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15497.5. Local Control and Accountability Plan and Annual Update Template.
LEA: Whitmore Union Elementary Contact: Lawrence Robins, Ed.D., lrobins@wujesd.org , (530)472-3243 LCAP Year: 2015-2016
Local Control and Accountability Plan and Annual Update Template
The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies' (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year.
For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally identified priorities.
For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs, including special education programs.
Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code.
The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as relevant in this document.
For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as necessary to facilitate completion of the LCAP.
State Priorities
The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school.
Conditions of Learning:
Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)
Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state board for all pupils, including English learners. (Priority 2)
Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)
Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)
Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)
Pupil Outcomes:
Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)
Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8)
Engagement:
Parental involvement: efforts to seek parent input in decision making at the district and each schoolsite, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3)
Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5)
School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)
Section 1: Stakeholder Engagement
Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents.
Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA's goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures.
Guiding Questions:
1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in Education Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?
2) How have stakeholders been included in the LEA's process in a timely manner to allow for engagement in the development of the LCAP?
3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available?
4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA's engagement processes?
5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code section 42238.01?
6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)?
7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities?
Involvement Process Impact on LCAP
Involvement of parents has proven to be an on-going challenge. Many parents in our attendance area live there to be "off the grid" and want no involvement with anyone. The school has had a monthly LCAP agenda update on each board agenda. LCAP has been discussed on an individual basis as parents come to school to pick up their children. The administration has met once with the 6th-8th grade students to get input into what they would like to see added or deleted from their school.
The school's SSC does meet on a regular basis and functions as the Parent Advisory Committee. Parent input was solicited regarding the perceived effectiveness of extra staff members in the classrooms. Parents were also asked for input on other areas they would like to see the funds used for. The overall lack of parental discussion has had minimal impact on the goals for LCAP for the past year. The focus has remained on student achievement and the staffing has remained the same. Feedback from stakeholders indicates an overall approval of the educational program and the direction the school is moving.
Stakeholders are notified of student achievement on a regular basis throughout the year through teacher/parent conferences, teacher calls home and emails, online tracking of student assignments and student recognition assemblies and monthly school board meetings.
Annual Update: The school did share updates at the school board meetings and with parents on an individual basis. The school has redesigned their web page and as soon as it goes live, the school will use the webpage to help disseminate information.
The school's SSC does meet on a regular basis and functions as the Parent Advisory Committee. Parent input was solicited regarding the perceived effectiveness of extra staff members in the classrooms. Parents were also asked for input on other areas they would like to see the funds used for. Annual Update: The district has shared progress at the board meetings, quarterly newsletter and mostly with individual meetings with stakeholders. Due to the nature of the community, the district does not foresee a major change in their attitude towards being more involved with the school. The school will make an attempt to use more social media and the web page to inform stakeholders of the progress with the LCAP plan.
Meeting with the students was informational but did not lead to any major changes in the LCAP goals and direction.
Section 2: Goals, Actions, Expenditures, and Progress Indicators
All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of education budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal in the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the LCAP for the next three years that are based on this review and assessment.
Charter schools may adjust the table below to align with the term of the charter school's budget that is submitted to the school's authorizer pursuant to Education Code section 47604.33.
For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and describe any changes to the goals.
To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal.
Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA's goals. Duplicate and expand the fields as necessary.
Goal: Describe the goal:
When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which schoolsites and subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or schoolsite.
Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one goal may address multiple priorities.
Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to identify the need(s).
