Dear Aspirants,
Some of the questions asked in IBPS PO Preliminary Exam 22/10/16(All Shifts) are listed below. If you have any more questions from the exam, then kindly share it in the comment section.
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Number Series:
11 13 20 48 111 ?
13 17 33 97 ? 1377
6 3.5 4.5 11 48 ?
23 39 32 48 41 ?
7 14 30 56 93 ?
19 25 42 71 113 ?
11 14 23 50 ?
9 16 44 107 ?
21 35 30 44 39 ?
8 4.5 5.5 13 56 ?
12, 6.5, 7.5, 17, 72, ?
463,220,139,112 ? ,100
17,30,21,34,25, ?
31,33,40,68,131, ?
11,16,34,66,113, ?
14, 16, 23, 51, 114 , ?
13, 18, 32, 56, 91, ?
19, 30, 23, 34, 27, ?
16, 8.5, 9.5, 21, 88, ?
1500, 476, 220, 156,? 136.
Approximation:
240.02 ÷ 5.99 + 340 ÷ 16.85
√11.02 * 11.99 – ? + 19.98 = 30.05
29.99% of 450.01 * 25.02% of 39.98
5.99³ + 1.99 * 225 * 0.25 = ?
135.15 + 260.12 * 3.99 – 274.85 = ?
Arithmetic:
Ten years ago, Nihal and his father age is in the ratio of 1:6. Nihal’s age after eight years will be three fourth of his father’s age. What is the present age of Nihal’s father?
Parajumble:
From London to Los Angeles, Berlin to Bangalore, seething anger at standstills is a common emotion felt by all drivers.
The causes of traffic jams are well understood (accidents; poor infrastructure; peak hour traffic; and variable traffic speeds on congested roads).
But what is the cost of all this waiting around?
The Centre for Economics and Business Research, a London-based consultancy, and INRIX, a traffic-data firm, have estimated the impact of such delays on the British, French, German and American economies.
To do so they measured three costs: how sitting in traffic reduces productivity of the labour force; how inflated transport costs push up the prices of goods; and the carbon-equivalent cost of the fumes that exhausts splutter out.
In 2013 the expenses from congestion totalled $200 billion (0.8% of GDP) across the four countries. As road building fails to keep up with the increasing numbers of cars on the road, that figure is expected to rise to nearly $300 billion by 2030.
2. It is an old saying, but true as ever: “Time is money.” A company that can produce quality products in less time than its competitors is likely to be more profitable and productive. An urban area where employees travel less time to get to work is likely to be more productive than one where travel times are longer, all things being equal. Productivity is a principal aim of economic policy. Productivity means greater economic growth, greater job creation and less poverty. Congestion Costs: This is why such serious attention is paid to the Texas Transportation Institute’s (TTI) Annual Mobility Report, which estimates the costs of traffic congestion, principally the value of lost time as well as excess fuel costs. The fundamental premise, long a principle of transportation planning and policy, holds that more time spent traveling costs money, to employers, employees and shippers. Mobility & Productivity: Groundbreaking Research: Yet, until fairly recently, very little research was available to document the connection between travel times and the productivity of urban areas. The pioneering work has now been done by Remy Prud’homme and Chang-Woon Lee at the University of Paris. From reviewing French and Korean urban areas, they showed that productivity improves as the number of jobs that can be reached by employees in a particular period of time (such as 30 minutes) increases.
Cloze Test:
1. The idea that technology can revolutionise education is not new. In the 20th century almost every new invention was supposed to have big implications for schools. Companies promoting typewriters, moving pictures, film projectors, educational television, computers and CD-ROMS have all promised to improve student performance. A great deal of money went into computers for education in the dot.com boom of the late 1990s, to little avail, though big claims were advanced for the difference they would make. These claims were not entirely false: some bright, motivated children did use new technologies to learn things they would have missed otherwise. In many classrooms, too, computers have been used to improve efficiency and keep pupils engaged. But they did not transform learning in the way their boosters predicted. It is wise, therefore, to be sceptical about the claims made for the current wave of innovation. Yet there are also reasons to believe that a profound shift is occurring. Over the course of the 20th century mass education produced populations more literate, numerate and productive than any the world had seen before. But it did so, usually, in an impersonal manner, with regimented rows of children chanting their times-tables as Teacher tapped the blackboard with a cane. Schooling could never be tailored to each child, unless you employed lots of teachers.
2. No generation is more at ease with online, collaborative technologies than today’s young people— “digital natives”, who have grown up in an immersive computing environment. Where a notebook and pen may have formed the tool kit of prior generations, today’s students come to class armed with smart phones, laptops and iPods. This era of pervasive technology has significant implications for higher education. Nearly two-thirds (63%) of survey respondents from the public and private sectors say that technological innovation will have a major impact on teaching methodologies over the next five years. “Technology allows students to become much more engaged in constructing their own knowledge, and cognitive studies show that ability is key to learning success, Online degree programmes and distance e-learning have gained a firm foothold in universities around the world. What was once considered a niche channel for the delivery of educational content has rapidly become mainstream, creating wider access to education, new markets for content and expanded revenue opportunities for academic institutions Identify the blank.
