Class 09 PSA Qualitative Reasoning Test 01 (2014)

Read the following passage and answer the questions that follow. Case Study 1 Aasha was a 12 year old girl who was very thin, and also very tall for her age. Most of her classmates teased her about her looks. Instead of using her name they called her a ‘khamba’ (bean pole). Aasha was unhappy and tried to look shorter. She hunched over and tried not be noticed. She lost confidence and when she had to speak in class she spoke rudely. One day, her teacher Mrs. Tyagi, asked her to come to the front of the class. Aasha reluctantly did what she was told. The class began to tease her. They laughed at the way she walked. Aasha scowled. Mrs. Tyagi said, “Look how tall Aasha is, Being tall is one of the best qualities in a volleyball player. Although Aasha is only twelve, she could be a great asset to our school’s volleyball team.” Aasha smiled and stood straighter. It was the first time Aasha had seen a benefit in being so tall. She asked her teacher what else she needed to do to play volleyball for the school. Case Study 2 Sachin was a student at the same school. Sachin’s face had been disfigured with deep scars from an accident involving boiling oil. Sachin did not like the way he looked and believed that people thought he was ugly. However he couldn’t do anything about the scars on his face. After talking to people who cared deeply about him and whom he trusted, Sachin decided to accept his appearance and concentrate instead on being a good person. As a result, he became very compassionate and developed a positive attitude towards life in general. The case studies suggest that Aasha and Sachin are most likely to deal with similar situation in their lives by

Read the following passage and answer the questions that follow. Case Study 1 Aasha was a 12 year old girl who was very thin, and also very tall for her age. Most of her classmates teased her about her looks. Instead of using her name they called her a ‘khamba’ (bean pole). Aasha was unhappy and tried to look shorter. She hunched over and tried not be noticed. She lost confidence and when she had to speak in class she spoke rudely. One day, her teacher Mrs. Tyagi, asked her to come to the front of the class. Aasha reluctantly did what she was told. The class began to tease her. They laughed at the way she walked. Aasha scowled. Mrs. Tyagi said, “Look how tall Aasha is, Being tall is one of the best qualities in a volleyball player. Although Aasha is only twelve, she could be a great asset to our school’s volleyball team.” Aasha smiled and stood straighter. It was the first time Aasha had seen a benefit in being so tall. She asked her teacher what else she needed to do to play volleyball for the school. Case Study 2 Sachin was a student at the same school. Sachin’s face had been disfigured with deep scars from an accident involving boiling oil. Sachin did not like the way he looked and believed that people thought he was ugly. However he couldn’t do anything about the scars on his face. After talking to people who cared deeply about him and whom he trusted, Sachin decided to accept his appearance and concentrate instead on being a good person. As a result, he became very compassionate and developed a positive attitude towards life in general. There are several phrases and sayings about beauty. Which one of the following saying relates to the outcome of Sachin's case study?

Read the following passage and answer the questions that follow. Case Study 1 Aasha was a 12 year old girl who was very thin, and also very tall for her age. Most of her classmates teased her about her looks. Instead of using her name they called her a ‘khamba’ (bean pole). Aasha was unhappy and tried to look shorter. She hunched over and tried not be noticed. She lost confidence and when she had to speak in class she spoke rudely. One day, her teacher Mrs. Tyagi, asked her to come to the front of the class. Aasha reluctantly did what she was told. The class began to tease her. They laughed at the way she walked. Aasha scowled. Mrs. Tyagi said, “Look how tall Aasha is, Being tall is one of the best qualities in a volleyball player. Although Aasha is only twelve, she could be a great asset to our school’s volleyball team.” Aasha smiled and stood straighter. It was the first time Aasha had seen a benefit in being so tall. She asked her teacher what else she needed to do to play volleyball for the school. Case Study 2 Sachin was a student at the same school. Sachin’s face had been disfigured with deep scars from an accident involving boiling oil. Sachin did not like the way he looked and believed that people thought he was ugly. However he couldn’t do anything about the scars on his face. After talking to people who cared deeply about him and whom he trusted, Sachin decided to accept his appearance and concentrate instead on being a good person. As a result, he became very compassionate and developed a positive attitude towards life in general. This is list of some of the ways that Sachin responded to his problem. a. Being very unhappy b. Accepting how he looked c. Worrying about his scars d. Talking to people he trusted e. Changing his relative attitude f. Feeling helpless to do anything Which of the following options shows the sequence of positive steps Sachin took to resolve his problem?