Schools: Identify the schoolsites to which the goal applies. LEAs may indicate "all" for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5).
Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate "all" for all pupils.
Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite level.
The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through (d).
Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a group of services that are implemented to achieve the identified goal.
Scope of Service: Describe the scope of each action/service by identifying the schoolsites covered. LEAs may indicate "all" for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide.
Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to "ALL."
For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education Code section 42238.01, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section 52052.
Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA's budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and 47606.5.
1) What are the LEA's goal(s) to address state priorities related to "Conditions of Learning"?
2) What are the LEA's goal(s) to address state priorities related to "Pupil Outcomes"?
3) What are the LEA's goal(s) to address state priorities related to parent and pupil "Engagement" (e.g., parent involvement, pupil engagement, and school climate)?
4) What are the LEA's goal(s) to address any locally-identified priorities?
5) How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful district and/or individual schoolsite goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)?
6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in section 52052 that are different from the LEA's goals for all pupils?
7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP?
8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority?
9) What information was considered/reviewed for individual schoolsites?
10) What information was considered/reviewed for subgroups identified in Education Code section 52052?
11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific schoolsites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?
12) How do these actions/services link to identified goals and expected measurable outcomes?
13) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA's budget?
GOAL: Goal 1: 100% of third grade students will be reading on grade level by the Spring of 2017 as identified by the DIBELS DAZE assessment and 4-8 grade teacher assessment. Related State and/or Local Priorities:
1_X 2_X 3_ 4_X 5_ 6_ 7_ 8_X
COE only: 9__ 10__
Local : Specify _____________________
Identified Need : The data shows that not all students are reading at grade level upon exit of third grade. DIEBELS testing, 4-8 grade teacher input Smarter Balanced Assessment HQT Implementation of standards-Math Classroom observation, lesson plans, biweekly meetings
Goal Applies to: Schools: LEA Wide
Applicable Pupil Subgroups: ALL
LCAP Year 1: 2015-16
Expected Annual
Measurable Outcomes: 20% increase in reading levels across all primary grades. Reduction in necessary interventions
Align all classroom instruction to Common Core
Maintain 100% HQT
NGSS standards will be met with staff participation in the STEM grant and staff development.
Whitmore will continue to encourage parent participation through continued personal outreach by staff, use of the new web page and board meetings.
Because Whitmore is a K-8 district, the following state required metrics do not apply: A-G, AP Pass Rate, EAP, High School Dropout rates, and high school graduation rates.
Because Whitmore does not have any EL students, the following state required metrics do not apply: EL Progress toward English Proficiency and EL Reclassification rate.
Whitmore will continue to survey stakeholders regarding LCAP using a variety of electronic, personal meetings and paper surveys.
Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted
Goal 1.1: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.
Goal 1.2: Teachers provide high-quality instruction
Goal 1.3: Provide high- functioning technology and support in every classroom.
Goal 1.4: Provide classroom only instructional aides to assist in engaging and supporting small groups while teachers facilitate small-group instruction.
Goal 1.5: Provide on-going professional development to support teachers
Goal 1.6 With the assistance of the COOP, provide targeted professional development for support staff who work in the classroom. LEA Wide _X_ALL G1.1 $2,230 Continuing education registration, substitute costs
Unrestricted Object: 1112, 5210
$7,669 Designate 15% teacher to assist Unduplicated, Object-1110
$2,266 Designate 15% teacher benefits. Object 3000
G1.2 Learning Support-Differentiated Instr. $2,000 Substitute Object 1112
G1.2 Learning Support $230 Sub. Teacher Benefits Object 3000
G1.3 High Functioning Technology upgrades $800 object 4410
G1.3 Technology Program Maint. $1,000 Object 5630
G1.4 Aides to Assist in Engaging Group $1,000 Object 2112
G1.4 Aides to Assist-Benefits $123 Object 3000
$6,653 ELA-aligned instructional materials as student population fluctuates Unrestricted Object: 4110
*All student achievement is monitored on a bi-weekly basis and allocations of extra enrichment or support are assigned by the staff. The bi-weekly test results are kept in the office.
Goal 1.4 $1,123
Goal 1.5 $300
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups: (Specify)______________
For low income, foster youth, EL and designated fluent English proficient pupils:
· Provide on-going professional development to support implementation of the Common Core.
· Provide materials aligned to the Common Core.
· Provide access for students and teachers to a wide variety of formative and summative assessment tools
LEA Wide __ALL Aides assigned to classroom and pull out/push in programs.
$17,219. Sup/Con Object: 2110, 3000s
Saturday School=$1,000.00
Sup/Con Object: 1000-3999
Saturday Teacher Benefits $169 Object 3000
_X_Low Income pupils _X_English Learners
_X_Foster Youth _X_Redesignated fluent English proficient
