Verbal Ability (Insurance Exams)

Directions: Rearrange the following six sentences (A), (B), (C), (D), (E) and (F) in the proper sequence to form a meaningful paragraph; then answer the questions given below them.
(A) When it comes to the number of tigers though, I think it is too small a number representing a species.
(B) These days, everywhere I go, I see hoardings saying 'Just 1411 Left'.
(C) The three being, the Caspian, Balinese and Javan.
(D) Besides the small number, we are steadily losing a few species of these animals as well.
(E) Normally, I would groan and grumble on seeing this figure of 1411 on my shopping bills as it sounds too much.
(F) At the end of the last century we had lost 3 out of 8 tiger species.

Which of the following should be the FIRST sentence after rearrangement?

Directions: Rearrange the following six sentences (A), (B), (C), (D), (E) and (F) in the proper sequence to form a meaningful paragraph; then answer the questions given below them.
(A) When it comes to the number of tigers though, I think it is too small a number representing a species.
(B) These days, everywhere I go, I see hoardings saying 'Just 1411 Left'.
(C) The three being, the Caspian, Balinese and Javan.
(D) Besides the small number, we are steadily losing a few species of these animals as well.
(E) Normally, I would groan and grumble on seeing this figure of 1411 on my shopping bills as it sounds too much.
(F) At the end of the last century we had lost 3 out of 8 tiger species.

Which of the following should be the SECOND sentence after rearrangement?

Directions: Rearrange the following six sentences (A), (B), (C), (D), (E) and (F) in the proper sequence to form a meaningful paragraph; then answer the questions given below them.
(A) When it comes to the number of tigers though, I think it is too small a number representing a species.
(B) These days, everywhere I go, I see hoardings saying 'Just 1411 Left'.
(C) The three being, the Caspian, Balinese and Javan.
(D) Besides the small number, we are steadily losing a few species of these animals as well.
(E) Normally, I would groan and grumble on seeing this figure of 1411 on my shopping bills as it sounds too much.
(F) At the end of the last century we had lost 3 out of 8 tiger species.

Which of the following should be the THIRD sentence after rearrangement?

Directions: Read the sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).

Illegal sand mining has become- (1) / a boom business fuelled (2) /by the ever-increasing demand (3)/ of the construction industry. (4)/ No error (5).

Directions: Read the sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).

The bane of Indian hockey today is (1)/ lack of interest by the part of the public (2) / which in turn is fuelled by the perception that (3)/ it doesn't pay to take up the sport as a career (4)/ No error (5).

Directions: Rearrange the following six sentences (A), (B), (C), (D), (E) and (F) in the proper sequence to form a meaningful paragraph; then answer the questions given below them.
(A) When it comes to the number of tigers though, I think it is too small a number representing a species.
(B) These days, everywhere I go, I see hoardings saying 'Just 1411 Left'.
(C) The three being, the Caspian, Balinese and Javan.
(D) Besides the small number, we are steadily losing a few species of these animals as well.
(E) Normally, I would groan and grumble on seeing this figure of 1411 on my shopping bills as it sounds too much.
(F) At the end of the last century we had lost 3 out of 8 tiger species.

Which of the following should be the FIFTH sentence after rearrangement?

Directions: Read the sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).

In just two months after having (1)/ planted these, most of the plants have (2) / either dried up and are suffering (3)/ due to lack of maintenance. (4)/ No error (5).

Directions: Read the sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).

Much is the inflow of travellers that (1)/ it is tough to book an air ticket (2)/ to Ahmedabad and the international flights (3)/ too are almost over-booked. (4)/ No error (5).

Directions: Read the sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).

Experts believe that a (1)/gradually decreasing infant mortality rate (2) / is lead to a proportionate (3)/ decrease in the size of our brains. (4)/ No error (5).

Directions: Rearrange the following six sentences (A), (B), (C), (D), (E) and (F) in the proper sequence to form a meaningful paragraph; then answer the questions given below them.
(A) When it comes to the number of tigers though, I think it is too small a number representing a species.
(B) These days, everywhere I go, I see hoardings saying 'Just 1411 Left'.
(C) The three being, the Caspian, Balinese and Javan.
(D) Besides the small number, we are steadily losing a few species of these animals as well.
(E) Normally, I would groan and grumble on seeing this figure of 1411 on my shopping bills as it sounds too much.
(F) At the end of the last century we had lost 3 out of 8 tiger species.