Read the following passage and answer the questions that follow. Case Study 1 Aasha was a 12 year old girl who was very thin, and also very tall for her age. Most of her classmates teased her about her looks. Instead of using her name they called her a ‘khamba’ (bean pole). Aasha was unhappy and tried to look shorter. She hunched over and tried not be noticed. She lost confidence and when she had to speak in class she spoke rudely. One day, her teacher Mrs. Tyagi, asked her to come to the front of the class. Aasha reluctantly did what she was told. The class began to tease her. They laughed at the way she walked. Aasha scowled. Mrs. Tyagi said, “Look how tall Aasha is, Being tall is one of the best qualities in a volleyball player. Although Aasha is only twelve, she could be a great asset to our school’s volleyball team.” Aasha smiled and stood straighter. It was the first time Aasha had seen a benefit in being so tall. She asked her teacher what else she needed to do to play volleyball for the school. Case Study 2 Sachin was a student at the same school. Sachin’s face had been disfigured with deep scars from an accident involving boiling oil. Sachin did not like the way he looked and believed that people thought he was ugly. However he couldn’t do anything about the scars on his face. After talking to people who cared deeply about him and whom he trusted, Sachin decided to accept his appearance and concentrate instead on being a good person. As a result, he became very compassionate and developed a positive attitude towards life in general. Most of her classmate judged Aasha on her

Read the following passage and answer the questions that follow. Case Study 1 Aasha was a 12 year old girl who was very thin, and also very tall for her age. Most of her classmates teased her about her looks. Instead of using her name they called her a ‘khamba’ (bean pole). Aasha was unhappy and tried to look shorter. She hunched over and tried not be noticed. She lost confidence and when she had to speak in class she spoke rudely. One day, her teacher Mrs. Tyagi, asked her to come to the front of the class. Aasha reluctantly did what she was told. The class began to tease her. They laughed at the way she walked. Aasha scowled. Mrs. Tyagi said, “Look how tall Aasha is, Being tall is one of the best qualities in a volleyball player. Although Aasha is only twelve, she could be a great asset to our school’s volleyball team.” Aasha smiled and stood straighter. It was the first time Aasha had seen a benefit in being so tall. She asked her teacher what else she needed to do to play volleyball for the school. Case Study 2 Sachin was a student at the same school. Sachin’s face had been disfigured with deep scars from an accident involving boiling oil. Sachin did not like the way he looked and believed that people thought he was ugly. However he couldn’t do anything about the scars on his face. After talking to people who cared deeply about him and whom he trusted, Sachin decided to accept his appearance and concentrate instead on being a good person. As a result, he became very compassionate and developed a positive attitude towards life in general. What is the most important lesson to be learned from these two case studies?

Read the following passage and answer the questions that follow. Case Study 1 Aasha was a 12 year old girl who was very thin, and also very tall for her age. Most of her classmates teased her about her looks. Instead of using her name they called her a ‘khamba’ (bean pole). Aasha was unhappy and tried to look shorter. She hunched over and tried not be noticed. She lost confidence and when she had to speak in class she spoke rudely. One day, her teacher Mrs. Tyagi, asked her to come to the front of the class. Aasha reluctantly did what she was told. The class began to tease her. They laughed at the way she walked. Aasha scowled. Mrs. Tyagi said, “Look how tall Aasha is, Being tall is one of the best qualities in a volleyball player. Although Aasha is only twelve, she could be a great asset to our school’s volleyball team.” Aasha smiled and stood straighter. It was the first time Aasha had seen a benefit in being so tall. She asked her teacher what else she needed to do to play volleyball for the school. Case Study 2 Sachin was a student at the same school. Sachin’s face had been disfigured with deep scars from an accident involving boiling oil. Sachin did not like the way he looked and believed that people thought he was ugly. However he couldn’t do anything about the scars on his face. After talking to people who cared deeply about him and whom he trusted, Sachin decided to accept his appearance and concentrate instead on being a good person. As a result, he became very compassionate and developed a positive attitude towards life in general. How did Aasha show confidence?

