Study the following information carefully and answer the question given below-

There are seven family members i.e. A, B, C, D, E, F and G, who belongs to difference states i.e., Bihar, UP, MP, Delhi, Punjab, WB and Haryana. They have completed their graduation in different streams of engineering CSE, EE, ECE, Ch.E, EEE, CE and ME. In this family, there is two married couple. C who is the father of D, belongs to Haryana but not completed his graduation in CE and ECE. The one who belongs to WB, has done graduation in Ch.E. F has two sons of which A is uncle of D. A is unmarried. B who is maternal aunt of C, has done graduation in ECE. F who is wife of E, belongs to M.P. The one who has done graduation in CE is D who does not belong to Bihar and Delhi. A does not belong to W.B. The one who belongs to Haryana, has done in his graduation in CSE. E who is paternal grandfather of D, has not done his graduation in EE and Ch.E. D does not belong to U.P. E has done his graduation in EEE but not belongs to UP and Delhi. A has not done his graduation in ME. The one who has done his graduation in ECE, does not belong to Delhi. G who is the sister in law of A, has only one son.

Who among the following belongs to Punjab?

Study the following information carefully and answer the question given below-

There are seven family members i.e. A, B, C, D, E, F and G, who belongs to difference states i.e., Bihar, UP, MP, Delhi, Punjab, WB and Haryana. They have completed their graduation in different streams of engineering CSE, EE, ECE, Ch.E, EEE, CE and ME. In this family, there is two married couple. C who is the father of D, belongs to Haryana but not completed his graduation in CE and ECE. The one who belongs to WB, has done graduation in Ch.E. F has two sons of which A is uncle of D. A is unmarried. B who is maternal aunt of C, has done graduation in ECE. F who is wife of E, belongs to M.P. The one who has done graduation in CE is D who does not belong to Bihar and Delhi. A does not belong to W.B. The one who belongs to Haryana, has done in his graduation in CSE. E who is paternal grandfather of D, has not done his graduation in EE and Ch.E. D does not belong to U.P. E has done his graduation in EEE but not belongs to UP and Delhi. A has not done his graduation in ME. The one who has done his graduation in ECE, does not belong to Delhi. G who is the sister in law of A, has only one son.

Who among the following has done graduation in EE?

Study the following information carefully and answer the question given below-

There are seven family members i.e. A, B, C, D, E, F and G, who belongs to difference states i.e., Bihar, UP, MP, Delhi, Punjab, WB and Haryana. They have completed their graduation in different streams of engineering CSE, EE, ECE, Ch.E, EEE, CE and ME. In this family, there is two married couple. C who is the father of D, belongs to Haryana but not completed his graduation in CE and ECE. The one who belongs to WB, has done graduation in Ch.E. F has two sons of which A is uncle of D. A is unmarried. B who is maternal aunt of C, has done graduation in ECE. F who is wife of E, belongs to M.P. The one who has done graduation in CE is D who does not belong to Bihar and Delhi. A does not belong to W.B. The one who belongs to Haryana, has done in his graduation in CSE. E who is paternal grandfather of D, has not done his graduation in EE and Ch.E. D does not belong to U.P. E has done his graduation in EEE but not belongs to UP and Delhi. A has not done his graduation in ME. The one who has done his graduation in ECE, does not belong to Delhi. G who is the sister in law of A, has only one son.

Who among the following is father-in law of G?

Study the following information carefully and answer the question given below-

There are seven family members i.e. A, B, C, D, E, F and G, who belongs to difference states i.e., Bihar, UP, MP, Delhi, Punjab, WB and Haryana. They have completed their graduation in different streams of engineering CSE, EE, ECE, Ch.E, EEE, CE and ME. In this family, there is two married couple. C who is the father of D, belongs to Haryana but not completed his graduation in CE and ECE. The one who belongs to WB, has done graduation in Ch.E. F has two sons of which A is uncle of D. A is unmarried. B who is maternal aunt of C, has done graduation in ECE. F who is wife of E, belongs to M.P. The one who has done graduation in CE is D who does not belong to Bihar and Delhi. A does not belong to W.B. The one who belongs to Haryana, has done in his graduation in CSE. E who is paternal grandfather of D, has not done his graduation in EE and Ch.E. D does not belong to U.P. E has done his graduation in EEE but not belongs to UP and Delhi. A has not done his graduation in ME. The one who has done his graduation in ECE, does not belong to Delhi. G who is the sister in law of A, has only one son.

Who among the following belongs to UP?

Study the following information carefully and answer the question given below-

There are seven family members i.e. A, B, C, D, E, F and G, who belongs to difference states i.e., Bihar, UP, MP, Delhi, Punjab, WB and Haryana. They have completed their graduation in different streams of engineering CSE, EE, ECE, Ch.E, EEE, CE and ME. In this family, there is two married couple. C who is the father of D, belongs to Haryana but not completed his graduation in CE and ECE. The one who belongs to WB, has done graduation in Ch.E. F has two sons of which A is uncle of D. A is unmarried. B who is maternal aunt of C, has done graduation in ECE. F who is wife of E, belongs to M.P. The one who has done graduation in CE is D who does not belong to Bihar and Delhi. A does not belong to W.B. The one who belongs to Haryana, has done in his graduation in CSE. E who is paternal grandfather of D, has not done his graduation in EE and Ch.E. D does not belong to U.P. E has done his graduation in EEE but not belongs to UP and Delhi. A has not done his graduation in ME. The one who has done his graduation in ECE, does not belong to Delhi. G who is the sister in law of A, has only one son.

To which state A’s brother belongs ?

Study the following information carefully and answer the question given below-

Ten people i.e. R, X, B, Z, O, G, M, J, D and P are seating on two parallel rows. R, X, D, P and B are seating in row 1 and facing towards North. M, J, Z, O and G are seating in row 2 and facing south. They like different celebrities i.e. Shahrukh, Kajol, Aamir, Salman, Akshay, Aishwarya, Kareena, Ajay, Amitabh and Katrina. They want to go on world tour. So they have decided to go to different cities i.e. Bern, Singapore, Shanghai, Delhi, London, Paris, Maxico, Berlin, Rome and NewYork.
The one who sits at 3rd position from left end of row 1, likes Kareena. The one who likes Shahrukh faces the one who sits immediate right of R who wants to go Maxico. B sits 3rd right of R who likes Akshay . B wants to go Rome. There are two students sitting between the one who likes Aishwarya and M who wants to go Newyork. The one who likes Aishwarya faces the one who sits immediate right of the one who wants to go Rome. The one who wants to go Paris, likes Salman and sits diagonally opposite to P. J and G sit together but G does not face the one who likes Kareena. The one who likes Amitabh faces the one who wants to go shanghai, who sit 2nd left of J. G likes Aamir and faces the one who sits 2nd right of D. O does not want to go Paris. The one who wants to go to Delhi, faces the one who sits immediate right of the one who wants to go Berlin. J does not want to go Berlin and Bern. There is only one person sitting between the one who wants to go to Delhi and P. The one who likes Ajay sits 2nd left of the one who likes Katrina. P wants to go to London. R does not want to go either on Bern or Singapore.

Who among the following wants to go to Delhi?

Study the following information carefully and answer the question given below-

Ten people i.e. R, X, B, Z, O, G, M, J, D and P are seating on two parallel rows. R, X, D, P and B are seating in row 1 and facing towards North. M, J, Z, O and G are seating in row 2 and facing south. They like different celebrities i.e. Shahrukh, Kajol, Aamir, Salman, Akshay, Aishwarya, Kareena, Ajay, Amitabh and Katrina. They want to go on world tour. So they have decided to go to different cities i.e. Bern, Singapore, Shanghai, Delhi, London, Paris, Maxico, Berlin, Rome and NewYork.
The one who sits at 3rd position from left end of row 1, likes Kareena. The one who likes Shahrukh faces the one who sits immediate right of R who wants to go Maxico. B sits 3rd right of R who likes Akshay . B wants to go Rome. There are two students sitting between the one who likes Aishwarya and M who wants to go Newyork. The one who likes Aishwarya faces the one who sits immediate right of the one who wants to go Rome. The one who wants to go Paris, likes Salman and sits diagonally opposite to P. J and G sit together but G does not face the one who likes Kareena. The one who likes Amitabh faces the one who wants to go shanghai, who sit 2nd left of J. G likes Aamir and faces the one who sits 2nd right of D. O does not want to go Paris. The one who wants to go to Delhi, faces the one who sits immediate right of the one who wants to go Berlin. J does not want to go Berlin and Bern. There is only one person sitting between the one who wants to go to Delhi and P. The one who likes Ajay sits 2nd left of the one who likes Katrina. P wants to go to London. R does not want to go either on Bern or Singapore.

Who among the following faces the one who wants to go to Berlin?

Study the following information carefully and answer the question given below-

Ten people i.e. R, X, B, Z, O, G, M, J, D and P are seating on two parallel rows. R, X, D, P and B are seating in row 1 and facing towards North. M, J, Z, O and G are seating in row 2 and facing south. They like different celebrities i.e. Shahrukh, Kajol, Aamir, Salman, Akshay, Aishwarya, Kareena, Ajay, Amitabh and Katrina. They want to go on world tour. So they have decided to go to different cities i.e. Bern, Singapore, Shanghai, Delhi, London, Paris, Maxico, Berlin, Rome and NewYork.
The one who sits at 3rd position from left end of row 1, likes Kareena. The one who likes Shahrukh faces the one who sits immediate right of R who wants to go Maxico. B sits 3rd right of R who likes Akshay . B wants to go Rome. There are two students sitting between the one who likes Aishwarya and M who wants to go Newyork. The one who likes Aishwarya faces the one who sits immediate right of the one who wants to go Rome. The one who wants to go Paris, likes Salman and sits diagonally opposite to P. J and G sit together but G does not face the one who likes Kareena. The one who likes Amitabh faces the one who wants to go shanghai, who sit 2nd left of J. G likes Aamir and faces the one who sits 2nd right of D. O does not want to go Paris. The one who wants to go to Delhi, faces the one who sits immediate right of the one who wants to go Berlin. J does not want to go Berlin and Bern. There is only one person sitting between the one who wants to go to Delhi and P. The one who likes Ajay sits 2nd left of the one who likes Katrina. P wants to go to London. R does not want to go either on Bern or Singapore.

