Directions (next five questions) : Rearrange the following six sentences (A), (B), (C), (D), (E) and (F) in the proper sequence to form a meaningful paragraph, then answer the given questions. 

1. When these millennium development goals were first formulated in 1990, 53.5 percent of all Indian children were malnourished.
2. This would still be below the target of reducing malnourishment to 28.6 percent.
3. India has been moderately successul in reducing poverty.
4. Since then, progress has been slow.
5. Today, it is estimated that malnourishement could decline to 40 percent by the end of 2015.
6. However, eradicating hunger along with malnourishment still remains a key challenge, according to the Millenium Development Goals.

Directions (next ten questions) : Read the following passage carefully and answer the questions given. Certain words/phrases have been given in bold to help you locate them while answering some of the questions.

From a technical and economic perspective, many assessments have highlighted the presence of cost-effective opportunities to reduce energy use in buildings. However several bodies note the significance of multiple barriers that prevent the take-up of energy efficiency measures in buildings. These include lack of awareness and concern, limited access to reliable information from trusted sources, fears about risk, disruption and other 'transaction costs', concerns about up-front costs and inadeuqate 

Access to suitably priced finance, a lack of confidence in suppliers and technologies and the presence of split incentives between landlords and tenants. The widespread presence of these barriers led experts to predict that without a concerned push from policy, two-thirds of the economically viable potential to improve energy efficiency will remain unexploited by 2035. These barriers are albatross around the neck that represent a classic market failure and a basis for governmental intervention.

While these measurements focus on the technical, financial or economic barriers preventing the take-up of energy efficiency options in buildings, others emphasize the significance of the often deeply embedded social practices that shape energy use in buildings. These analyses focus not on the preferences and rationalities that might shape individual behaviours, but on the ‘entangled’ cultural practices, norms, values and routines that underpin domestic energy use. Focusing on the practice-related aspects of consumption generates very different conceptual framings and policy prescriptions than those that emerge from more traditional or mainstream perspectives. But the underlying case for government intervention to help to promote retrofit and the diffusion of more energy efficient particles is still apparent, even though the forms of intervention advocated are often very different to those that emerge from a more technical or economic perspective.

Based on the recognition of the multiple barriers to change and the social, economic and environmental benefits that could be realized if they were overcome, government support for retrofit (renovating existing infrastructure to make it more energy efficient) has been widespread. Retrofit programmes have been supported and adopted in diverse forms in many settings and their ability to recruit householders and then to impact their energy use has been discussed quite extensively. Frequently, these discussions have criticized the extent to which retrofit schemes rely on incentives and the provision of new technologies to change behaviour and the provision of new technologies to change behaviour whilst ignoring the many other factors that might limit either participation in the schemes or their impact on the behaviours and practices that shape domestic energy use. These factors are obviously central  to the success of retrofit schemes, but evaluations of different schemes have found that despite these they can still have significant impacts.

Few experts that the best estimate of the gap between the technical potential and the actual insitu performance of energy efficiency measures is 50 % , with 35% coming from performance gaps and 15% coming from ‘comfort taking’ or direct rebound effects. They further suggest that the direct rebound effect of energy efficiency measures related to household heating is likely to be less than 30% while rebound effects for various domestic energy efficiency lead to increased demand for other goods and services). Other analyses also note that the gap between technical, potential and actual performance is likely to vary by measure, with the range extending from 0% for measures such as solar water heating to 50% for measures such as improved heating controls. And others note that levels of comfort taking are likely to vary according to the levels of comfort taking are likely to vary according to the levels of consumption and fuel poverty in the sample of homes where insulation is installed, with the range extending from 30% when considering homes across all income groups to around 60% when considering only lower income homes. The scale of these gaps is significant because it materially affects the impacts of retrofit schemes and expectations and perceptions of these impacts go on to influence levels of political, financial and public support for these schemes.

The literature on retrofit highlights the presence of multiple barriers to change and the need for government support, if these are to be overcome. Although much has been written on the extent to which different forms of support enable the wider take-up of domestic energy efficiency measures, behaviours and practices, various areas of contestation remain and there is still an absence of robust ex-post evidence on the extent to which these schemes actually do lead to the social, economic and environmental benefits that are widely claimed.

Directions (next five questions) : In these questions, the sentence has two blanks, each blank indicating that something has been omitted. Choose the set of words for each blank that best fits the meaning of the sentence as a whole

Directions (next five questions) : In these questions, read the sentence to find out whether there is any grammatical mistake/error in it. The error, if any, will be in one part of the sentence. Mark the part with the error as your answer. If there is no error. mark 'No error' as your answer. (Ignore the errors of punctuation, if any)

Directions (next five questions) : In the given passage, there are blanks, each of which has been numbered. Against each five words are suggested, one of which fits the blank appropriately. Find out the appropriate word in each case.