Which of the following should be the SDXTH (Last) sentence after rearrangement?

Directions: Read the sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).

In cities people don't (1)/ always have the time to (2)/ catch up with old friends or (3)/ spend times with their family. (4) / No error (5).

Directions: Read the sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).

In view of the intense cold wave conditions (1) / prevailing in the state, the government is declared (2)/ holidays in all the schools (3)/ for a period often days. (4)/ No error (5).

Directions: Read the sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).

As market leaders, (1)/we have always been at (2) / the forefront of creating awareness (3)/ between the public. (4)/ No error (5).

Directions: Read the sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).

The band have been (1)/ performing at many cause-oriented concerts (2) / to encourage people to come forward and (3)/ lend. their support to the noble cause. (4)/ No error (5).

Directions: Read the sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (5). (Ignore errors of punctuation, if any).

If the IPL has succeeded in drawing (1)/ an audience across the countiy, it is because (2)/ cricket has always had a strong foundation (3)/ and a dedicated audience. (4)/ No error (5).

Directions: The question below has two blanks, each blank indicating that something has been omitted. Choose the set of words which best fits the meaning of the sentence as a whole.

The pilot knew she would be able to see the ______ lights of the city from her cockpit window, but she would not see the fireworks explode to welcome the new year as she would have ______ to cruising altitude.

Directions: Choose the word which is most similar in meaning to the word printed in bold.

MEASURES

Directions: Answer the given question based on the following passage:

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicised report that hardly a fourth of graduating engineers, and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools”, and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions; instead, radical systemic reform is necessary.
Yet, there will be serious challenges to overdue reforms in the education system. In India-as in many countries-education is treated as a holy cow; sadly, the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving; nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then, is there an instinctively adverse reaction to the formal entry of ‘for-profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?
While there are strong arguments for free or subsidised higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, though the law stipulates that educational institutes must be ‘not-for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.
Well-run corporate organisations, within an appropriate regulatory framework, would be far better than the so-called trusts which-barring some noteworthy exceptions-are a blot on education. However, it is not necessarily a question of choosing one over the other; different organisational forms can coexist, as they do in the health sector. A regulator framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom, and packaged goods, organisations will quickly expand into the hinterland to tap the large unmet demand. Easy Loan / scholarship arrangements would ensure affordability and access.
The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.
However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage States and the Centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely-available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Directions: Choose the word which is most similar in meaning to the word printed in bold.

BRIDGE

Directions: Answer the given question based on the following passage:

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicised report that hardly a fourth of graduating engineers, and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools”, and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions; instead, radical systemic reform is necessary.
Yet, there will be serious challenges to overdue reforms in the education system. In India-as in many countries-education is treated as a holy cow; sadly, the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving; nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then, is there an instinctively adverse reaction to the formal entry of ‘for-profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?
While there are strong arguments for free or subsidised higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, though the law stipulates that educational institutes must be ‘not-for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.
Well-run corporate organisations, within an appropriate regulatory framework, would be far better than the so-called trusts which-barring some noteworthy exceptions-are a blot on education. However, it is not necessarily a question of choosing one over the other; different organisational forms can coexist, as they do in the health sector. A regulator framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom, and packaged goods, organisations will quickly expand into the hinterland to tap the large unmet demand. Easy Loan / scholarship arrangements would ensure affordability and access.
The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.
However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage States and the Centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely-available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Directions: Choose the word which is most similar in meaning to the word printed in bold.

DEVIOUS

Directions: Answer the given question based on the following passage:

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicised report that hardly a fourth of graduating engineers, and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools”, and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions; instead, radical systemic reform is necessary.
Yet, there will be serious challenges to overdue reforms in the education system. In India-as in many countries-education is treated as a holy cow; sadly, the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving; nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then, is there an instinctively adverse reaction to the formal entry of ‘for-profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?
While there are strong arguments for free or subsidised higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, though the law stipulates that educational institutes must be ‘not-for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.
Well-run corporate organisations, within an appropriate regulatory framework, would be far better than the so-called trusts which-barring some noteworthy exceptions-are a blot on education. However, it is not necessarily a question of choosing one over the other; different organisational forms can coexist, as they do in the health sector. A regulator framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom, and packaged goods, organisations will quickly expand into the hinterland to tap the large unmet demand. Easy Loan / scholarship arrangements would ensure affordability and access.
The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.
However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage States and the Centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely-available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Directions: Choose the word/phrase which is most opposite in meaning to the word printed in bold.