Who among the following sits at right end of row 2?

Study the following information carefully and answer the question given below-

Ten people i.e. R, X, B, Z, O, G, M, J, D and P are seating on two parallel rows. R, X, D, P and B are seating in row 1 and facing towards North. M, J, Z, O and G are seating in row 2 and facing south. They like different celebrities i.e. Shahrukh, Kajol, Aamir, Salman, Akshay, Aishwarya, Kareena, Ajay, Amitabh and Katrina. They want to go on world tour. So they have decided to go to different cities i.e. Bern, Singapore, Shanghai, Delhi, London, Paris, Maxico, Berlin, Rome and NewYork.
The one who sits at 3rd position from left end of row 1, likes Kareena. The one who likes Shahrukh faces the one who sits immediate right of R who wants to go Maxico. B sits 3rd right of R who likes Akshay . B wants to go Rome. There are two students sitting between the one who likes Aishwarya and M who wants to go Newyork. The one who likes Aishwarya faces the one who sits immediate right of the one who wants to go Rome. The one who wants to go Paris, likes Salman and sits diagonally opposite to P. J and G sit together but G does not face the one who likes Kareena. The one who likes Amitabh faces the one who wants to go shanghai, who sit 2nd left of J. G likes Aamir and faces the one who sits 2nd right of D. O does not want to go Paris. The one who wants to go to Delhi, faces the one who sits immediate right of the one who wants to go Berlin. J does not want to go Berlin and Bern. There is only one person sitting between the one who wants to go to Delhi and P. The one who likes Ajay sits 2nd left of the one who likes Katrina. P wants to go to London. R does not want to go either on Bern or Singapore.

How many person sit between the one who likes Ajay and the one who wants to go to London?

Study the following information carefully and answer the question given below-

Ten people i.e. R, X, B, Z, O, G, M, J, D and P are seating on two parallel rows. R, X, D, P and B are seating in row 1 and facing towards North. M, J, Z, O and G are seating in row 2 and facing south. They like different celebrities i.e. Shahrukh, Kajol, Aamir, Salman, Akshay, Aishwarya, Kareena, Ajay, Amitabh and Katrina. They want to go on world tour. So they have decided to go to different cities i.e. Bern, Singapore, Shanghai, Delhi, London, Paris, Maxico, Berlin, Rome and NewYork.
The one who sits at 3rd position from left end of row 1, likes Kareena. The one who likes Shahrukh faces the one who sits immediate right of R who wants to go Maxico. B sits 3rd right of R who likes Akshay . B wants to go Rome. There are two students sitting between the one who likes Aishwarya and M who wants to go Newyork. The one who likes Aishwarya faces the one who sits immediate right of the one who wants to go Rome. The one who wants to go Paris, likes Salman and sits diagonally opposite to P. J and G sit together but G does not face the one who likes Kareena. The one who likes Amitabh faces the one who wants to go shanghai, who sit 2nd left of J. G likes Aamir and faces the one who sits 2nd right of D. O does not want to go Paris. The one who wants to go to Delhi, faces the one who sits immediate right of the one who wants to go Berlin. J does not want to go Berlin and Bern. There is only one person sitting between the one who wants to go to Delhi and P. The one who likes Ajay sits 2nd left of the one who likes Katrina. P wants to go to London. R does not want to go either on Bern or Singapore.

Who among the following faces B?

In the following questions, the symbols @, $, *, # and  used with the following meaning as illustrated below:

‘P $ Q’ means ‘P is not smaller than Q’
‘[email protected]’ means ‘P is neither smaller than nor equal to Q’
‘P # Q’ means ‘P is neither greater than nor equal to Q’
‘P Q means “P is neither greater than nor smaller than Q’
‘P *Q’ means ‘P is not greater than Q’
Now, in each of the following questions assuming the given statements to be true, find which of the four conclusions I, II, III and IV is/are definitely true and give your answer accordingly.

In the following questions, the symbols @, $, *, # and  used with the following meaning as illustrated below:

‘P $ Q’ means ‘P is not smaller than Q’
‘[email protected]’ means ‘P is neither smaller than nor equal to Q’
‘P # Q’ means ‘P is neither greater than nor equal to Q’
‘P Q means “P is neither greater than nor smaller than Q’
‘P *Q’ means ‘P is not greater than Q’
Now, in each of the following questions assuming the given statements to be true, find which of the four conclusions I, II, III and IV is/are definitely true and give your answer accordingly.

In the following questions, the symbols @, $, *, # and  used with the following meaning as illustrated below:

‘P $ Q’ means ‘P is not smaller than Q’
‘[email protected]’ means ‘P is neither smaller than nor equal to Q’
‘P # Q’ means ‘P is neither greater than nor equal to Q’
‘P Q means “P is neither greater than nor smaller than Q’
‘P *Q’ means ‘P is not greater than Q’
Now, in each of the following questions assuming the given statements to be true, find which of the four conclusions I, II, III and IV is/are definitely true and give your answer accordingly.

In the following questions, the symbols @, $, *, # and  used with the following meaning as illustrated below:

‘P $ Q’ means ‘P is not smaller than Q’
‘[email protected]’ means ‘P is neither smaller than nor equal to Q’
‘P # Q’ means ‘P is neither greater than nor equal to Q’
‘P Q means “P is neither greater than nor smaller than Q’
‘P *Q’ means ‘P is not greater than Q’
Now, in each of the following questions assuming the given statements to be true, find which of the four conclusions I, II, III and IV is/are definitely true and give your answer accordingly.

In the following questions, the symbols @, $, *, # and  used with the following meaning as illustrated below:

‘P $ Q’ means ‘P is not smaller than Q’
‘[email protected]’ means ‘P is neither smaller than nor equal to Q’
‘P # Q’ means ‘P is neither greater than nor equal to Q’
‘P Q means “P is neither greater than nor smaller than Q’
‘P *Q’ means ‘P is not greater than Q’
Now, in each of the following questions assuming the given statements to be true, find which of the four conclusions I, II, III and IV is/are definitely true and give your answer accordingly.

Study the following information carefully and answer the question given below-

There are eight persons i.e. A, B, C, D, E, F,G and H who have seated on two different size of square tables (a smaller square table inside a larger table) and each one has seated at middle of the side. The one who sit at small square table face outside and the one who sit at large square table face inside towards centre. Four sit at smaller square table and four sit at larger square table such that smaller square table’s person faces the larger square table’s person. They have different branded cars i.e. I10, I20, Nano, Safari, Alto, Swift, Ferrari, and Centro. E faces inside and sits immediate right of G. The one who has I10 car, sits 2nd right of B and faces inside. C is the immediate neighbor of the person who faces to the one who have I10 car. C faces G who sits 2nd right of D. The one who has Swift car sits 2nd right of A who faces E. G does not sit immediate left to B. The one who has I20 faces the one who has Centro. The one who has I20 car sits opposite to C on the same table. The one who has Alto faces to the one who sits immediate left of F. G does not have Alto car. The one who has Centro car faces the one who sits opposite to the one who has Safari car. A does not like Nano car.

Who among the following has Nano car?

Study the following information carefully and answer the question given below-

There are eight persons i.e. A, B, C, D, E, F,G and H who have seated on two different size of square tables (a smaller square table inside a larger table) and each one has seated at middle of the side. The one who sit at small square table face outside and the one who sit at large square table face inside towards centre. Four sit at smaller square table and four sit at larger square table such that smaller square table’s person faces the larger square table’s person. They have different branded cars i.e. I10, I20, Nano, Safari, Alto, Swift, Ferrari, and Centro. E faces inside and sits immediate right of G. The one who has I10 car, sits 2nd right of B and faces inside. C is the immediate neighbor of the person who faces to the one who have I10 car. C faces G who sits 2nd right of D. The one who has Swift car sits 2nd right of A who faces E. G does not sit immediate left to B. The one who has I20 faces the one who has Centro. The one who has I20 car sits opposite to C on the same table. The one who has Alto faces to the one who sits immediate left of F. G does not have Alto car. The one who has Centro car faces the one who sits opposite to the one who has Safari car. A does not like Nano car.

Who among the following has Ferrari?

Study the following information carefully and answer the question given below-

There are eight persons i.e. A, B, C, D, E, F,G and H who have seated on two different size of square tables (a smaller square table inside a larger table) and each one has seated at middle of the side. The one who sit at small square table face outside and the one who sit at large square table face inside towards centre. Four sit at smaller square table and four sit at larger square table such that smaller square table’s person faces the larger square table’s person. They have different branded cars i.e. I10, I20, Nano, Safari, Alto, Swift, Ferrari, and Centro. E faces inside and sits immediate right of G. The one who has I10 car, sits 2nd right of B and faces inside. C is the immediate neighbor of the person who faces to the one who have I10 car. C faces G who sits 2nd right of D. The one who has Swift car sits 2nd right of A who faces E. G does not sit immediate left to B. The one who has I20 faces the one who has Centro. The one who has I20 car sits opposite to C on the same table. The one who has Alto faces to the one who sits immediate left of F. G does not have Alto car. The one who has Centro car faces the one who sits opposite to the one who has Safari car. A does not like Nano car.

Who among the following faces to the one who has Centro?