Read the following passage and answer the questions that follow. Rupert was born and raised in the vast, open interior of the Australian continent. His only unpleasant childhood memory was when he was separated from his mother and brought in with many other young horse of his age and branded with a hot iron. The pain was only momentary: but the mark … 2GD/20 … remained on his nearside shoulder for the rest of his life. The brand indicated that Rupert’s birthplace was Gordon Downs Station in the Australian state of Queensland. It was shortly after this experience that Rupert was driven to the cost and then put on board a ship and sent to India. Rupert had been selected to be a cavalry horse in the Indian Army. Rupert was a magnificent looking horse and he performed his duties extremely well. He was clever, brave, strong and fast; and he also had wonderful stamina. On one occasion, the heir to the British throne – the Prince of Wales – was visiting India when he saw Rupert. The Prince was so taken by this beautiful black cavalry horse that he was determined to buy him: which he did. And he sent him to England by ship. Eventually the Prince of Wales became King of England and Emperor of India. For the rest of his life, Rupert remained the King’s favourite charger and lived in the Royal Stables in London. What a story Rupert could have told had he been able to write it down! What is the most likely reason for branding horses in Australia?

Read the following passage and answer the questions that follow. Rupert was born and raised in the vast, open interior of the Australian continent. His only unpleasant childhood memory was when he was separated from his mother and brought in with many other young horse of his age and branded with a hot iron. The pain was only momentary: but the mark … 2GD/20 … remained on his nearside shoulder for the rest of his life. The brand indicated that Rupert’s birthplace was Gordon Downs Station in the Australian state of Queensland. It was shortly after this experience that Rupert was driven to the cost and then put on board a ship and sent to India. Rupert had been selected to be a cavalry horse in the Indian Army. Rupert was a magnificent looking horse and he performed his duties extremely well. He was clever, brave, strong and fast; and he also had wonderful stamina. On one occasion, the heir to the British throne – the Prince of Wales – was visiting India when he saw Rupert. The Prince was so taken by this beautiful black cavalry horse that he was determined to buy him: which he did. And he sent him to England by ship. Eventually the Prince of Wales became King of England and Emperor of India. For the rest of his life, Rupert remained the King’s favourite charger and lived in the Royal Stables in London. What a story Rupert could have told had he been able to write it down! How did Rupert prove to be good cavalry horse?

Read the following passage and answer the questions that follow. Rupert was born and raised in the vast, open interior of the Australian continent. His only unpleasant childhood memory was when he was separated from his mother and brought in with many other young horse of his age and branded with a hot iron. The pain was only momentary: but the mark … 2GD/20 … remained on his nearside shoulder for the rest of his life. The brand indicated that Rupert’s birthplace was Gordon Downs Station in the Australian state of Queensland. It was shortly after this experience that Rupert was driven to the cost and then put on board a ship and sent to India. Rupert had been selected to be a cavalry horse in the Indian Army. Rupert was a magnificent looking horse and he performed his duties extremely well. He was clever, brave, strong and fast; and he also had wonderful stamina. On one occasion, the heir to the British throne – the Prince of Wales – was visiting India when he saw Rupert. The Prince was so taken by this beautiful black cavalry horse that he was determined to buy him: which he did. And he sent him to England by ship. Eventually the Prince of Wales became King of England and Emperor of India. For the rest of his life, Rupert remained the King’s favourite charger and lived in the Royal Stables in London. What a story Rupert could have told had he been able to write it down! Horse employed in the Indian Army needed to possess stamina so that they could

Read the following passage and answer the questions that follow. Rupert was born and raised in the vast, open interior of the Australian continent. His only unpleasant childhood memory was when he was separated from his mother and brought in with many other young horse of his age and branded with a hot iron. The pain was only momentary: but the mark … 2GD/20 … remained on his nearside shoulder for the rest of his life. The brand indicated that Rupert’s birthplace was Gordon Downs Station in the Australian state of Queensland. It was shortly after this experience that Rupert was driven to the cost and then put on board a ship and sent to India. Rupert had been selected to be a cavalry horse in the Indian Army. Rupert was a magnificent looking horse and he performed his duties extremely well. He was clever, brave, strong and fast; and he also had wonderful stamina. On one occasion, the heir to the British throne – the Prince of Wales – was visiting India when he saw Rupert. The Prince was so taken by this beautiful black cavalry horse that he was determined to buy him: which he did. And he sent him to England by ship. Eventually the Prince of Wales became King of England and Emperor of India. For the rest of his life, Rupert remained the King’s favourite charger and lived in the Royal Stables in London. What a story Rupert could have told had he been able to write it down! At the end of the story, Rupert was owned by

