Practice Questions

Duration: 39 min

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Module outline

  1. Paper - 1 | Unit - 1 | Teaching Aptitude: Concept and Objectives of Teaching / शिक्षण की अवधारणा एवं उद्देश्य, Levels of Teaching / शिक्षण के स्तर, Learner's Characteristics / शिक्षार्थी की विशेषताएँ, Learning: Nature and Theories / अधिगम: प्रकृति एवं सिद्धांत, Cognition, Memory and Metacognition / संज्ञान, स्मृति एवं अधिसंज्ञान, Factors Affecting Teaching / शिक्षण को प्रभावित करने वाले कारक, Effective Teaching and the Teacher / प्रभावी शिक्षण एवं शिक्षक, Instructional Objectives and Lesson Planning / अनुदेशनात्मक उद्देश्य एवं पाठ नियोजन, Methods of Teaching / शिक्षण विधियाँ, Offline and Online Teaching Methods / ऑफ़लाइन एवं ऑनलाइन शिक्षण विधियाँ, Teaching Support System / शिक्षण सहायक प्रणाली, Evaluation Systems / मूल्यांकन प्रणाली, Sāṃkhya / सांख्य, Individual Behaviour / व्यक्तिगत व्यवहार, Human Resource Management / मानव संसाधन प्रबंधन, Domains of Child Development / बाल्यावस्था में विकास के क्षेत्र, Biological Basis of Emotion / संवेग का जैविक आधार, Upanishads and Bhagavad Gita / उपनिषद और भगवद्गीता, Central and Peripheral Nervous Systems / केन्द्रीय और परिधीय तंत्रिका तंत्र
  2. Paper - 1 | Unit - 2 | Research Aptitude: Research: Meaning, Features and Scientific Method / अनुसंधान: अर्थ, लक्षण व वैज्ञानिक विधि, Research Paradigms and Approaches / अनुसंधान के प्रतिमान एवं उपागम, Types of Research / अनुसंधान के प्रकार, Variables and Measurement / चर एवं मापन, Methods of Research / अनुसंधान की विधियाँ, Steps of Research / अनुसंधान के चरण, Sampling / प्रतिचयन, Tools and Methods of Data Collection / आँकड़ा संग्रह के उपकरण एवं विधियाँ, Data Analysis and Statistics in Research / आँकड़ा विश्लेषण एवं शोध सांख्यिकी, Thesis and Article Writing / शोध-प्रबंध एवं लेख लेखन, Application of ICT in Research / अनुसंधान में ICT का अनुप्रयोग, Research Ethics / शोध नैतिकता
  3. Paper - 1 | Unit - 3 | Comprehension: Literal Comprehension, Vocabulary and Language in Context, Inferential Comprehension, Critical Comprehension, Comprehension / Reading Comprehension / Unseen Passages (Critical Reasoning) (Paragraph Questions), Restoration and Eighteenth-Century Drama, Modern British Fiction, William Shakespeare, Mid-Twentieth-Century and Contemporary British Fiction, American Drama
  4. Paper - 1 | Unit - 4 | Communication: Communication: Meaning, Nature and Process / संचार: अर्थ, प्रकृति एवं प्रक्रिया, Types and Levels of Communication / संचार के प्रकार एवं स्तर, Verbal and Non-verbal Communication / मौखिक एवं अमौखिक संचार, Semiotics and Meaning / संकेत विज्ञान एवं अर्थ, Models and Theories of Communication / संचार के मॉडल एवं सिद्धांत, Effective Communication / प्रभावी संचार, Barriers to Communication / संचार की बाधाएँ, Classroom Communication / कक्षा संचार, Mass Media: Types and Evolution / जनसंचार माध्यम: प्रकार एवं विकास, Mass Media and Society / जनसंचार एवं समाज, Digital and New Media / डिजिटल एवं नव माध्यम, Static General Knowledge / स्थैतिक सामान्य ज्ञान, Morphology and Syntax, Public Health Nutrition / जन स्वास्थ्य पोषण, Newtonian Motion and Stability, GK- Current Affairs / GK- समसामयिकी, Indian Economy / भारतीय अर्थव्यवस्था, Art and Architecture / कला और स्थापत्य, India after Independence / स्वतंत्रता के बाद भारत
  5. Paper - 1 | Unit - 5 | Mathematical Reasoning and Aptitude: Number System and Simplification / संख्या पद्धति एवं सरलीकरण, Algebra and Ages / बीजगणित एवं आयु, Percentage / प्रतिशतता, Ratio, Proportion, Partnership and Mixtures / अनुपात, समानुपात, साझेदारी एवं मिश्रण, Averages / औसत, Profit, Loss and Discount / लाभ, हानि एवं बट्टा, Simple and Compound Interest / साधारण एवं चक्रवृद्धि ब्याज, Time and Work / समय एवं कार्य, Speed, Time and Distance / चाल, समय एवं दूरी, Mensuration and Geometry / क्षेत्रमिति एवं ज्यामिति, Permutation, Combination and Probability / क्रमचय, संचय एवं प्रायिकता, Series / श्रेणी, Coding-Decoding / कूटलेखन-कूटवाचन, Relationships, Directions and Ranking / संबंध, दिशा एवं क्रम, Arrangements, Puzzles, Clock and Calendar / व्यवस्था, पहेलियाँ, घड़ी एवं कैलेंडर, Mathematical Foundations, Polity / राजव्यवस्था, जीवनी, Deconstruction, Gender and Queer Theory, Modern British and Irish Poetry, Central Force and Scattering, Chemical thermodynamics, Microscopic techniques, Philosophy of the Constitution / संविधान का दर्शन, Waves, Optics and Charged-Particle Motion, Membrane structure and function, Analysis, Markov Chains, Univariate and Joint Distributions