Study the following information carefully and answer the question given below-

There are eight persons i.e. A, B, C, D, E, F,G and H who have seated on two different size of square tables (a smaller square table inside a larger table) and each one has seated at middle of the side. The one who sit at small square table face outside and the one who sit at large square table face inside towards centre. Four sit at smaller square table and four sit at larger square table such that smaller square table’s person faces the larger square table’s person. They have different branded cars i.e. I10, I20, Nano, Safari, Alto, Swift, Ferrari, and Centro. E faces inside and sits immediate right of G. The one who has I10 car, sits 2nd right of B and faces inside. C is the immediate neighbor of the person who faces to the one who have I10 car. C faces G who sits 2nd right of D. The one who has Swift car sits 2nd right of A who faces E. G does not sit immediate left to B. The one who has I20 faces the one who has Centro. The one who has I20 car sits opposite to C on the same table. The one who has Alto faces to the one who sits immediate left of F. G does not have Alto car. The one who has Centro car faces the one who sits opposite to the one who has Safari car. A does not like Nano car.

How many person sit between H and the one who has Ferrari cars, when counted clockwise from H in the same table?

Study the following information carefully and answer the question given below-

There are eight persons i.e. A, B, C, D, E, F,G and H who have seated on two different size of square tables (a smaller square table inside a larger table) and each one has seated at middle of the side. The one who sit at small square table face outside and the one who sit at large square table face inside towards centre. Four sit at smaller square table and four sit at larger square table such that smaller square table’s person faces the larger square table’s person. They have different branded cars i.e. I10, I20, Nano, Safari, Alto, Swift, Ferrari, and Centro. E faces inside and sits immediate right of G. The one who has I10 car, sits 2nd right of B and faces inside. C is the immediate neighbor of the person who faces to the one who have I10 car. C faces G who sits 2nd right of D. The one who has Swift car sits 2nd right of A who faces E. G does not sit immediate left to B. The one who has I20 faces the one who has Centro. The one who has I20 car sits opposite to C on the same table. The one who has Alto faces to the one who sits immediate left of F. G does not have Alto car. The one who has Centro car faces the one who sits opposite to the one who has Safari car. A does not like Nano car.

D has which of the following car?

Study the following table and answer the questions that follow.

Distribution of literate and illiterate population of six villages

The numbers of literate women in village B is 39760 and that of illiterate women in village C is 25600. By what per cent is the population of village B less than that of village C?

Study the following table and answer the questions that follow.

Distribution of literate and illiterate population of six villages

If the population of village F is 168000, what is the number of literate males?

Study the following table and answer the questions that follow.

Distribution of literate and illiterate population of six villages

If the numbers of literate women in village D is 32200, what is the numbers of illiterate population in the same village?

Study the following table and answer the questions that follow.

Distribution of literate and illiterate population of six villages

If the numbers of literate males in village A be 35840, the numbers of illiterate males in the same village is

Study the following table and answer the questions that follow.

Distribution of literate and illiterate population of six villages

If the illiterate female population of village E be 77000, what is the total population of that village?

A shopkeeper sold an article at a profit of 17.5% If he had bought it at 8% less and sold it at 30% profit, he would have earned Rs. 11.55 more profit. Cost price of the article is:

The jogging track in a sports complex is 726 m in circumference. Suresh and his wife start from the same point and walk in opposite directions at 4.5 Km/h and 3.75 Km/h, respectively. They will meet for the first time in:

A trader has 50 kg of pulses, part of which he sells at 8 per cent profit and the rest at 18 per cent profit. He gains 14 per cent on the whole. What is the quantity sold at 18per cent profit?

A sum of Rs. 7700 is to be divided among three brothers Sunil, Sumant and Surat in such a way that simple interest on each part at 5% per annum after 1, 2 and 3 year respectively remains equal. The share of Sunil is more than that of Surat by:

In how many ways can a student choose a programme of 5 courses, if 9 courses are available and 2 courses are compulsory for every student?

A bag contains 5 white and 3 black balls and 4 are successively drawn out and not replaced; what is the probability they are alternately of different colours?

The circumference of a circular ground is 88 m. A strip of land, 3 m wide, inside and along circumference of the ground is to be levelled. What is the budgeted expenditure if the leveling costs Rs. 7 per square metre?

Ram’s weight is 140% of Manu’s weight. Tanu’s weight is 90% of Mahesh’s weight. Mahesh weights twice as much as Manu. Then Ram’s weight is what percent of Tanu’s.

Read the following graph and table carefully and answer the questions given below.

Percentage distribution of admitted students in four different disciplines in a college from 2011 to 2015. Assume that these colleges take admission in given disciplines only.

Total number of admitted students in these years

What is the average number of students admitted in Aeronautical from 2013 to 2015?

Read the following graph and table carefully and answer the questions given below.

Percentage distribution of admitted students in four different disciplines in a college from 2011 to 2015. Assume that these colleges take admission in given disciplines only.

Total number of admitted students in these years

The number of students admitted in Robotics in 2014 is what percent of the number of students admitted in Agricultural in 2012? (rounded up to two decimal places)

Read the following graph and table carefully and answer the questions given below.

Percentage distribution of admitted students in four different disciplines in a college from 2011 to 2015. Assume that these colleges take admission in given disciplines only.

Total number of admitted students in these years

What is the difference between the number of students admitted in Chemical in 2014 and number of admitted students of Robotics in 2015?

Read the following graph and table carefully and answer the questions given below.

Percentage distribution of admitted students in four different disciplines in a college from 2011 to 2015. Assume that these colleges take admission in given disciplines only.

Total number of admitted students in these years

Find the ratio between number of Agricultural students admitted in2015 to total number of students admitted in2011?

Read the following graph and table carefully and answer the questions given below.

Percentage distribution of admitted students in four different disciplines in a college from 2011 to 2015. Assume that these colleges take admission in given disciplines only.

Total number of admitted students in these years

Find the total number of students admitted in Robotics in 2014 if in that year 5% of students admitted in Agricultural were transferred in Robotics ?

A and B together can complete a job in 8 days. B and C each working alone can finish work in 12 days. A and B work for 4 days then A leaves, B continues for 2 more days and then he leaves too. C now start working and finish the job. How many days did C require to complete the remaining work?

Three friends A, B and C started a venture with capitals in the ratio of 4 : 1 : 15. At the end of every quarter A halves his capital, while B doubles his capital and C leaves his capital untouched. This process is repeated till the end of the year. If at the end of the year B’s share of profit is Rs. 22,000, what is the total profit ?

There is a vessel holding 40 litre of milk. 4 litre of milk is initially taken out from the vessel and 4 litre of water is then poured in. After this, 5 litre of mixture is replaced with 5 litre of water. And finally 6 litres of the mixture is replaced with 6 litre of water. How much milk (in litres) is there in the vessel ?

A trader marked his goods at 20% above the cost price. He sold half the stock at the marked price, one quarter at a discount of 20% on the marked price and the rest at a discount of 40% on the marked price. His total gain is

A train’s journey is disrupted due to an accident on its track after it has travelled 30 km. Its speed then comes down to 4/5 th of its original and consequently it runs 45 min late. Had the accident taken place 18 km farther away, it would have been 36 min late. Find the original speed of the train.

A and B enter into a partnership with Rs 50,000 and Rs 60,000 respectively. C joins them after x months contributing Rs 70,000 and B leaves x months before the end of the year. If they share the profit in the ratio of 20 : 18 : 21, then find the value of x.

A shopkeeper marks up his goods by 20% and then gives a discount of 20%. Besides he cheats both his supplier and customer by 100 g, i.e., he takes 1100 g from his supplier and sells only 900 g to his customer. What is his net profit percentage?

The average age of 4 person Arun, Gaurav, Mohit and Veer is 30. The average age of Arun and Gaurav is 25, Gaurav and Mohit is 30 , Gaurav and Veer is 29. Find the age of Gaurav.

Distance between Ranchi to Chandil is 300 km. At 8:00 am Rishi starts from Chandil and Mukesh starts from Ranchi at certain speed. They increase their speed after every 30 mins by 5 km/h. At the time of start ratio of speed of Rishi and Mukesh is 3:2. Find the starting speed (in kmph) of Mukesh if they meet each other at 11:00 am on the same day.

What is the maximum limit of free cloud storage on Google drive?

Type _______to start a numbered list, and then press SPACEBAR or the TAB key.

UNIVAC stand for:

Which of the following options is a popular keyboard most of the commonly available personal computers/laptops?

Which among the following options is a valid file extension for MS Word file?

Which of the following is not true about Hotspot (Wi Fi)?

In Excel _________ create Excel names that refer to cells, a range of cells, a constant value, or a formula.

Arial, Cambria, Verdana, Times New Roman are the name of ______.

A computer can perform which of the following tasks?

Which of the following group consist of only output devices?

Who developed the basic architecture of Computers?

Which is the following is not an option in clipboard?

To decrease the font of selected text by 1 point in MS Word, which shortcut key is used?

Who among the following(s) is/are the founder of Microsoft Company?

DBMS ensures data integrity by managing transactions through ACID test. What does ACID stands for in computer science?

A micro-computer is a small, relatively inexpensive computer with a microprocessor. Which is the first micro-computer?

Which of the following is the short cut key combination to make text bold in MS Excel?

Which of the following supports 32-bit processor?

Which among the following is the smallest unit of storage

Which among the following is a language directly understood by CPU?

Which action can a user perform using an output device?

Which among the following statement is closely related to secondary storage?

Which one of the following statements is not true for data Buffer?

Which among the following is software application commonly used to prepare a presentation/slide show?

A CD player can access data/information using which method?

Each box in a spreadsheet is called a ________.

________key is the example of Toggle key

Which among the following is one of the category of the programs of system software?

Why is it unethical to share copyrighted files with your friends?

Some viruses have delayed payload, which is sometimes called a ____.

Which computer was the first to use the magnetic drum for memory?

Network Firewalls are used to protect against _________

Which is the best definition among the given options of a software package?

The process that deals with the technical and management issues of software development is ______.

Which among the following property is of a disk’s content that is recorded at the time of manufacture and that cannot be changed or erased by the user?

The ability of a system to support more than one processor can be termed as _________.

What is included in an e-mail address?