3. Global competition and the workforce In today’s technology-enabled knowledge economy, many universities find themselves facing a new challenge: how not only to equip students with an adequate education in their field of study, but also to arm them with the skills and knowledge required to leverage technology effectively in the workplace. How well do current graduates fare? Some academics in the US warn that the quality of their domestic university brand may be slipping. Private-sector respondents are particularly concerned, with 46% expressing worry that the US is lagging behind other countries in its ability to produce high quality professionals. In fact, only about 40% of all survey respondents believe that current graduates are able to compete successfully in today’s global marketplace. Generational issues also play a role in training the workforce of the future. For more than a decade, author Amy Lynch has studied Generation Y (individuals born between 1982 and 2001, also referred to as “millennials”) and the American culture shaping it. When considering overall job-readiness, she says that “today’s millennials are open to collaboration, have an enormous facility for multi-tasking, and are at ease with new technologies. But they seem to have more limited experience in independent decision-making than past generations.” To help impart that experience, universities may need to ensure that collaborative student projects have not only an online instructional component but defined areas of individual responsibility as well. Although employers expect graduates to have amassed most of the requisite technology skills before joining their organisations, more than one-third of those responding from the private sector say that they assume some on-the-job training will be necessary to acclimatise new employees. “This generation is not content with passive involvement,” says Ms Lynch. “Companies need to make training programmes more engaging, retention programmes more personalised, and process improvement initiatives more open to employee input.”
4. Teaching programs that monitor children’s progress can change that, performing a role more like that of the private tutors and governesses employed long ago in wealthier households. Data derived from each child’s responses can be used to tailor what he sees or hears next on the computer screen. The same data also allow continual assessment of his abilities and shortcomings, letting schools, teachers and parents understand both the pupil himself and the way human beings learn.
Such learning—called “adaptive” in the trade—is not the only advantage technology offers to today’s teachers and pupils. Online resources, from wikis to podcasts to training videos, are allowing both children and adults to pursue education on their own, either instead of learning in schools or colleges or as a supplement. It is, in the words of Bill Gates, who follows developments in this area closely and whose foundation funds some of them, “a special time in education”.
This is in part because it is a special time for information technologies in general. The capacity, and mindset, to design systems that use and make sense of large amounts of data gathered on the fly is coming of age. This makes it possible to track things like the “decay curve”, which governs a pupil’s fading recall of what has been taught.
Reading Comprehension:
In the 1980s Ireland seemed destined to be western Europe’s perennial laggard: “The poorest of the rich”, as a survey by The Economist put it in 1988. But within a decade Ireland had transformed itself into the Celtic tiger, Europe’s unlikely answer to the booming economies of South-East Asia.
Central to this shift were American companies seeking a foothold in the EU ahead of the creation of the single market in goods in 1992 and lured by a well-educated, English-speaking workforce. The state offered inducements, such as grants and a low corporate-tax rate. Intel, a chipmaker, started production in Dublin in 1990. Other big firms followed. Boston Scientific, a maker of medical devices, set up shop in 1994 in Galway, an hour’s drive from Shannon. A medical-technology and pharmaceutical cluster emerged in the region.
Thanks to foreign direct investment (FDI) of this kind, Ireland went from the poorest of the rich to among the richest. It was a textbook example of the benefits of capital flows. But Ireland is also an archetype of the malign side-effects of capital mobility. As it became richer, other countries took exception to its low corporate-tax rate, which they saw as simply a device to allow global companies to book profits in Ireland and save tax.
The scale of the problem was highlighted in July when Ireland’s statistical office revealed that the country’s GDP had grown by 26% in 2015. The figure said little about the health of the Irish economy. First, it was inflated by “tax inversions” in which a small Irish company acquires a bigger foreign one and the merged firm is registered in Ireland to benefit from its low corporate taxes. Last year saw a rush of transactions before a clampdown by America. Second, the GDP figures were distorted by the aircraft-leasing industry. The world’s two largest lessor fleets are managed from Shannon, though many of the 4,000 registered aircraft will never touch down there.
But it is the damage wrought by short-term capital flows in Ireland that is most striking. After the launch of the euro in 1999, would-be homeowners were seduced by irresistibly low interest rates set in Frankfurt. Irish banks borrowed heavily in the euro interbank market to fuel the property boom and to speculate on assets outside Ireland. Bank loans to the private sector grew by almost 30% a year in 2004-06, at the peak of the boom. When that boom turned to bust, the country suffered a brutal recession and had to be bailed out by the IMF. Ireland still bears the scars. Preliminary figures from this year’s census show that almost 10% of homes in Ireland are permanently empty. Some of the worst-affected areas are in the west of Ireland, up or down the coast from Shannon. Ghost estates and failed bed-and-breakfast places are the legacy of a building boom that by 2007 had drawn one in eight of all workers into the construction industry.
Blood Relation:
G is son of J, J is father of G. J is married to H, D is only daughter of H, I is brother of G, B is married to G, K is son of I, A is son of P who is married to D.
T is the son of P. P is the mother of L. A is son of P who is married to D, L is Only daughter of A. B is the son in law of A. N is daughter of B