  6. Paper - 1 | Unit - 6 | Logical Reasoning: Structure of Arguments / युक्ति की संरचना, Terms, Definitions and Uses of Language / पद, परिभाषा एवं भाषा के उपयोग, Categorical Propositions / निरुपाधिक प्रतिज्ञप्तियाँ, Categorical Syllogism / निरुपाधिक न्यायवाक्य, Venn Diagrams / वेन आरेख, Deduction, Induction and Analogy / निगमन, आगमन एवं सादृश्यता, Fallacies / तर्कदोष, Indian Logic: Pramanas / भारतीय तर्कशास्त्र: प्रमाण, Anumana and Vyapti / अनुमान एवं व्याप्ति, Hetvabhasa / हेत्वाभास, Non Verbal Reasoning (Spatial Aptitude) (Spatial Reasoning) (Visual Reasoning), Aristotle / अरस्तू, Western Schools of Philosophy / पाश्चात्य दर्शन की विचारधाराएँ, Kant / कांट, Sadhana Paada, Vaiśeṣika / वैशेषिक
  7. Paper - 1 | Unit - 7 | Data Interpretation: Data and Graphical Representation / आँकड़े एवं आलेखीय निरूपण, Data Interpretation: Tables / आँकड़ा निर्वचन: तालिका
  8. Paper - 1 | Unit - 8 | Information and Communication Technology: Computer Fundamentals and Hardware, Memory, Storage and Data Representation, Computer Software, Office Applications, Multimedia and File Formats, Computer Networks, Internet and World Wide Web, Email and Online Communication, Cyber Security, Digital Ethics, IPR and Society, Cloud and Distributed Computing, Emerging Technologies, ICT in Education and Governance, Cyber Threats and Malware Attacks, Role of Internet and Web Services, Electronic Data Interchange and E-Commerce, Internet Fundamentals, Web Design & Development, Web Publishing & Hosting, Emerging Technologies, Terms & Abbreviations, Basics of COA, Introduction to OS, Introduction to CN, Data Communication, Net Layer: IP Addressing, Network Security, Number System, Number Representation, Society, Law & Ethics, Keyboard Shortcuts, Website, Browser & Services, Protection of Geographical Indications / भौगोलिक संकेतों का संरक्षण
  9. Paper - 1 | Unit - 9 | People Development and Environment: Ecosystems and Biodiversity / पारितंत्र और जैव विविधता, Human and Environment Interaction / मानव और पर्यावरण की अंतःक्रिया, Development and Environment / विकास और पर्यावरण, Natural Resources – Forests, Water and Soil / प्राकृतिक संसाधन: वन, जल और मृदा, Energy Resources / ऊर्जा संसाधन, Air Pollution / वायु प्रदूषण, Water Pollution and Treatment / जल प्रदूषण और उपचार, Noise Pollution / ध्वनि प्रदूषण, Waste Management / अपशिष्ट प्रबंधन, Environmental Health and Toxicology / पर्यावरणीय स्वास्थ्य और विषविज्ञान, Climate Change and Global Environmental Issues / जलवायु परिवर्तन और वैश्विक पर्यावरणीय समस्याएँ, Natural Hazards and Disaster Management / प्राकृतिक प्रकोप और आपदा प्रबंधन, Indian Environmental Laws and Policies / भारतीय पर्यावरण कानून और नीतियाँ, International Environmental Agreements / अंतर्राष्ट्रीय पर्यावरण समझौते, Environment / पर्यावरण, Geography / भूगोल, Factory and Industry Systems / कारखाना और उद्योग व्यवस्थाएँ, Earth Materials, Surface Features and Processes, Communicable Diseases and Immunization / संक्रामक रोग और प्रतिरक्षण
  10. Paper - 1 | Unit - 10 | Higher Education System: Education in Ancient India / प्राचीन भारत में शिक्षा, Ancient Centres of Higher Learning / प्राचीन भारत के उच्च शिक्षा केंद्र, Colonial Education Policies and Commissions / औपनिवेशिक काल की शिक्षा नीतियाँ और आयोग, Colonial Colleges, Universities and Reformers / औपनिवेशिक कॉलेज, विश्वविद्यालय व सुधारक, Education Commissions and Policies after Independence / स्वतंत्र भारत में शिक्षा आयोग और नीतियाँ, National Education Policy 2020 / राष्ट्रीय शिक्षा नीति 2020, Types of Higher Education Institutions / उच्च शिक्षा संस्थानों के प्रकार, Learning Programmes and Academic Credits / अधिगम कार्यक्रम और अकादमिक क्रेडिट, Professional, Technical and Skill-Based Education / व्यावसायिक, तकनीकी और कौशल आधारित शिक्षा, Value Education and Environmental Education / मूल्य शिक्षा और पर्यावरण शिक्षा, Governance, Administration and Financing / शासन, प्रशासन और वित्तपोषण, Regulation, Accreditation and Ranking / उच्च शिक्षा का नियमन, प्रत्यायन और रैंकिंग
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AI summary & chapters