Which of the following communications modes support two-way traffic but in only one direction of a time?

Where are the files deleted from the hard disk sent to?

Which number system is used by computers to store data and perform calculations?

Read the following passage carefully and answer the questions given below it. 

People living in places with a high prevalence of communicable diseases understandably consider it normal to succumb to disease. This was also the case a century ago in the developed world. The state has to improve sanitation and public health services to reduce the prevalence of these diseases, despite lack of public demand for such services. Most countries around the world have made this a priority, viewing it as essential to building development infrastructure, improving human capital and labour productivity, and reducing poverty. Health services in India have prioritized medical services, neglecting public health services that seek to reduce the population’s exposure to disease. This neglect is evidenced in many ways, such as the explosive growth of an array of mosquito-borne diseases. Faecally transmitted diseases, which include infections from a whole cafeteria of parasites, viruses and bacteria, cause widespread debility and can be fatal. Treatment for such diseases is sought on a huge scale across the country, while faecal waste continues to be poorly managed . Studies show that major Indian rivers now contain antibiotic-resistant matter, supplying water that can threaten immunity to available drugs.
Reducing exposure to communicable diseases is of the highest priority in public health services, as their spread causes severe negative spillovers. This applies also in countries where these diseases have long been eliminated, to avoid their resurgence. For example, there is constant monitoring of mosquito-breeding in the US, although malaria was eliminated by the 1940s. There is constant surveillance of imported cases of communicable diseases, so as to quickly limit their spread. As Laurie Garrett, senior fellow for global health at the Council on Foreign Relations in New York, put it, “Focusing on clinical services while neglecting services that reduce exposure to disease is like mopping up the floor continuously while leaving the tap running.”
These services save incalculable medical costs. Quantifying such counterfactuals is difficult, but consider the cost to the developed world if communicable diseases were still endemic there. An indirect indicator of the gains from communicable disease control is the small gap in life expectancy between the richest and the poorest in the US, despite their vast differences in living conditions and access to healthcare. A 2016 study by Raj Chetty and colleagues, published in the Journal of The American Medical Association, finds that US female life expectancy at age 40 is 79 years in the lowest 1% of the income distribution, only 10 years lower than those in the top 1%. This suggests that Indian public funds could improve health outcomes far more if spent on public health instead of subsidizing health insurance.
India’s employment guarantee schemes could use lessons from the US’ Depression-era public works programme. In areas badly affected by malaria, this labour was used for large-scale drainage and other works to control malaria, with technical inputs from public health personnel and sanitary engineers. The Swachh Bharat campaign could also use such technical expertise to maximize its impact in reducing exposure to diseases.
Charitable foundations can emulate the Rockefeller Foundation’s efforts to improve public health and sanitation. In the early 20th century, they found that 40% of school-aged children in the southern US had hookworm, an aggressive faecally transmitted parasite that can cause listlessness and stunting. They sponsored demonstration projects combining deworming treatment, campaigns to raise people’s awareness of the problem, and technical assistance in building latrines in homes and public buildings. The state health authorities learnt from this approach and applied it widely. Hoyt Bleakley’s 2006 analysis in the Quantitative Journal of Economics finds that programme beneficiaries gained in school attainment and earnings.
The Central government can do much to strengthen public health service delivery in India. Tamil Nadu offers some basic organizational principles whereby other states can strengthen their public health systems within their existing administrative and fiscal resources. My colleagues and I described this system in a 2010 article in the Economic and Political Weekly. The Central government could link its fiscal support to states with phased progress in (1) the establishment within the state health departments of separate public health directorates with their own budgets and staff, managed by medical doctors trained in public health administration; (2) the enactment of public health Acts to provide the basic legislative underpinning for public health action; and (3) the revitalization of public health cadres.

According to the passage, India needs to take necessary steps to reduce the prevalence of diseases. How?

(I) India should take necessary steps to manage the faecal waste to prevent Faecally transmitted diseases which include infections from a whole cafeteria of parasites, viruses and bacteria.
(II) To reduce the population’s exposure to disease, India should improve sanitation and public health services.
(III) India should give emphasis on building development infrastructure, improving human capital and labour productivity, and reducing poverty.
(IV) India should make its rivers antibiotic-resistant free.

Read the following passage carefully and answer the questions given below it. 

People living in places with a high prevalence of communicable diseases understandably consider it normal to succumb to disease. This was also the case a century ago in the developed world. The state has to improve sanitation and public health services to reduce the prevalence of these diseases, despite lack of public demand for such services. Most countries around the world have made this a priority, viewing it as essential to building development infrastructure, improving human capital and labour productivity, and reducing poverty. Health services in India have prioritized medical services, neglecting public health services that seek to reduce the population’s exposure to disease. This neglect is evidenced in many ways, such as the explosive growth of an array of mosquito-borne diseases. Faecally transmitted diseases, which include infections from a whole cafeteria of parasites, viruses and bacteria, cause widespread debility and can be fatal. Treatment for such diseases is sought on a huge scale across the country, while faecal waste continues to be poorly managed . Studies show that major Indian rivers now contain antibiotic-resistant matter, supplying water that can threaten immunity to available drugs.
Reducing exposure to communicable diseases is of the highest priority in public health services, as their spread causes severe negative spillovers. This applies also in countries where these diseases have long been eliminated, to avoid their resurgence. For example, there is constant monitoring of mosquito-breeding in the US, although malaria was eliminated by the 1940s. There is constant surveillance of imported cases of communicable diseases, so as to quickly limit their spread. As Laurie Garrett, senior fellow for global health at the Council on Foreign Relations in New York, put it, “Focusing on clinical services while neglecting services that reduce exposure to disease is like mopping up the floor continuously while leaving the tap running.”
These services save incalculable medical costs. Quantifying such counterfactuals is difficult, but consider the cost to the developed world if communicable diseases were still endemic there. An indirect indicator of the gains from communicable disease control is the small gap in life expectancy between the richest and the poorest in the US, despite their vast differences in living conditions and access to healthcare. A 2016 study by Raj Chetty and colleagues, published in the Journal of The American Medical Association, finds that US female life expectancy at age 40 is 79 years in the lowest 1% of the income distribution, only 10 years lower than those in the top 1%. This suggests that Indian public funds could improve health outcomes far more if spent on public health instead of subsidizing health insurance.
India’s employment guarantee schemes could use lessons from the US’ Depression-era public works programme. In areas badly affected by malaria, this labour was used for large-scale drainage and other works to control malaria, with technical inputs from public health personnel and sanitary engineers. The Swachh Bharat campaign could also use such technical expertise to maximize its impact in reducing exposure to diseases.
Charitable foundations can emulate the Rockefeller Foundation’s efforts to improve public health and sanitation. In the early 20th century, they found that 40% of school-aged children in the southern US had hookworm, an aggressive faecally transmitted parasite that can cause listlessness and stunting. They sponsored demonstration projects combining deworming treatment, campaigns to raise people’s awareness of the problem, and technical assistance in building latrines in homes and public buildings. The state health authorities learnt from this approach and applied it widely. Hoyt Bleakley’s 2006 analysis in the Quantitative Journal of Economics finds that programme beneficiaries gained in school attainment and earnings.
The Central government can do much to strengthen public health service delivery in India. Tamil Nadu offers some basic organizational principles whereby other states can strengthen their public health systems within their existing administrative and fiscal resources. My colleagues and I described this system in a 2010 article in the Economic and Political Weekly. The Central government could link its fiscal support to states with phased progress in (1) the establishment within the state health departments of separate public health directorates with their own budgets and staff, managed by medical doctors trained in public health administration; (2) the enactment of public health Acts to provide the basic legislative underpinning for public health action; and (3) the revitalization of public health cadres.

Which of the following results we can formulate about communicable diseases in context of the passage?

Read the following passage carefully and answer the questions given below it. 

People living in places with a high prevalence of communicable diseases understandably consider it normal to succumb to disease. This was also the case a century ago in the developed world. The state has to improve sanitation and public health services to reduce the prevalence of these diseases, despite lack of public demand for such services. Most countries around the world have made this a priority, viewing it as essential to building development infrastructure, improving human capital and labour productivity, and reducing poverty. Health services in India have prioritized medical services, neglecting public health services that seek to reduce the population’s exposure to disease. This neglect is evidenced in many ways, such as the explosive growth of an array of mosquito-borne diseases. Faecally transmitted diseases, which include infections from a whole cafeteria of parasites, viruses and bacteria, cause widespread debility and can be fatal. Treatment for such diseases is sought on a huge scale across the country, while faecal waste continues to be poorly managed . Studies show that major Indian rivers now contain antibiotic-resistant matter, supplying water that can threaten immunity to available drugs.
Reducing exposure to communicable diseases is of the highest priority in public health services, as their spread causes severe negative spillovers. This applies also in countries where these diseases have long been eliminated, to avoid their resurgence. For example, there is constant monitoring of mosquito-breeding in the US, although malaria was eliminated by the 1940s. There is constant surveillance of imported cases of communicable diseases, so as to quickly limit their spread. As Laurie Garrett, senior fellow for global health at the Council on Foreign Relations in New York, put it, “Focusing on clinical services while neglecting services that reduce exposure to disease is like mopping up the floor continuously while leaving the tap running.”
These services save incalculable medical costs. Quantifying such counterfactuals is difficult, but consider the cost to the developed world if communicable diseases were still endemic there. An indirect indicator of the gains from communicable disease control is the small gap in life expectancy between the richest and the poorest in the US, despite their vast differences in living conditions and access to healthcare. A 2016 study by Raj Chetty and colleagues, published in the Journal of The American Medical Association, finds that US female life expectancy at age 40 is 79 years in the lowest 1% of the income distribution, only 10 years lower than those in the top 1%. This suggests that Indian public funds could improve health outcomes far more if spent on public health instead of subsidizing health insurance.
India’s employment guarantee schemes could use lessons from the US’ Depression-era public works programme. In areas badly affected by malaria, this labour was used for large-scale drainage and other works to control malaria, with technical inputs from public health personnel and sanitary engineers. The Swachh Bharat campaign could also use such technical expertise to maximize its impact in reducing exposure to diseases.
Charitable foundations can emulate the Rockefeller Foundation’s efforts to improve public health and sanitation. In the early 20th century, they found that 40% of school-aged children in the southern US had hookworm, an aggressive faecally transmitted parasite that can cause listlessness and stunting. They sponsored demonstration projects combining deworming treatment, campaigns to raise people’s awareness of the problem, and technical assistance in building latrines in homes and public buildings. The state health authorities learnt from this approach and applied it widely. Hoyt Bleakley’s 2006 analysis in the Quantitative Journal of Economics finds that programme beneficiaries gained in school attainment and earnings.
The Central government can do much to strengthen public health service delivery in India. Tamil Nadu offers some basic organizational principles whereby other states can strengthen their public health systems within their existing administrative and fiscal resources. My colleagues and I described this system in a 2010 article in the Economic and Political Weekly. The Central government could link its fiscal support to states with phased progress in (1) the establishment within the state health departments of separate public health directorates with their own budgets and staff, managed by medical doctors trained in public health administration; (2) the enactment of public health Acts to provide the basic legislative underpinning for public health action; and (3) the revitalization of public health cadres.