Goal 1.5: Provide on-going professional development to support teachers.
Goal 1.6 With the assistance of the COOP, provide targeted professional development for support staff who work in the classroom. LEA Wide _X_ALL $2,230 Continuing education registration, substitute costs
$6,053 ELA materials to align with common core
Unrestricted Object: 4110
$1,000 Math CCSS-aligned instructional materials as student population fluctuates Unrestricted Object:4110
Goal 1.6 COOP
$17,219 Sup/Con Object: 2110, 3000s
Possible introduction of new LA series
$6.053 ELA materials to align with common core
__Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
__ALL
GOAL: Goal 2: The percentage of eighth graders scoring at grade level in math and English on the standardized state test will increase by 25% in 2016 and another 20% in 2017 after the administration of the state test in 2015
Related State and/or Local Priorities:
1_X 2_X 3_ 4_ 5_ 6_ 7_X 8_
Identified Need : Not all eighth graders are scoring at grade level in math and English on state standardized tests
Measurable Outcomes: Performance on Smarter Balanced will increase by 25%
Goal 2.3: Provide high- functioning technology and support in every classroom. LEA Wide _X_ALL $2,230 Continuing education registration, substitute costs Unrestricted Object: 1112, 5210
n/a _X_ALL
__Other Subgroups: (Specify)________________________
Goal 2.2 $6,053 Continuing education registration, substitute costs Unrestricted Object: 1112, 5210
n/a __ALL
Possible purchase of LA adoption
Goal 2.3: Provide high- functioning technology and support in every classroom. LEA Wide _X_ALL $750 Continuing education registration, substitute costs Unrestricted Object: 1112, 5210
GOAL: Goal 3: Goal-Reduce the high competitive atmosphere within the student body.
1_ 2_ 3_ 4_ 5_X 6_X_ 7_ 8__
Identified Need : Ensure positive, healthy and safe school involvements and interactions.
Measurable Outcomes: Establish baseline of disciplinary referrals with goal of reducing referrals by 10% of previous year
School activities and enrichment
Reduce 4% Pupil suspension rate to 0%
Maintain 0% expulsion rate.
Reduce office referrals for playground exchanges by 25%
Parent meeting in Sept. to inform parents on reduction of office referrals
Maintain Saturday school to boost attendance rates
Maintain 0% Chronic absenteeism and 0%middle school dropout
Goal 3.1: Provide adult supervision during non-classroom activities
Goal 3.2: Check-ins and attendance monitoring
LEA Wide _X_ALL $1,362 Playground Supervision Aide
Unrestricted Object: 2930, 3000s
No additional costs, activities will be worked into the superintendent and teacher schedules
__Other Subgroups:
(Specify)_______________
Goal 3.3: Provide access to additional courses and engage students LEA Wide _X_ALL $8,000 Music Education Tutor
Sup/Con
Object: 1000-3999
__Other Subgroups:(Specify)______
Maintain 0% Pupil suspension rates
__Other Subgroups: (Specify)_______________
GOAL: Goal 4: Bring the school to high quality facilities and infrastructure. Related State and/or Local Priorities:
1_X 2__ 3__ 4__ 5__ 6__ 7__ 8__
Identified Need : Due to budget reductions, preventative maintenance was put on hold. Parents have told school personnel that the school looked so shabby, they chose to take their students to another school.
Measurable Outcomes: Increased access to on-line technology-increased bandwidth to school to improve access
Improved appearance of school (curb appeal) Weeding around school, painting, floor coverings, HV, plumbing
4.1 Maintain current high quality of facilities.
4.2 Improve district wide band-width and technology capabilities
4.3 Re-instate preventative maintenance schedule
LEA Wide _X_ALL 4.3 $1,000 Preventative Maintenance Schedule
Object: 5630
The district is part of the BIIG Grant from the state to provide high speed internet to the district. The district is currently on hold as the vendors determine what services they can provide. There may be some cost next year that would tie into Goal 4.2 but costs are unknown at this time.
Measurable Outcomes: Increased access to on-line technology
Improved appearance of school (curb appeal)
) 4.1 Maintain current high quality of facilities.
LEA Wide _X_ALL 4.1a $2,000 Water storage refurbishing Unrestricted Object: 4410
4.1b $1,000 Possible BIIG Grant requirements
4.2 Improve district wide band-width and technology capabilities (BIIG should be done by 17-18 but not entirely sure on their timeline)
LEA Wide _X_ALL 4.3 $3,000 Preventative maintenance schedule Unrestricted Object: 4410
Complete a copy of this table for each of the LEA's goals. Duplicate and expand the fields as necessary.
Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the LCAP.
1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?
2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes?
3) How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/services effective in achieving the desired outcomes?
4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update?
5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services?
6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences?
Complete a copy of this table for each of the LEA's goals in the prior year LCAP. Duplicate and expand the fields as necessary.
Original GOAL from prior year LCAP: Goal 1: 100% of third grade students will be reading on grade level by the Spring of 2017 as identified by the DIBELS DAZE assessment and 4-8 grade teacher assessment. Related State and/or Local Priorities:
1_X 2_X 3_X 4_X 5_X 6_X 7_X 8_X
Expected Annual Measurable Outcomes: 20% increase in reading levels across all primary grades. Reduction in necessary interventions
50% Math implementation
No API Actual Annual
Measurable Outcomes: The majority of the students reached this goal. The school had 2 students who did not reach this goal. (One has been referred for further testing)
LCAP Year: 2014-15
Planned Actions/Services Actual Actions/Services
Budgeted Expenditures Estimated Actual Annual Expenditures
Goal 1.3: Provide high- functioning technology and support in every classroom. Procure maintain and support all school technology.