PROMOTING

Directions: Answer the given question based on the following passage:

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicised report that hardly a fourth of graduating engineers, and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools”, and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions; instead, radical systemic reform is necessary.
Yet, there will be serious challenges to overdue reforms in the education system. In India-as in many countries-education is treated as a holy cow; sadly, the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving; nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then, is there an instinctively adverse reaction to the formal entry of ‘for-profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?
While there are strong arguments for free or subsidised higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, though the law stipulates that educational institutes must be ‘not-for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.
Well-run corporate organisations, within an appropriate regulatory framework, would be far better than the so-called trusts which-barring some noteworthy exceptions-are a blot on education. However, it is not necessarily a question of choosing one over the other; different organisational forms can coexist, as they do in the health sector. A regulator framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom, and packaged goods, organisations will quickly expand into the hinterland to tap the large unmet demand. Easy Loan / scholarship arrangements would ensure affordability and access.
The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.
However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage States and the Centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely-available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.

Directions: Choose the word/phrase which is most opposite in meaning to the word printed in bold.

NOTEWORTHY

Directions: Answer the given question based on the following passage:

The education sector in India is in ferment, hit by a storm long waiting to happen. The butterfly that flapped its wings was the much-reiterated statement in a much publicised report that hardly a fourth of graduating engineers, and an even smaller percentage of other graduates, was of employable quality for IT-BPO jobs. This triggered a cyclone when similar views were echoed by other sectors which led to widespread debate. Increased industry-academia interaction, “finishing schools”, and other efforts were initiated as immediate measures to bridge skill deficits. These, however, did not work as some felt that these are but band-aid solutions; instead, radical systemic reform is necessary.
Yet, there will be serious challenges to overdue reforms in the education system. In India-as in many countries-education is treated as a holy cow; sadly, the administrative system that oversees it has also been deceived. Today, unfortunately, there is no protest against selling drinking water or paying to be cured of illness, or for having to buy food when one is poor and starving; nor is there an outcry that in all these cases there are commercial companies operating on a profit-making basis. Why, then, is there an instinctively adverse reaction to the formal entry of ‘for-profit’ institutes in the realm of education? Is potable water, health or food, less basic a need, less important a right, than higher education?
While there are strong arguments for free or subsidised higher education, we are not writing on a blank page. Some individuals and businessmen had entered this sector long back and found devious ways of making money, though the law stipulates that educational institutes must be ‘not-for-profit’ trusts or societies. Yet, there is opposition to the entry of ‘for-profit’ corporates, which would be more transparent and accountable. As a result, desperately needed investment in promoting the wider reach of quality education has been stagnated at a time when financial figures indicate that the allocation of funds for the purpose is but a fourth of the need.
Well-run corporate organisations, within an appropriate regulatory framework, would be far better than the so-called trusts which-barring some noteworthy exceptions-are a blot on education. However, it is not necessarily a question of choosing one over the other; different organisational forms can coexist, as they do in the health sector. A regulator framework which creates competition, in tandem with a rating system, would automatically ensure the quality and relevance of education. As in sectors like telecom, and packaged goods, organisations will quickly expand into the hinterland to tap the large unmet demand. Easy Loan / scholarship arrangements would ensure affordability and access.
The only real structural reform in higher education was the creation of the institutes for technology and management. They were also given autonomy and freedom beyond that of the universities. However, in the last few years, determined efforts have been underway to curb their autonomy. These institutes, however, need freedom to decide on recruitment, salaries and admissions, so as to compete globally.
However, such institutes will be few. Therefore, we need a regulatory framework that will enable and encourage States and the Centre, genuine philanthropists and also corporates to set up quality educational institutions. The regulatory system needs only to ensure transparency, accountability, competition and widely-available independent assessments or ratings. It is time for radical thinking, bold experimentation and new structures; it is time for the government to bite the bullet.