One World Trade Centre is viewed as a statement of hope, a marvel of persistence and a miracle of logistics. As years passed after the tragedy at the site at which it was since constructed and the delays kept mounting.  Americans began to …(26)… what’s taking so long? Have we lost the capacity to rebuild ? The answer in part was the sheer …(27)… of the project – 10000 workers attempting one of the most difficult construction projects ever in one of the most densely populated cities on Earth …(28)… the funds allotted for the project were estimated as $ 1.5 billion when the design was unveiled but the price tag just kept going up. Other …(29)… included the weather-in the harsh sun of summer the steel beams could reach temperatures that were not enough to singe skin added to which a hurricane …(30)… the construction site. The monument may not be all things to all people, but its completion signifies that ambition coupled with determination of people in the face of odds in intact and will always win the day.

Directions (next five questions) : Refer to the graph and answer the given questions.

Data related to number of books purchased for two libraries (A and B) during 6 years

Directions (next five questions) : In these questions, two equations numbered I and II have been given. You have to solve both the equations and 

Directions (next five questions) : What will come in place of (?) in the given number series

Directions (next five questions) : Study the table to answer the given questions.

Data regarding number of candidates appearing for 

Civil Services (CS) and Engineering Services (ES)

Examinations in the years 2007, 2008, 2009 and

2010 in the country XYZ

 (Note : Figures with regards to total number of candidates appeared are given in thousands)

Directions (next five questions): What approximate value will come in place of the question mark (?) in the given questions

Directions (next five questions) : In these questions, two/three statements followed by two conclusions numbered I and II have been given. You have to take the given statements to be true even if they seem to be at variance from commonly known facts and then decide which of the given conclusions logically follows from the given statements disregarding commonly known facts.

Directions (next five questions) : Study the following information to answer the given questions.

Eight friends G,H,I,J,N,O,P and Q are seated in a straight line, but not necessarily in the same order.

H sits second to right of O. O sits at one of the extreme ends of the line.

Only three people sit between H and N.

I sits third to the left of J. Only two people sit between J and G.

P is not an immediate neighbour of N.

Directions (next five questions): Study the information carefully and answer the question.

N, O, P, Q, R, S, T and 

U are sitting around a circular area at equal distances between each other, but not necessarily in the same order. Some of the people are facing the centre while some face outside (i.e. in a direction opposite to the centre).

Note : Same direction means that if one person is facing the centre then the other person also faces the centre and vice-versa.

Opposite direction means that if one person is facing the centre then the other person faces outside and vice-versa. R sits second to the right of T. T faces the centre. O sits third to the left of R. R and O face opposite directions.

Immediate neighbours of O face the centre. P sits second to the right of O. U sits to the immediate left of P. N sits second to the left of Q. Q faces the same direction as O. Q is not an immediate neighbor of T. Immediate neighbours of R face opposite direction. (i.e. if one neighbor faces the centre, the other neighbor faces outside and vice-versa.)

Directions (next five questions)Study the given information carefully to answer the given questions.

J,K,L,M,N,O and P live on seven different floors of a building but not necessarily in the same order. The lower most floor of the building is numbered 1, the one above that is numbered 2 and so on till the topmost floor is numbered 7. Each one of them also likes a different subject namely-English, History, Commerce, Biology, Accounts, Geography and Computer. (But not necessarily in the same order.)

•  J lives on an odd numbered floor but not on the floor numbered 3. The one who likes Accounts lives immediately above J. Only two people live between M and the one who likes Accounts.
•  The one who likes History lives on one of the odd numbered floors above M. Only three people live between L and the one who likes History. The one who likes Commerce lives immediately above L.
• The one who likes English lives immediately above the one who likes Computer. P lives on an odd numbered floor.
• Only one person lives between K and N. K lives on one of the floors above N. Neither K nor J likes Biology. N does not like Commerce.

Directions (next three questions) : Study the following information and answer the given questions.

• T is the sister of D. D is married to P. P is the son of M.
• T is the mother of J. Y is the father of U.
• Y has only one son and only one daughter.
• U is the daughter of T. Q is the son of D.

Directions (next five questions) : In these questions, relatiuonship between different elements is shown in the statements. The statements are followed by conclusions. Study the conclusions based on the given statements and select the appropriate answer.

Directions (next five questions) : Study the given information carefully to answer the given questions.

In a certain code language,

'Cinderalla shouted for rescue' is written as 'pr co ly bu'

'rescue all the bugs' is written as 'ke mt co rx'

'bugs ate all carrots' is written as 'vg rx ke sh'

'carrots for pretty Cinderella' is written as 'ly pr vg as'

(All codes are two letter codes only)