Goal 1.5: Provide on-going professional development to support teachers $750 Continuing education registration, substitute costs
$1,250 Web design, domain, software
$2,500 Technological upgrades and new acquisition
Unrestricted Object:4410,5630
$8,000 Math materials to align with common core and in-service Resource: 7405 Object: 4110
$350 Common Core textbook training, Sub costs
Resource: 7405 Object: 1112, 5210
Goals 1.1-1.5 were met. Web design only cost $400. Chromebooks were added under technology and the BIIG Grant is working on the bandwidth issue.
Bi-weekly testing shows continued growth in reading by all students.
Another instructional aide was added mid-year to help in the 4-8 grade classroom.
Staff took advantage of training provided by SCOE and CO-OP.
Procure maintain and support all school technology. Web design-$400
Goal 1.5 $300 + COOP funding
Scope of service: LEA Wide Scope of service: LEA Wide
_X_ALL __ALL
__Low Income pupils
__English Learners
__Foster Youth
__Redesignated fluent English proficient
__Other Subgroups: (Specify) __________ OR:
_X_Low Income pupils
_X_English Learners
_X_Foster Youth
_X_Redesignated fluent English proficient __Other Subgroups:(Specify) ___________
Provide on-going professional development to support implementation of the Common Core.
Provide materials aligned to the Common Core.
Provide access for students and teachers to a wide variety of formative and summative assessment tools Aides assigned to classroom and pull out/push in programs. $15,000. Sup/Con Object: 2110, 3000s
Saturday School $1,500.00 Sup/Con Object: 1000-3999
$8,000 Chromebooks. Sup/Con Object: 4410 These goals were met and will be carried over for next year. All students are served by these services.
$1,500.00 Sup/Con Object: 1000-3999
$600 Chromebooks. Sup/Con Object: 4410
__ALL __ALL
_X_Redesignated fluent English proficient
__Other Subgroups:(Specify) ___
_X_Redesignated fluent English proficient __Other Subgroups:(Specify) __________
What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? The school will invest resources in providing more in-service training for the support staff in the areas of reading instruction and common core math. The district will also increase support in using Google Classroom in the upper grades.
Original GOAL from prior year LCAP: Goal 2: The percentage of eighth graders scoring at grade level in math and English on the standardized state test will increase by 25% in 2016 and another 20% in 2017 after the administration of the state test in 2015 Related State and/or Local Priorities:
Expected Annual Measurable Outcomes: · Performance on Smarter Balanced will increase by 25%
· Align all classroom instruction to Common Core
· Purchase Common Core aligned math K-6
Actual Annual
Measurable Outcomes: Using classroom and publisher assessments, the 8th graders (who have been with us all year) have met this goal.
Goal 2.3: Provide high- functioning technology and support in every classroom. Procure, maintain and support all school technology. $750 Continuing education registration, substitute costs
$1,250 Web design, domain, software Unrestricted Object: 5801
$350 Common Core textbook training, Sub costs Resource: 7405, Object: 1112, 5210
Performance on Smarter Balance: Student progress is reviewed by staff every two weeks and changes in placement are made as needed. Afternoons are blocked into half hour segments with extra help being provided. If a student needs an extra half hour a day, it is provided. Assessment every two weeks of progress insures that no student is falling through the cracks.
Differentiated instruction was provided by the teacher and with the extra support offered by the aides in the classroom and the extra help blocks in the afternoon. Support was also provided by the SHARE program after school.
Another aide was added mid-year to help support student achievement.
Chrome books were provided to all 4-8 grade students to facilitate writing and research.
All classrooms have worked this year to align instruction to Common Core standards. K-6 CC aligned math were purchased.
Procure, maintain and support all school technology Web design was only $ 400
_X_ALL _X_ALL
__Redesignated fluent English proficient __Other Subgroups: (Specify) _______ OR:
__Other Subgroups:(Specify)________________________
The school will continue to procure, maintain and support all school technology.
Original GOAL from prior year LCAP: Goal 3: Goal-Reduce the high competitive atmosphere within the student body.
1_ 2_ 3_ 4_ 5_X 6_X_ 7_ 8_X_
Expected Annual Measurable Outcomes: · Establish baseline of disciplinary referrals with goal of reducing referrals by 10% of previous year
· School activities and enrichment
· Maintain 0% Pupil suspension rates
· Maintain 0% expulsion rate.
· Reduce office referrals for playground exchanges by 25%
· Parent meeting in Sept. to inform parents on reduction of office referrals
· Maintain Saturday school to boost attendance rates
· Maintain 0% Chronic absenteeism and 0%middle school dropout Actual Annual
Measurable Outcomes: In reviewing the disciplinary referrals this year, the number remained around the same. The 0% suspension rate rose because of two students. After the students were placed in an alternate placement, the number of referrals have dropped and the suspension rate is back to 0%.
Implementation of positive behavior acquisition of social and emotional skills
Anti-Bullying Training and materials $1,000
No additional costs, activities will be worked into the superintendent and teacher schedules 1,362 Playground Supervision Aide
After review of Anti-Bullying programs, the district chose to train and use a playground supervision person to handle problems directly.
Disciplinary referrals collated to establish baseline for next year.
Adult supervision during non-classroom activities was enhanced
Check-ins and attendance monitoring was improved
Supervision was augmented with the addition of cameras on campus.
Attendance monitoring has helped improve attendance rates.
Saturday School was held once a month
