation of wildlife by relocating them from one protected area to another is not often successful.

2. India does not have suitable legislation to save the tigers, and its conservation efforts have failed which forced the tigers to live outside protected areas.

Which of the above assumptions is/are valid?