Why is the author giving more emphasis on public health services to reduce the exposure to communicable diseases?

Read the following passage carefully and answer the questions given below it. 

People living in places with a high prevalence of communicable diseases understandably consider it normal to succumb to disease. This was also the case a century ago in the developed world. The state has to improve sanitation and public health services to reduce the prevalence of these diseases, despite lack of public demand for such services. Most countries around the world have made this a priority, viewing it as essential to building development infrastructure, improving human capital and labour productivity, and reducing poverty. Health services in India have prioritized medical services, neglecting public health services that seek to reduce the population’s exposure to disease. This neglect is evidenced in many ways, such as the explosive growth of an array of mosquito-borne diseases. Faecally transmitted diseases, which include infections from a whole cafeteria of parasites, viruses and bacteria, cause widespread debility and can be fatal. Treatment for such diseases is sought on a huge scale across the country, while faecal waste continues to be poorly managed . Studies show that major Indian rivers now contain antibiotic-resistant matter, supplying water that can threaten immunity to available drugs.
Reducing exposure to communicable diseases is of the highest priority in public health services, as their spread causes severe negative spillovers. This applies also in countries where these diseases have long been eliminated, to avoid their resurgence. For example, there is constant monitoring of mosquito-breeding in the US, although malaria was eliminated by the 1940s. There is constant surveillance of imported cases of communicable diseases, so as to quickly limit their spread. As Laurie Garrett, senior fellow for global health at the Council on Foreign Relations in New York, put it, “Focusing on clinical services while neglecting services that reduce exposure to disease is like mopping up the floor continuously while leaving the tap running.”
These services save incalculable medical costs. Quantifying such counterfactuals is difficult, but consider the cost to the developed world if communicable diseases were still endemic there. An indirect indicator of the gains from communicable disease control is the small gap in life expectancy between the richest and the poorest in the US, despite their vast differences in living conditions and access to healthcare. A 2016 study by Raj Chetty and colleagues, published in the Journal of The American Medical Association, finds that US female life expectancy at age 40 is 79 years in the lowest 1% of the income distribution, only 10 years lower than those in the top 1%. This suggests that Indian public funds could improve health outcomes far more if spent on public health instead of subsidizing health insurance.
India’s employment guarantee schemes could use lessons from the US’ Depression-era public works programme. In areas badly affected by malaria, this labour was used for large-scale drainage and other works to control malaria, with technical inputs from public health personnel and sanitary engineers. The Swachh Bharat campaign could also use such technical expertise to maximize its impact in reducing exposure to diseases.
Charitable foundations can emulate the Rockefeller Foundation’s efforts to improve public health and sanitation. In the early 20th century, they found that 40% of school-aged children in the southern US had hookworm, an aggressive faecally transmitted parasite that can cause listlessness and stunting. They sponsored demonstration projects combining deworming treatment, campaigns to raise people’s awareness of the problem, and technical assistance in building latrines in homes and public buildings. The state health authorities learnt from this approach and applied it widely. Hoyt Bleakley’s 2006 analysis in the Quantitative Journal of Economics finds that programme beneficiaries gained in school attainment and earnings.
The Central government can do much to strengthen public health service delivery in India. Tamil Nadu offers some basic organizational principles whereby other states can strengthen their public health systems within their existing administrative and fiscal resources. My colleagues and I described this system in a 2010 article in the Economic and Political Weekly. The Central government could link its fiscal support to states with phased progress in (1) the establishment within the state health departments of separate public health directorates with their own budgets and staff, managed by medical doctors trained in public health administration; (2) the enactment of public health Acts to provide the basic legislative underpinning for public health action; and (3) the revitalization of public health cadres.

Which of the following actions is/are required by the government to control the exposure of diseases?

Read the following passage carefully and answer the questions given below it. 

People living in places with a high prevalence of communicable diseases understandably consider it normal to succumb to disease. This was also the case a century ago in the developed world. The state has to improve sanitation and public health services to reduce the prevalence of these diseases, despite lack of public demand for such services. Most countries around the world have made this a priority, viewing it as essential to building development infrastructure, improving human capital and labour productivity, and reducing poverty. Health services in India have prioritized medical services, neglecting public health services that seek to reduce the population’s exposure to disease. This neglect is evidenced in many ways, such as the explosive growth of an array of mosquito-borne diseases. Faecally transmitted diseases, which include infections from a whole cafeteria of parasites, viruses and bacteria, cause widespread debility and can be fatal. Treatment for such diseases is sought on a huge scale across the country, while faecal waste continues to be poorly managed . Studies show that major Indian rivers now contain antibiotic-resistant matter, supplying water that can threaten immunity to available drugs.
Reducing exposure to communicable diseases is of the highest priority in public health services, as their spread causes severe negative spillovers. This applies also in countries where these diseases have long been eliminated, to avoid their resurgence. For example, there is constant monitoring of mosquito-breeding in the US, although malaria was eliminated by the 1940s. There is constant surveillance of imported cases of communicable diseases, so as to quickly limit their spread. As Laurie Garrett, senior fellow for global health at the Council on Foreign Relations in New York, put it, “Focusing on clinical services while neglecting services that reduce exposure to disease is like mopping up the floor continuously while leaving the tap running.”
These services save incalculable medical costs. Quantifying such counterfactuals is difficult, but consider the cost to the developed world if communicable diseases were still endemic there. An indirect indicator of the gains from communicable disease control is the small gap in life expectancy between the richest and the poorest in the US, despite their vast differences in living conditions and access to healthcare. A 2016 study by Raj Chetty and colleagues, published in the Journal of The American Medical Association, finds that US female life expectancy at age 40 is 79 years in the lowest 1% of the income distribution, only 10 years lower than those in the top 1%. This suggests that Indian public funds could improve health outcomes far more if spent on public health instead of subsidizing health insurance.
India’s employment guarantee schemes could use lessons from the US’ Depression-era public works programme. In areas badly affected by malaria, this labour was used for large-scale drainage and other works to control malaria, with technical inputs from public health personnel and sanitary engineers. The Swachh Bharat campaign could also use such technical expertise to maximize its impact in reducing exposure to diseases.
Charitable foundations can emulate the Rockefeller Foundation’s efforts to improve public health and sanitation. In the early 20th century, they found that 40% of school-aged children in the southern US had hookworm, an aggressive faecally transmitted parasite that can cause listlessness and stunting. They sponsored demonstration projects combining deworming treatment, campaigns to raise people’s awareness of the problem, and technical assistance in building latrines in homes and public buildings. The state health authorities learnt from this approach and applied it widely. Hoyt Bleakley’s 2006 analysis in the Quantitative Journal of Economics finds that programme beneficiaries gained in school attainment and earnings.
The Central government can do much to strengthen public health service delivery in India. Tamil Nadu offers some basic organizational principles whereby other states can strengthen their public health systems within their existing administrative and fiscal resources. My colleagues and I described this system in a 2010 article in the Economic and Political Weekly. The Central government could link its fiscal support to states with phased progress in (1) the establishment within the state health departments of separate public health directorates with their own budgets and staff, managed by medical doctors trained in public health administration; (2) the enactment of public health Acts to provide the basic legislative underpinning for public health action; and (3) the revitalization of public health cadres.

Which of the following is an appropriate theme of the passage?

Read the following passage carefully and answer the questions given below it. 