Parent meeting at Back to School Night to review rules and expectations $1,450
__Other Subgroups: (Specify)___________ OR:
Goal 3.3: Provide access to additional courses and engage students $6,000 Physical Education Tutor
$2,000 Music Education Tutor
Sup/Con Object: 1000-3999 The district was unable to procure a PE teacher but did manage to find a music teacher at the half-year point. The school plans on increasing her time next year.
Attendance was monitored and showed improvement.
The desire or need for additional courses was not needed this year. The goal will be rolled forward.
$2,000 (Supplemental Concenration)
__Other Subgroups: (Specify)_____________
What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? The district will continue to monitor attendance. The time for the music teacher will be increased by one day per week. Currently the board is considering the addition of another two cameras to help monitor playground activity. Based on current anticipated enrollment, the need for additional courses is not needed.
Original GOAL from prior year LCAP: Goal 4: Bring the school to high quality facilities and infrastructure. Related State and/or Local Priorities:
Expected Annual Measurable Outcomes: Increased access to on-line technology
Improved appearance of school (curb appeal) Actual Annual
Measurable Outcomes: The on-line upgrades are tied to the BIIG Grant. The school was able to secure the services of a part time maintenance person for the last quarter of the school year to improve appearances.
4.1a $1,600 Replace stove
Resource: 5310 Object: 4410
4.1b. $500 Replace broken windows
4.1c $10,000 Flooring in the multi-purpose room. Unrestricted Object: 5630
4.2. $5,000 Last mile initiative. E-rate funding for second T-3 line. E-Rate Object: 5630
4.3. No additional costs
Stove and windows were replaced. Flooring is in progress but the school may have an asbestos issue that could delay the improvements. The last mile issue is part of the BIIG Grant and still in progress. $8,374
What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? The last mile issue is currently out of local controls. The maintenance is being built into next years budget to continue the upkeep of the school. Carpeting and flooring are on hold until the asbestos issue is solved.
Section 3: Use of Supplemental and Concentration Grant funds and Proportionality
In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5).
Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496.
For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district's goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)
Total amount of Supplemental and Concentration grant funds calculated: $ _47,357_________
Instructional Aides-$13,941, Instructional Aides–$3,278-Benefits
Teacher $7,669-Salary, $2,266 Benefits 15% Designated to assist Unduplicated
Increase Student Achievement $5,000-Textbooks and Instructional Materials
Learning Support $2,000-Substitute Teacher
Differentiated Instruction $230-Substitute Benefits
High Functioning Technology $1,800
Instructional Aides $1,000-Assist in Engaging group
Instructional Aides $123-Benefits
Saturday School $1,000, $169 Benefits
Music $7,600, Benefits $1,281 Benefits
The district's unduplicated population represents 100% of students. The district plans to use the supplemental/concentration funds generated by these students as outlined in Section 2. In the multi-graded classroom, using additional aide time to create teaching groups of the same grade level or same ability level allows the single teacher to meet the needs of all students. The district believes these are the most effective uses of the additional funds to improve the educational program for the targeted students. Additionally, the planned services will avoid the potential negative stigma from a traditional targeted or pull out program and will allow students to maintain access to all other services available to students without interruption. Funds will be used primarily to support maintaining lower class sizes and to provide instructional aides as a support to the educational program. The district also plans to offer a monthly Saturday tutoring program primarily targeting all low performing students. Also, the district will use funds to provide a weekly music and instrumental instruction to all students.
In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).
Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.
Whitmore School District makes no differentiation between services provided for unduplicated students. With the small number of students in the school, ALL students receive the same services and attention. Goals 1,2 and 3 and section 3a illustrate the use of the funding for all students.
NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.
LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX
For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply:
(a) "Chronic absenteeism rate" shall be calculated as follows:
(1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30) who are chronically absent where "chronic absentee" means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays.
(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).
(3) Divide (1) by (2).
(b) "Middle School dropout rate" shall be calculated as set forth in California Code of Regulations, title 5, section 1039.1.
(c) "High school dropout rate" shall be calculated as follows:
(1) The number of cohort members who dropout by the end of year 4 in the cohort where "cohort" is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.
(2) The total number of cohort members.
(d) "High school graduation rate" shall be calculated as follows:
(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where "cohort" is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.
(e) "Suspension rate" shall be calculated as follows:
(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 – June 30).
(f) "Expulsion rate" shall be calculated as follows:
(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 – June 30).
8-22-14 [California Department of Education]
Whitmore Union Elementary School - All Rights Reserved