Read the following passage and answer the questions that follow. Rupert was born and raised in the vast, open interior of the Australian continent. His only unpleasant childhood memory was when he was separated from his mother and brought in with many other young horse of his age and branded with a hot iron. The pain was only momentary: but the mark … 2GD/20 … remained on his nearside shoulder for the rest of his life. The brand indicated that Rupert’s birthplace was Gordon Downs Station in the Australian state of Queensland. It was shortly after this experience that Rupert was driven to the cost and then put on board a ship and sent to India. Rupert had been selected to be a cavalry horse in the Indian Army. Rupert was a magnificent looking horse and he performed his duties extremely well. He was clever, brave, strong and fast; and he also had wonderful stamina. On one occasion, the heir to the British throne – the Prince of Wales – was visiting India when he saw Rupert. The Prince was so taken by this beautiful black cavalry horse that he was determined to buy him: which he did. And he sent him to England by ship. Eventually the Prince of Wales became King of England and Emperor of India. For the rest of his life, Rupert remained the King’s favourite charger and lived in the Royal Stables in London. What a story Rupert could have told had he been able to write it down! How does the reader know that this story is not in the present?

Read the following passage and answer the questions that follow. Rupert was born and raised in the vast, open interior of the Australian continent. His only unpleasant childhood memory was when he was separated from his mother and brought in with many other young horse of his age and branded with a hot iron. The pain was only momentary: but the mark … 2GD/20 … remained on his nearside shoulder for the rest of his life. The brand indicated that Rupert’s birthplace was Gordon Downs Station in the Australian state of Queensland. It was shortly after this experience that Rupert was driven to the cost and then put on board a ship and sent to India. Rupert had been selected to be a cavalry horse in the Indian Army. Rupert was a magnificent looking horse and he performed his duties extremely well. He was clever, brave, strong and fast; and he also had wonderful stamina. On one occasion, the heir to the British throne – the Prince of Wales – was visiting India when he saw Rupert. The Prince was so taken by this beautiful black cavalry horse that he was determined to buy him: which he did. And he sent him to England by ship. Eventually the Prince of Wales became King of England and Emperor of India. For the rest of his life, Rupert remained the King’s favourite charger and lived in the Royal Stables in London. What a story Rupert could have told had he been able to write it down! Which word from the second paragraph indicates that the pain from Rupert's branding was short-lived?

In one of these word pairs a single charge to a letter in the first word has resulted in a second word that means 'to move quickly'. Which word pair is it?

A tautology occurs when unnecessary words are used. This generally occurs when someone tries to improve a description or clarify what is meant. “Past history” is a tautology because the word ‘past’ is not required. History – by definition – is an account of the past. Which of the following is a tautology?

An idiom is a common saying which means something different from what it says. An idiom has a deeper meaning. Which of the four options provides the actual meaning of the following idiom? ‘What was at the heart of the matter?’

which of these sentences is written in the right style for a sign at a hospital?

Ravi wants to make a dhal. The time it will take him to complete each of the four steps of the recipe he is following, is shown in brackets. • Boil the lentils in water until the lentils are soft. (10 minutes) • Stir the soft lentils. (2 minutes) • Fry the onions and chillies. (5 minutes) • Add the fried onions to the stirred lentils and continue cooking the dhal on low heat.(15 minutes) If Ravi uses two cook-tops, what is the minimum time it will take him to cook the dhal?

To create a logical scenario the following sentences need to be arranged in correct order. A. Instantly, my camera was aimed and ready. B. I remembered the saying: “In photography, the smallest thing can be a great subject.” C. I saw the child piling too much food on her spoon. D. Click! I had the image of the child’s eyes fixed on the blob of food halfway between her spoon and her lap. Which of these sequences presents the most logical scenario?