AI Summary

An AI-generated summary of this video lecture.

This video is a comprehensive lecture on verbal analogy, a key topic in competitive exam preparation. The instructor, Yash Jain Sir, systematically works through a series of multiple-choice questions, each designed to test the ability to identify and apply logical relationships between word pairs. The core concept is that the relationship between the first two words in a pair (e.g., 'Children : Pediatrician') must be identical to the relationship between the two words in the correct answer choice. The lecture covers various types of analogies, including: 1) Profession and the subject of their work (e.g., Pediatrician treats children, Orthopaedist treats adults). 2) Object and the specialist who deals with it (e.g., Kidney : Nephrologist). 3) Synonym relationships (e.g., 'Adroit' and 'Skillful'). 4) Part-to-whole relationships (e.g., 'Parts : Strap' and 'Wolf : ?'). 5) Functional relationships (e.g., 'Automobile : Petrol' and 'Fire : Fuel'). 6) Scientific classification (e.g., 'Cells : Tissues' and 'Atoms : Molecules'). The instructor uses a digital whiteboard to write, draw diagrams, and highlight key words, providing a clear and structured explanation for each problem. The video concludes with a final 'Thanks for watching' screen.

Chapters

  1. 0:00 – 2:00 00:00-02:00

    The video opens with a title slide for a 'VERBAL ANALOGY' lesson. The first question, Q1, is presented: 'Children : Pediatrician'. The instructor, Yash Jain Sir, begins to analyze the relationship, which is that a pediatrician is a doctor who specializes in treating children. He then evaluates the options: A) Adult : Orthopaedist, B) Females : Gynaecologist, C) Kidney : Nephrologist, and D) Skin : Dermatologist. He explains that the relationship is 'specialist for a specific group/organ', and he eliminates options A and B as they are not the best fit, leaving C and D as the most plausible. He then draws a diagram to illustrate the relationship between 'Children' and 'Pediatrician' as a 'specialist for a specific group'.

  2. 2:00 – 5:00 02:00-05:00

    The instructor continues to analyze the options for Q1. He points out that while 'Adult : Orthopaedist' is a valid relationship, it is not the best match because an orthopaedist treats a specific part of the body (bones), not the entire adult. He then considers 'Females : Gynaecologist', which is a specialist for a specific group, but he notes that a gynaecologist treats a specific organ (reproductive system), not the entire female. He then evaluates 'Kidney : Nephrologist' and 'Skin : Dermatologist', both of which are specialists for a specific organ. He concludes that the relationship in the original pair is 'specialist for a specific organ', making 'Kidney : Nephrologist' the correct answer. He draws a diagram to illustrate this relationship, showing 'Kidney' and 'Nephrologist' as a 'specialist for a specific organ'.

  3. 5:00 – 10:00 05:00-10:00

    The instructor moves to the next question, Q2: 'Unemployed : Worker'. He explains that an unemployed person is a worker who is not currently working. He then evaluates the options: A) Fallow : Land, B) Unaware : Sleeper, C) Wit : Jester, D) Renovated : House. He eliminates A because fallow land is not a type of land, but a state of land. He eliminates B because an unaware person is not a sleeper, but a person who is not aware. He eliminates C because a wit is not a jester, but a person with a sharp mind. He eliminates D because a renovated house is a house that has been renovated, but a renovated house is not a house that is not being used. He concludes that the relationship is 'a person who is not currently doing their job'. He then draws a diagram to illustrate this relationship, showing 'Unemployed' and 'Worker' as 'a person who is not currently doing their job'.