text:
Pixar animators spent 5 years making this devastatingly beautiful short film in their spare time
Stop what you're doing and watch this.
Screengrab via Borrowed Time/Vimeo
Austin Powell— 2016-10-14 05:12 pm | Last updated 2016-12-20 04:25 pm
Pixar animators Andrew Coats and Lou Hamou-Lhadj's brilliant short film has been racking up accolades on the festival circuit, and now you can watch it on Vimeo.
Borrowed Time captures a lonely sheriff as he stares down the barrel of a painful memory from his past. The film has a plaintive score by composer Gustavo Santaolalla (Brokeback Mountain, Babel).
79 interesting facts about Pixar you probably don't know
"The goal for us was to make something that kind of contested the notion of animation being a genre, and one for children specifically," Hamou-Lhadj says in an accompanying featurette. " We really wanted to make something that was a little bit more adult in the thematic choices and show that animation could be a medium to tell any sort of story."
To that end, Borrowed Time accomplishes more in six minutes than most movies do in two hours. (Editor's note: The directors have turned the video on private. Below, we've embedded the trailer.)
Borrowed Time is a fitting title, given the circumstances Coats and Hamou-Lhadj made the film under. It was by possible through Pixar's Co-op program, an internal professional development program that allows employees to use Pixar resources in their free time. The film took over five years to make.
"There were a lot of technical hurdles," Coats told Carton Brew. "There's a team of people who are usually on one of our movies that we really didn't have available to help on our team. So we had to build everything."
Austin Powell
Austin Powell is the former managing editor of the Daily Dot. His work focuses on the intersection of entertainment and technology. He previously served as a music columnist for the Austin Chronicle and is the co-author of The Austin Chronicle Music Anthology.
Pixar Streaming Upstream