People living in places with a high prevalence of communicable diseases understandably consider it normal to succumb to disease. This was also the case a century ago in the developed world. The state has to improve sanitation and public health services to reduce the prevalence of these diseases, despite lack of public demand for such services. Most countries around the world have made this a priority, viewing it as essential to building development infrastructure, improving human capital and labour productivity, and reducing poverty. Health services in India have prioritized medical services, neglecting public health services that seek to reduce the population’s exposure to disease. This neglect is evidenced in many ways, such as the explosive growth of an array of mosquito-borne diseases. Faecally transmitted diseases, which include infections from a whole cafeteria of parasites, viruses and bacteria, cause widespread debility and can be fatal. Treatment for such diseases is sought on a huge scale across the country, while faecal waste continues to be poorly managed . Studies show that major Indian rivers now contain antibiotic-resistant matter, supplying water that can threaten immunity to available drugs.
Reducing exposure to communicable diseases is of the highest priority in public health services, as their spread causes severe negative spillovers. This applies also in countries where these diseases have long been eliminated, to avoid their resurgence. For example, there is constant monitoring of mosquito-breeding in the US, although malaria was eliminated by the 1940s. There is constant surveillance of imported cases of communicable diseases, so as to quickly limit their spread. As Laurie Garrett, senior fellow for global health at the Council on Foreign Relations in New York, put it, “Focusing on clinical services while neglecting services that reduce exposure to disease is like mopping up the floor continuously while leaving the tap running.”
These services save incalculable medical costs. Quantifying such counterfactuals is difficult, but consider the cost to the developed world if communicable diseases were still endemic there. An indirect indicator of the gains from communicable disease control is the small gap in life expectancy between the richest and the poorest in the US, despite their vast differences in living conditions and access to healthcare. A 2016 study by Raj Chetty and colleagues, published in the Journal of The American Medical Association, finds that US female life expectancy at age 40 is 79 years in the lowest 1% of the income distribution, only 10 years lower than those in the top 1%. This suggests that Indian public funds could improve health outcomes far more if spent on public health instead of subsidizing health insurance.
India’s employment guarantee schemes could use lessons from the US’ Depression-era public works programme. In areas badly affected by malaria, this labour was used for large-scale drainage and other works to control malaria, with technical inputs from public health personnel and sanitary engineers. The Swachh Bharat campaign could also use such technical expertise to maximize its impact in reducing exposure to diseases.
Charitable foundations can emulate the Rockefeller Foundation’s efforts to improve public health and sanitation. In the early 20th century, they found that 40% of school-aged children in the southern US had hookworm, an aggressive faecally transmitted parasite that can cause listlessness and stunting. They sponsored demonstration projects combining deworming treatment, campaigns to raise people’s awareness of the problem, and technical assistance in building latrines in homes and public buildings. The state health authorities learnt from this approach and applied it widely. Hoyt Bleakley’s 2006 analysis in the Quantitative Journal of Economics finds that programme beneficiaries gained in school attainment and earnings.
The Central government can do much to strengthen public health service delivery in India. Tamil Nadu offers some basic organizational principles whereby other states can strengthen their public health systems within their existing administrative and fiscal resources. My colleagues and I described this system in a 2010 article in the Economic and Political Weekly. The Central government could link its fiscal support to states with phased progress in (1) the establishment within the state health departments of separate public health directorates with their own budgets and staff, managed by medical doctors trained in public health administration; (2) the enactment of public health Acts to provide the basic legislative underpinning for public health action; and (3) the revitalization of public health cadres.

What are the consequences of neglecting the public health services and prioritizing medical services?

Read the following passage carefully and answer the questions given below it. 

People living in places with a high prevalence of communicable diseases understandably consider it normal to succumb to disease. This was also the case a century ago in the developed world. The state has to improve sanitation and public health services to reduce the prevalence of these diseases, despite lack of public demand for such services. Most countries around the world have made this a priority, viewing it as essential to building development infrastructure, improving human capital and labour productivity, and reducing poverty. Health services in India have prioritized medical services, neglecting public health services that seek to reduce the population’s exposure to disease. This neglect is evidenced in many ways, such as the explosive growth of an array of mosquito-borne diseases. Faecally transmitted diseases, which include infections from a whole cafeteria of parasites, viruses and bacteria, cause widespread debility and can be fatal. Treatment for such diseases is sought on a huge scale across the country, while faecal waste continues to be poorly managed . Studies show that major Indian rivers now contain antibiotic-resistant matter, supplying water that can threaten immunity to available drugs.
Reducing exposure to communicable diseases is of the highest priority in public health services, as their spread causes severe negative spillovers. This applies also in countries where these diseases have long been eliminated, to avoid their resurgence. For example, there is constant monitoring of mosquito-breeding in the US, although malaria was eliminated by the 1940s. There is constant surveillance of imported cases of communicable diseases, so as to quickly limit their spread. As Laurie Garrett, senior fellow for global health at the Council on Foreign Relations in New York, put it, “Focusing on clinical services while neglecting services that reduce exposure to disease is like mopping up the floor continuously while leaving the tap running.”
These services save incalculable medical costs. Quantifying such counterfactuals is difficult, but consider the cost to the developed world if communicable diseases were still endemic there. An indirect indicator of the gains from communicable disease control is the small gap in life expectancy between the richest and the poorest in the US, despite their vast differences in living conditions and access to healthcare. A 2016 study by Raj Chetty and colleagues, published in the Journal of The American Medical Association, finds that US female life expectancy at age 40 is 79 years in the lowest 1% of the income distribution, only 10 years lower than those in the top 1%. This suggests that Indian public funds could improve health outcomes far more if spent on public health instead of subsidizing health insurance.
India’s employment guarantee schemes could use lessons from the US’ Depression-era public works programme. In areas badly affected by malaria, this labour was used for large-scale drainage and other works to control malaria, with technical inputs from public health personnel and sanitary engineers. The Swachh Bharat campaign could also use such technical expertise to maximize its impact in reducing exposure to diseases.
Charitable foundations can emulate the Rockefeller Foundation’s efforts to improve public health and sanitation. In the early 20th century, they found that 40% of school-aged children in the southern US had hookworm, an aggressive faecally transmitted parasite that can cause listlessness and stunting. They sponsored demonstration projects combining deworming treatment, campaigns to raise people’s awareness of the problem, and technical assistance in building latrines in homes and public buildings. The state health authorities learnt from this approach and applied it widely. Hoyt Bleakley’s 2006 analysis in the Quantitative Journal of Economics finds that programme beneficiaries gained in school attainment and earnings.
The Central government can do much to strengthen public health service delivery in India. Tamil Nadu offers some basic organizational principles whereby other states can strengthen their public health systems within their existing administrative and fiscal resources. My colleagues and I described this system in a 2010 article in the Economic and Political Weekly. The Central government could link its fiscal support to states with phased progress in (1) the establishment within the state health departments of separate public health directorates with their own budgets and staff, managed by medical doctors trained in public health administration; (2) the enactment of public health Acts to provide the basic legislative underpinning for public health action; and (3) the revitalization of public health cadres.

What is the author’s tone in context of the passage?

Read the following passage carefully and answer the questions given below it. 

Passage1:
The mental consequences of our online info crunching are not universally bad. Certain cognitive skills are strengthened by our use of computers and the Net. These tend to involve more primitive mental functions, such as hand eye coordination, reflex response, and the processing of visual cues. One much cited study of video gaming revealed that after just 10 days of playing action games on computers, a group of young people had significantly boosted the speed with which they could shift their visual focus between various images and tasks.
It’s likely that Web browsing also strengthens brain functions related to fast paced problem solving, particularly when it requires spotting patterns in a welter of data. A British study of the way women search for medical information online indicated that an experienced Internet user can, at least in some cases, assess the trustworthiness and probable value of a Web page in a matter of seconds. The more we practice surfing and scanning, the more adept our brain becomes at those tasks.
But it would be a serious mistake to look narrowly at such benefits and conclude that the Web is making us smarter. In a Science article published in early 2009, prominent developmental psychologist Patricia Greenfield reviewed more than 40 studies of the effects of various types of media on intelligence and learning ability. She concluded that “every medium develops some cognitive skills at the expense of others.” Our growing use of the Net and other screen based technologies, she wrote, has led to the “widespread and sophisticated development of visual spatial skills.” But those gains go hand in hand with a weakening of our capacity for the kind of “deep processing” that underpins “mindful knowledge acquisition, inductive analysis, critical thinking, imagination, and reflection.”
We know that the human brain is highly plastic; neurons and synapses change as circumstances change. When we adapt to a new cultural phenomenon, including the use of a new medium, we end up with a different brain, says Michael Merzenich, a pioneer of the field of neuroplasticity. That means our online habits continue to reverberate in the workings of our brain cells even when we’re not at a computer. We’re exercising the neural circuits devoted to skimming and multitasking while ignoring those used for reading and thinking deeply.
Passage 2
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain.” But cognitive neuroscientists roll their eyes at such talk. Yes, every time we learn a fact or skill the wiring of the brain changes; it’s not as if the information is stored in the pancreas. But the existence of neural plasticity does not mean the brain is a blob of clay pounded into shape by experience.
Experience does not revamp the basic information processing capacities of the brain. Speed reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read Leo Tolstoy’s famously long novel War and Peace in one sitting: “It was about Russia.” Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S U V undulating between lanes as the driver cuts deals on his cell phone.
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing (recognize shapes, solve math puzzles, find hidden words), they get better at doing that thing, but almost nothing else. Music doesn’t make you better at math, conjugating Latin doesn’t make you more logical, brain training games don’t make you smarter. Accomplished people don’t bulk up their brains with intellectual calisthenics; they immerse themselves in their fields. Novelists read lots of novels, scientists read lots of science.
The effects of consuming electronic media are likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat.” As with ancient peoples who believed that eating fierce animals made them fierce, they assume that watching quick cuts in rock videos turns your mental life into quick cuts or that reading bullet points and online postings turns your thoughts into bullet points and online postings.

The author of Passage 1 indicates which of the following about the use of screen based technologies?

Read the following passage carefully and answer the questions given below it. 