  4. 10:00 – 15:00 10:00-15:00

    The instructor continues to analyze Q2. He explains that the relationship is 'a person who is not currently doing their job'. He then evaluates the options again. He eliminates A because fallow land is not a type of land, but a state of land. He eliminates B because an unaware person is not a sleeper, but a person who is not aware. He eliminates C because a wit is not a jester, but a person with a sharp mind. He eliminates D because a renovated house is a house that has been renovated, but a renovated house is not a house that is not being used. He concludes that the relationship is 'a person who is not currently doing their job'. He then draws a diagram to illustrate this relationship, showing 'Unemployed' and 'Worker' as 'a person who is not currently doing their job'.

  5. 15:00 – 20:00 15:00-20:00

    The instructor moves to the next question, Q3: 'TEN : DECIMAL'. He explains that 'TEN' is the base of the decimal system. He then evaluates the options: A) Seven : septet, B) Four : quartet, C) Two : binary, D) Five : quince. He eliminates A because a septet is a group of seven, not a base. He eliminates B because a quartet is a group of four, not a base. He eliminates D because a quince is a group of five, not a base. He concludes that the relationship is 'the base of a number system'. He then draws a diagram to illustrate this relationship, showing 'TEN' and 'DECIMAL' as 'the base of a number system'.

  6. 20:00 – 25:00 20:00-25:00

    The instructor moves to the next question, Q4: 'Parts : Strap'. He explains that a strap is a part of a larger object. He then evaluates the options: A) Fox, B) Animal, C) Wood, D) Flow. He eliminates A because a fox is not a part of a larger object. He eliminates B because an animal is not a part of a larger object. He eliminates C because wood is not a part of a larger object. He eliminates D because flow is not a part of a larger object. He concludes that the relationship is 'a part of a larger object'. He then draws a diagram to illustrate this relationship, showing 'Parts' and 'Strap' as 'a part of a larger object'.

  7. 25:00 – 30:00 25:00-30:00

    The instructor moves to the next question, Q5: 'Corporal : Spiritual'. He explains that 'Corporal' refers to the physical body, and 'Spiritual' refers to the soul. He then evaluates the options: A) Mesa : plateau, B) Moron : savant, C) Foreigner : immigrant, D) Pedagogue : teacher. He eliminates A because a mesa is a type of plateau, not a physical body. He eliminates B because a moron is not a type of savant, but a person with low intelligence. He eliminates C because a foreigner is not a type of immigrant, but a person from another country. He eliminates D because a pedagogue is a type of teacher, not a physical body. He concludes that the relationship is 'a physical body and a soul'. He then draws a diagram to illustrate this relationship, showing 'Corporal' and 'Spiritual' as 'a physical body and a soul'.

  8. 30:00 – 35:00 30:00-35:00

    The instructor moves to the next question, Q6: 'Automobile : Petrol'. He explains that petrol is the fuel for an automobile. He then evaluates the options: A) Fire : Fuel, B) Plane : Propeller, C) Diesel : Gas, D) Man : Food. He eliminates A because fire is not a fuel, but a result of fuel. He eliminates B because a plane is not a fuel, but a vehicle. He eliminates C because diesel is not a fuel, but a type of fuel. He eliminates D because man is not a fuel, but a person. He concludes that the relationship is 'a vehicle and its fuel'. He then draws a diagram to illustrate this relationship, showing 'Automobile' and 'Petrol' as 'a vehicle and its fuel'.

  9. 35:00 – 39:25 35:00-39:25

    The instructor moves to the final question, Q7: 'Numismatist : Coins'. He explains that a numismatist is a person who collects coins. He then evaluates the options: A) Jeweller : Jewels, B) Cartographer : Maps, C) Philatelist : Stamps, D) Geneticist : Chromosomes. He eliminates A because a jeweller is not a person who collects jewels, but a person who makes or sells jewels. He eliminates B because a cartographer is not a person who collects maps, but a person who makes maps. He eliminates D because a geneticist is not a person who collects chromosomes, but a person who studies genetics. He concludes that the relationship is 'a person who collects a specific item'. He then draws a diagram to illustrate this relationship, showing 'Numismatist' and 'Coins' as 'a person who collects a specific item'. The video ends with a 'Thanks for watching' screen.

This video provides a structured and methodical approach to solving verbal analogy questions. The core teaching strategy is to first identify the logical relationship in the given word pair and then apply that same relationship to the answer choices. The instructor demonstrates this by breaking down each question into its fundamental components, such as 'specialist for a specific group/organ', 'object and its specialist', 'synonym', 'part-to-whole', 'functional relationship', and 'classification'. He uses visual aids like diagrams and underlining to make the relationships clear. The progression of questions covers a wide range of analogy types, making it a comprehensive review for students preparing for competitive exams. The final summary reinforces the key concept: the relationship between the first two words must be identical to the relationship between the two words in the correct answer.

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