redpajama_set_name: RedPajamaCommonCrawl


White House press secretary Sarah Sanders used Twitter to troll Jim Acosta with some history after the CNN White House correspondent accused a Daily Caller reporter of asking "softball questions" at a presidential press conference Tuesday.
The clip, originally tweeted by The Blaze's Jason Howerton, at first showed Acosta criticizing the questions that Daily Caller White House Correspondent Saagar Enjeti asked President Donald Trump. But instead of stopping there, it provided a flashback to questions that Acosta asked former President Barack Obama, including queries about his "best week ever" and "what hard things" he wanted "to tackle" at that point.


text:
Q: Why isn't transform: translateY(-10rem) moving the child image element, that is within its parent element? The files are as such: div.current-houses > figure.item.item--1 > img.img.img--2. So, I'm trying to position the image thats inside of its parent figure element so that it is centered. I used tranform: translateY(-10rem); to try and bring it up but that doesn't work. It just brings the whole img up and cuts itself as opposed to bringing up the lower section of the image that is out of bounds but not visible; it's as if it's never rendered the out of bounds image part

.current-houses {
  height: 600px;
  width: 600px;
  background-color: grey;

  display: grid;

  grid-template-columns: repeat(8, 1fr);
  grid-template-rows: repeat(11, 5vw);
}

.current-houses__item--2 {
  grid-row: 4 / 8;
  grid-column: 3 / -1;
/*The part in yellow is item    */
  background-color:yellow;
}

.current-houses__img {
        width: 100%;
        height: 100%;
        object-fit: cover;
        display: block;
}

.current-houses__img--2 {
/* Just trying to move image down; however, it is not working.    */
  transform: translateY(1rem);
}

/* FIRST IMAGE JUST TO HELP WITH CONTEXT  */
.current-houses__item--1 {
            grid-row: 1 / 4;
            grid-column: 6 / 9;
}

.current-houses__img {
        width: 100%;
        height: 100%;
        object-fit: cover;
        display: block;
}

A: So your first problem is that you have width and height on the image in question set to 100%. What this does is crops that image to 100% of parent's height, and 100% of parent's width at the time of rendering. Therefore, when you try to move it you're moving an already set image (ie there is not tail bit to follow).
In the code snippet below, I changed height to auto, left width as 100%, and made sure overflow: hidden was set on item class. I also zoomed in your image and moved it around to demonstrate that your original problem is no longer present.
Cheers,

.current-houses {
  height: 600px;
  width: 600px;
  background-color: grey;

  display: grid;

  gap: .5rem;

  grid-template-columns: repeat(8, 1fr);
  grid-template-rows: repeat(11, 2rem);
}

.current-houses__item--2 {
  grid-row: 4 / -1;
  grid-column: 3 / -1;
/*The part in yellow is item    */
  background-color:yellow;

  /* Add in this line so excess image does not surpass boundaries */
  overflow: hidden;
}

.current-houses__img {
        width: 100%;
          /* Change Heighto to auto */
        height: auto;
        object-fit: cover;
        display: block;
}

.current-houses__img--2 {
/* Just trying to move image down; however, it is not working.    */
  transform: scale(1.5) translateY(1rem);
}

/* FIRST IMAGE JUST TO HELP WITH CONTEXT  */
.current-houses__item--1 {
            grid-row: 1 / 4;
            grid-column: 6 / 9;
}

redpajama_set_name: RedPajamaStackExchange


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Do GLOBE GLOBE Teacher's Guide (Protocols) Atmosphere Biosphere Hydrosphere Pedosphere (Soil) Earth as a System GPS Teacher's Guide Search Authors & Editors Instruments and Clothing Education Standards Data Validations
The GLOBE Teacher's Guide and Education Standards
In the United States, many educators are required to focus their teaching on addressing specific standards. Many GLOBE countries, and virtually every state in the United States, have adopted standards for education, including science education. These standards vary, and it is not presently possible to provide a correspondence between GLOBE elements (e.g., science protocols and learning activities) and every set of standards. However, there is often much in common among the different sets of standards for science education.
For this Teacher's Guide, GLOBE has chosen to use the National Science Education Standards published by the U.S. National Academy of Sciences, selected additional content standards that GLOBE scientists and educators feel might make appropriate additions to standards, and the National Geography Standards prepared by the (U.S.) National Education Standards Project. In addition, the Teacher's Guide Search Tool allows for users to search by specific Next Generation Science Standards (NGSS) Disciplinary Core Ideas (DCIs) or Student Performance Expectations (SPEs).
Additional information about GLOBE and standards is available here: Learning Standards.