Passage1:
The mental consequences of our online info crunching are not universally bad. Certain cognitive skills are strengthened by our use of computers and the Net. These tend to involve more primitive mental functions, such as hand eye coordination, reflex response, and the processing of visual cues. One much cited study of video gaming revealed that after just 10 days of playing action games on computers, a group of young people had significantly boosted the speed with which they could shift their visual focus between various images and tasks.
It’s likely that Web browsing also strengthens brain functions related to fast paced problem solving, particularly when it requires spotting patterns in a welter of data. A British study of the way women search for medical information online indicated that an experienced Internet user can, at least in some cases, assess the trustworthiness and probable value of a Web page in a matter of seconds. The more we practice surfing and scanning, the more adept our brain becomes at those tasks.
But it would be a serious mistake to look narrowly at such benefits and conclude that the Web is making us smarter. In a Science article published in early 2009, prominent developmental psychologist Patricia Greenfield reviewed more than 40 studies of the effects of various types of media on intelligence and learning ability. She concluded that “every medium develops some cognitive skills at the expense of others.” Our growing use of the Net and other screen based technologies, she wrote, has led to the “widespread and sophisticated development of visual spatial skills.” But those gains go hand in hand with a weakening of our capacity for the kind of “deep processing” that underpins “mindful knowledge acquisition, inductive analysis, critical thinking, imagination, and reflection.”
We know that the human brain is highly plastic; neurons and synapses change as circumstances change. When we adapt to a new cultural phenomenon, including the use of a new medium, we end up with a different brain, says Michael Merzenich, a pioneer of the field of neuroplasticity. That means our online habits continue to reverberate in the workings of our brain cells even when we’re not at a computer. We’re exercising the neural circuits devoted to skimming and multitasking while ignoring those used for reading and thinking deeply.
Passage 2
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain.” But cognitive neuroscientists roll their eyes at such talk. Yes, every time we learn a fact or skill the wiring of the brain changes; it’s not as if the information is stored in the pancreas. But the existence of neural plasticity does not mean the brain is a blob of clay pounded into shape by experience.
Experience does not revamp the basic information processing capacities of the brain. Speed reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read Leo Tolstoy’s famously long novel War and Peace in one sitting: “It was about Russia.” Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S U V undulating between lanes as the driver cuts deals on his cell phone.
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing (recognize shapes, solve math puzzles, find hidden words), they get better at doing that thing, but almost nothing else. Music doesn’t make you better at math, conjugating Latin doesn’t make you more logical, brain training games don’t make you smarter. Accomplished people don’t bulk up their brains with intellectual calisthenics; they immerse themselves in their fields. Novelists read lots of novels, scientists read lots of science.
The effects of consuming electronic media are likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat.” As with ancient peoples who believed that eating fierce animals made them fierce, they assume that watching quick cuts in rock videos turns your mental life into quick cuts or that reading bullet points and online postings turns your thoughts into bullet points and online postings.

The author of Passage 1 indicates that becoming adept at using the Internet can

Read the following passage carefully and answer the questions given below it. 

Passage1:
The mental consequences of our online info crunching are not universally bad. Certain cognitive skills are strengthened by our use of computers and the Net. These tend to involve more primitive mental functions, such as hand eye coordination, reflex response, and the processing of visual cues. One much cited study of video gaming revealed that after just 10 days of playing action games on computers, a group of young people had significantly boosted the speed with which they could shift their visual focus between various images and tasks.
It’s likely that Web browsing also strengthens brain functions related to fast paced problem solving, particularly when it requires spotting patterns in a welter of data. A British study of the way women search for medical information online indicated that an experienced Internet user can, at least in some cases, assess the trustworthiness and probable value of a Web page in a matter of seconds. The more we practice surfing and scanning, the more adept our brain becomes at those tasks.
But it would be a serious mistake to look narrowly at such benefits and conclude that the Web is making us smarter. In a Science article published in early 2009, prominent developmental psychologist Patricia Greenfield reviewed more than 40 studies of the effects of various types of media on intelligence and learning ability. She concluded that “every medium develops some cognitive skills at the expense of others.” Our growing use of the Net and other screen based technologies, she wrote, has led to the “widespread and sophisticated development of visual spatial skills.” But those gains go hand in hand with a weakening of our capacity for the kind of “deep processing” that underpins “mindful knowledge acquisition, inductive analysis, critical thinking, imagination, and reflection.”
We know that the human brain is highly plastic; neurons and synapses change as circumstances change. When we adapt to a new cultural phenomenon, including the use of a new medium, we end up with a different brain, says Michael Merzenich, a pioneer of the field of neuroplasticity. That means our online habits continue to reverberate in the workings of our brain cells even when we’re not at a computer. We’re exercising the neural circuits devoted to skimming and multitasking while ignoring those used for reading and thinking deeply.
Passage 2
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain.” But cognitive neuroscientists roll their eyes at such talk. Yes, every time we learn a fact or skill the wiring of the brain changes; it’s not as if the information is stored in the pancreas. But the existence of neural plasticity does not mean the brain is a blob of clay pounded into shape by experience.
Experience does not revamp the basic information processing capacities of the brain. Speed reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read Leo Tolstoy’s famously long novel War and Peace in one sitting: “It was about Russia.” Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S U V undulating between lanes as the driver cuts deals on his cell phone.
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing (recognize shapes, solve math puzzles, find hidden words), they get better at doing that thing, but almost nothing else. Music doesn’t make you better at math, conjugating Latin doesn’t make you more logical, brain training games don’t make you smarter. Accomplished people don’t bulk up their brains with intellectual calisthenics; they immerse themselves in their fields. Novelists read lots of novels, scientists read lots of science.
The effects of consuming electronic media are likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat.” As with ancient peoples who believed that eating fierce animals made them fierce, they assume that watching quick cuts in rock videos turns your mental life into quick cuts or that reading bullet points and online postings turns your thoughts into bullet points and online postings.

As used in sentence 1, paragraph 4 of passage 1, “plastic” most nearly means

Read the following passage carefully and answer the questions given below it. 

Passage1:
The mental consequences of our online info crunching are not universally bad. Certain cognitive skills are strengthened by our use of computers and the Net. These tend to involve more primitive mental functions, such as hand eye coordination, reflex response, and the processing of visual cues. One much cited study of video gaming revealed that after just 10 days of playing action games on computers, a group of young people had significantly boosted the speed with which they could shift their visual focus between various images and tasks.
It’s likely that Web browsing also strengthens brain functions related to fast paced problem solving, particularly when it requires spotting patterns in a welter of data. A British study of the way women search for medical information online indicated that an experienced Internet user can, at least in some cases, assess the trustworthiness and probable value of a Web page in a matter of seconds. The more we practice surfing and scanning, the more adept our brain becomes at those tasks.
But it would be a serious mistake to look narrowly at such benefits and conclude that the Web is making us smarter. In a Science article published in early 2009, prominent developmental psychologist Patricia Greenfield reviewed more than 40 studies of the effects of various types of media on intelligence and learning ability. She concluded that “every medium develops some cognitive skills at the expense of others.” Our growing use of the Net and other screen based technologies, she wrote, has led to the “widespread and sophisticated development of visual spatial skills.” But those gains go hand in hand with a weakening of our capacity for the kind of “deep processing” that underpins “mindful knowledge acquisition, inductive analysis, critical thinking, imagination, and reflection.”
We know that the human brain is highly plastic; neurons and synapses change as circumstances change. When we adapt to a new cultural phenomenon, including the use of a new medium, we end up with a different brain, says Michael Merzenich, a pioneer of the field of neuroplasticity. That means our online habits continue to reverberate in the workings of our brain cells even when we’re not at a computer. We’re exercising the neural circuits devoted to skimming and multitasking while ignoring those used for reading and thinking deeply.
Passage 2
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain.” But cognitive neuroscientists roll their eyes at such talk. Yes, every time we learn a fact or skill the wiring of the brain changes; it’s not as if the information is stored in the pancreas. But the existence of neural plasticity does not mean the brain is a blob of clay pounded into shape by experience.
Experience does not revamp the basic information processing capacities of the brain. Speed reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read Leo Tolstoy’s famously long novel War and Peace in one sitting: “It was about Russia.” Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S U V undulating between lanes as the driver cuts deals on his cell phone.
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing (recognize shapes, solve math puzzles, find hidden words), they get better at doing that thing, but almost nothing else. Music doesn’t make you better at math, conjugating Latin doesn’t make you more logical, brain training games don’t make you smarter. Accomplished people don’t bulk up their brains with intellectual calisthenics; they immerse themselves in their fields. Novelists read lots of novels, scientists read lots of science.
The effects of consuming electronic media are likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat.” As with ancient peoples who believed that eating fierce animals made them fierce, they assume that watching quick cuts in rock videos turns your mental life into quick cuts or that reading bullet points and online postings turns your thoughts into bullet points and online postings.

The author of Passage 2 refers to the novel War and Peace primarily to suggest that Woody Allen

Read the following passage carefully and answer the questions given below it. 

Passage1:
The mental consequences of our online info crunching are not universally bad. Certain cognitive skills are strengthened by our use of computers and the Net. These tend to involve more primitive mental functions, such as hand eye coordination, reflex response, and the processing of visual cues. One much cited study of video gaming revealed that after just 10 days of playing action games on computers, a group of young people had significantly boosted the speed with which they could shift their visual focus between various images and tasks.
It’s likely that Web browsing also strengthens brain functions related to fast paced problem solving, particularly when it requires spotting patterns in a welter of data. A British study of the way women search for medical information online indicated that an experienced Internet user can, at least in some cases, assess the trustworthiness and probable value of a Web page in a matter of seconds. The more we practice surfing and scanning, the more adept our brain becomes at those tasks.
But it would be a serious mistake to look narrowly at such benefits and conclude that the Web is making us smarter. In a Science article published in early 2009, prominent developmental psychologist Patricia Greenfield reviewed more than 40 studies of the effects of various types of media on intelligence and learning ability. She concluded that “every medium develops some cognitive skills at the expense of others.” Our growing use of the Net and other screen based technologies, she wrote, has led to the “widespread and sophisticated development of visual spatial skills.” But those gains go hand in hand with a weakening of our capacity for the kind of “deep processing” that underpins “mindful knowledge acquisition, inductive analysis, critical thinking, imagination, and reflection.”
We know that the human brain is highly plastic; neurons and synapses change as circumstances change. When we adapt to a new cultural phenomenon, including the use of a new medium, we end up with a different brain, says Michael Merzenich, a pioneer of the field of neuroplasticity. That means our online habits continue to reverberate in the workings of our brain cells even when we’re not at a computer. We’re exercising the neural circuits devoted to skimming and multitasking while ignoring those used for reading and thinking deeply.
Passage 2
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain.” But cognitive neuroscientists roll their eyes at such talk. Yes, every time we learn a fact or skill the wiring of the brain changes; it’s not as if the information is stored in the pancreas. But the existence of neural plasticity does not mean the brain is a blob of clay pounded into shape by experience.
Experience does not revamp the basic information processing capacities of the brain. Speed reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read Leo Tolstoy’s famously long novel War and Peace in one sitting: “It was about Russia.” Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S U V undulating between lanes as the driver cuts deals on his cell phone.
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing (recognize shapes, solve math puzzles, find hidden words), they get better at doing that thing, but almost nothing else. Music doesn’t make you better at math, conjugating Latin doesn’t make you more logical, brain training games don’t make you smarter. Accomplished people don’t bulk up their brains with intellectual calisthenics; they immerse themselves in their fields. Novelists read lots of novels, scientists read lots of science.
The effects of consuming electronic media are likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat.” As with ancient peoples who believed that eating fierce animals made them fierce, they assume that watching quick cuts in rock videos turns your mental life into quick cuts or that reading bullet points and online postings turns your thoughts into bullet points and online postings.

According to the author of Passage 2, what do novelists and scientists have in common?

Read the following passage carefully and answer the questions given below it. 

Passage1:
The mental consequences of our online info crunching are not universally bad. Certain cognitive skills are strengthened by our use of computers and the Net. These tend to involve more primitive mental functions, such as hand eye coordination, reflex response, and the processing of visual cues. One much cited study of video gaming revealed that after just 10 days of playing action games on computers, a group of young people had significantly boosted the speed with which they could shift their visual focus between various images and tasks.
It’s likely that Web browsing also strengthens brain functions related to fast paced problem solving, particularly when it requires spotting patterns in a welter of data. A British study of the way women search for medical information online indicated that an experienced Internet user can, at least in some cases, assess the trustworthiness and probable value of a Web page in a matter of seconds. The more we practice surfing and scanning, the more adept our brain becomes at those tasks.
But it would be a serious mistake to look narrowly at such benefits and conclude that the Web is making us smarter. In a Science article published in early 2009, prominent developmental psychologist Patricia Greenfield reviewed more than 40 studies of the effects of various types of media on intelligence and learning ability. She concluded that “every medium develops some cognitive skills at the expense of others.” Our growing use of the Net and other screen based technologies, she wrote, has led to the “widespread and sophisticated development of visual spatial skills.” But those gains go hand in hand with a weakening of our capacity for the kind of “deep processing” that underpins “mindful knowledge acquisition, inductive analysis, critical thinking, imagination, and reflection.”
We know that the human brain is highly plastic; neurons and synapses change as circumstances change. When we adapt to a new cultural phenomenon, including the use of a new medium, we end up with a different brain, says Michael Merzenich, a pioneer of the field of neuroplasticity. That means our online habits continue to reverberate in the workings of our brain cells even when we’re not at a computer. We’re exercising the neural circuits devoted to skimming and multitasking while ignoring those used for reading and thinking deeply.
Passage 2
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain.” But cognitive neuroscientists roll their eyes at such talk. Yes, every time we learn a fact or skill the wiring of the brain changes; it’s not as if the information is stored in the pancreas. But the existence of neural plasticity does not mean the brain is a blob of clay pounded into shape by experience.
Experience does not revamp the basic information processing capacities of the brain. Speed reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read Leo Tolstoy’s famously long novel War and Peace in one sitting: “It was about Russia.” Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S U V undulating between lanes as the driver cuts deals on his cell phone.
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing (recognize shapes, solve math puzzles, find hidden words), they get better at doing that thing, but almost nothing else. Music doesn’t make you better at math, conjugating Latin doesn’t make you more logical, brain training games don’t make you smarter. Accomplished people don’t bulk up their brains with intellectual calisthenics; they immerse themselves in their fields. Novelists read lots of novels, scientists read lots of science.
The effects of consuming electronic media are likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat.” As with ancient peoples who believed that eating fierce animals made them fierce, they assume that watching quick cuts in rock videos turns your mental life into quick cuts or that reading bullet points and online postings turns your thoughts into bullet points and online postings.

The analogy in the final sentence of Passage 2 has primarily which effect?

Read the following passage carefully and answer the questions given below it. 

Passage1:
The mental consequences of our online info crunching are not universally bad. Certain cognitive skills are strengthened by our use of computers and the Net. These tend to involve more primitive mental functions, such as hand eye coordination, reflex response, and the processing of visual cues. One much cited study of video gaming revealed that after just 10 days of playing action games on computers, a group of young people had significantly boosted the speed with which they could shift their visual focus between various images and tasks.
It’s likely that Web browsing also strengthens brain functions related to fast paced problem solving, particularly when it requires spotting patterns in a welter of data. A British study of the way women search for medical information online indicated that an experienced Internet user can, at least in some cases, assess the trustworthiness and probable value of a Web page in a matter of seconds. The more we practice surfing and scanning, the more adept our brain becomes at those tasks.
But it would be a serious mistake to look narrowly at such benefits and conclude that the Web is making us smarter. In a Science article published in early 2009, prominent developmental psychologist Patricia Greenfield reviewed more than 40 studies of the effects of various types of media on intelligence and learning ability. She concluded that “every medium develops some cognitive skills at the expense of others.” Our growing use of the Net and other screen based technologies, she wrote, has led to the “widespread and sophisticated development of visual spatial skills.” But those gains go hand in hand with a weakening of our capacity for the kind of “deep processing” that underpins “mindful knowledge acquisition, inductive analysis, critical thinking, imagination, and reflection.”
We know that the human brain is highly plastic; neurons and synapses change as circumstances change. When we adapt to a new cultural phenomenon, including the use of a new medium, we end up with a different brain, says Michael Merzenich, a pioneer of the field of neuroplasticity. That means our online habits continue to reverberate in the workings of our brain cells even when we’re not at a computer. We’re exercising the neural circuits devoted to skimming and multitasking while ignoring those used for reading and thinking deeply.
Passage 2
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain.” But cognitive neuroscientists roll their eyes at such talk. Yes, every time we learn a fact or skill the wiring of the brain changes; it’s not as if the information is stored in the pancreas. But the existence of neural plasticity does not mean the brain is a blob of clay pounded into shape by experience.
Experience does not revamp the basic information processing capacities of the brain. Speed reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read Leo Tolstoy’s famously long novel War and Peace in one sitting: “It was about Russia.” Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S U V undulating between lanes as the driver cuts deals on his cell phone.
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing (recognize shapes, solve math puzzles, find hidden words), they get better at doing that thing, but almost nothing else. Music doesn’t make you better at math, conjugating Latin doesn’t make you more logical, brain training games don’t make you smarter. Accomplished people don’t bulk up their brains with intellectual calisthenics; they immerse themselves in their fields. Novelists read lots of novels, scientists read lots of science.
The effects of consuming electronic media are likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat.” As with ancient peoples who believed that eating fierce animals made them fierce, they assume that watching quick cuts in rock videos turns your mental life into quick cuts or that reading bullet points and online postings turns your thoughts into bullet points and online postings.

The main purpose of each passage is to

Read the following passage carefully and answer the questions given below it. 

Passage1:
The mental consequences of our online info crunching are not universally bad. Certain cognitive skills are strengthened by our use of computers and the Net. These tend to involve more primitive mental functions, such as hand eye coordination, reflex response, and the processing of visual cues. One much cited study of video gaming revealed that after just 10 days of playing action games on computers, a group of young people had significantly boosted the speed with which they could shift their visual focus between various images and tasks.
It’s likely that Web browsing also strengthens brain functions related to fast paced problem solving, particularly when it requires spotting patterns in a welter of data. A British study of the way women search for medical information online indicated that an experienced Internet user can, at least in some cases, assess the trustworthiness and probable value of a Web page in a matter of seconds. The more we practice surfing and scanning, the more adept our brain becomes at those tasks.
But it would be a serious mistake to look narrowly at such benefits and conclude that the Web is making us smarter. In a Science article published in early 2009, prominent developmental psychologist Patricia Greenfield reviewed more than 40 studies of the effects of various types of media on intelligence and learning ability. She concluded that “every medium develops some cognitive skills at the expense of others.” Our growing use of the Net and other screen based technologies, she wrote, has led to the “widespread and sophisticated development of visual spatial skills.” But those gains go hand in hand with a weakening of our capacity for the kind of “deep processing” that underpins “mindful knowledge acquisition, inductive analysis, critical thinking, imagination, and reflection.”
We know that the human brain is highly plastic; neurons and synapses change as circumstances change. When we adapt to a new cultural phenomenon, including the use of a new medium, we end up with a different brain, says Michael Merzenich, a pioneer of the field of neuroplasticity. That means our online habits continue to reverberate in the workings of our brain cells even when we’re not at a computer. We’re exercising the neural circuits devoted to skimming and multitasking while ignoring those used for reading and thinking deeply.
Passage 2
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain.” But cognitive neuroscientists roll their eyes at such talk. Yes, every time we learn a fact or skill the wiring of the brain changes; it’s not as if the information is stored in the pancreas. But the existence of neural plasticity does not mean the brain is a blob of clay pounded into shape by experience.
Experience does not revamp the basic information processing capacities of the brain. Speed reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read Leo Tolstoy’s famously long novel War and Peace in one sitting: “It was about Russia.” Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S U V undulating between lanes as the driver cuts deals on his cell phone.
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing (recognize shapes, solve math puzzles, find hidden words), they get better at doing that thing, but almost nothing else. Music doesn’t make you better at math, conjugating Latin doesn’t make you more logical, brain training games don’t make you smarter. Accomplished people don’t bulk up their brains with intellectual calisthenics; they immerse themselves in their fields. Novelists read lots of novels, scientists read lots of science.
The effects of consuming electronic media are likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat.” As with ancient peoples who believed that eating fierce animals made them fierce, they assume that watching quick cuts in rock videos turns your mental life into quick cuts or that reading bullet points and online postings turns your thoughts into bullet points and online postings.

Which choice best describes the relationship between the two passages?