text:
Home SNAP SNAP Previous Year Papers SNAP 2006 Paper
SNAP 2006 Question Paper
The Best Online SNAP Coaching
Choose the best preparation for SNAP! Click below to know more!
GENERAL MATHS
Q1. Milk & Water in two vessels A and B are in the ratio 4:3 and 2:3 respectively. In what ratio the liquids in both the vessels should be mixed to obtain a new mixture in vessel C, maintain half milk & half water?
(A) 1 : 1
(B) 7 : 5
(C) 2 : 4
(D) 1 : 3
Q2. A picture was bought at a certain sum, which was the price paid for its frame. Had the frame cost Rs. 100/- less and the picture Rs. 75/- more the price for the frame would have been only half of that of the picture. What is the price of the frame?
(A) 75
(B)100
(C)175
(D)275
Q3. What is the closest time between 7 & 8 when the hands of your watch are exactly opposite each other?
(A) 7 Hr – 5 Min
(B) 7 Hr – 5.5 Min
(C) 7 Hr – 6 Min
(D) 7 Hr – 6.5 Min
Q4. There are 6 tickets to the theater, four of which are four seats in the front now. 3 tickets are selected at random. What is the probability that two of them are for the front row?
(A) 0.6
(B) 0.7
(C) 0.9
(D) 1/3
Q5. When 75% of a no. is added to 75, the result is the same number. The no. is?
(A)150
Q6. Any traveled 4/7th as many miles on foot by water and 2/5th as many miles on horse back as by water. If she covered a total of 3036 miles, how many miles did she travel in each manner: foot and horseback?
(A) 1540, 880, 616
(B) 616, 880, 1540
(C) 1540, 880, 616
(D) 880, 1540, 616
Q7. A family has several children. Each boy in the family has as many sisters as brothers both each girl has twice as many brother & sisters are there?
(A) 3 Brothers, 4 Sisters
(B) 4 Brothers, 4 Sisters
(C) 4 Brothers, 4 Sisters
(D) Cannot say
Q8. You are given 50 white marbles, 50 black marbles and two jars. You need to put 100 marbles in any of these two jars. The jars will then be shaken & you will be asked to pick one marble from either jar. How would you distribute the marbles in two are to maximize the possibility of picking a white marble blind folded?
(A) 25 white and 25 black in each
(B) White in one and till 99 in the other.
(C) 50 white in one and 50 black in the other.
(D) All hundred in one.
Q9. The no. plate of a bus had peculiarity. The bus number was a perfect square. It was also a perfect square when the plate was turned upside down. The bus company had only five hundred buses numbered from 1 to 500. What was the number?
Q10. If 5 spiders can catch five flies in five minutes. How many flies can hundred spiders catch in 100 minutes?
(B)1000
(C)5000
(D)2000
Q11. Recently my brother and 1 played chess for chocolates. Who ever lost the game gave the other a chocolate. After the last game we counted the chocolates 1 had 20 more chocolates than 1 started with, although he won 7 games. There no draws. How many games did we play?
(D) 54
Q12. Study the series carefully 'B 8 4 C R M 9 P D K W F A 2 E J 7 X U Q H L T Y 6 G S'. If it is possible to make a meaningful word with the ninth, the sixteenth, the twenty-fourth and the twenty-seventh letters from the left in the above series, which of the following will be the first letter of that word? If no such word can be made, give 'X' as the answer. If more than one such word can be made, give 'M' as the answer.
(A) X
(B) M
(C) J
(D) Y
Q13. The value of 51/4 x (125)0. 25
Q14. Imagine you have two large pitchers, A & B. A contains 10 liters of wine and B contains 10 liters of water. One liter of water is removed from B and poured into A. the liquid is mixed very well. Then one liter of the mixture from A is poured into B. Which of the following statements is true?
(A) The water contents in A is more than the wine contents in B
(B) The water contents in A is less than the wine contents in B
(C) The water contents in A is same as the wine contents in B
Q15. Anand, Binoy, Chetan and Dharma together have Rs. 47 with them. Anand & Dinoy together have Rs. 27; Chetan & Anand have Rs. 25 and Dharam & Anand have Rs. 23. How much money does Binoy have?
(A) Rs. 9
(B) Rs. 11
(C) Rs. 13
(D) Rs. 28
Q16. David gets on the elevator at the 11th floor of a building and rides up at the rate of 57 floors per minute. At the same time Albert gets on an elevator at the 51 it floor of the same building and rides down at the rate of 63 floors per minute. If they continue traveling at these rates, then at which floor will their elevators meet?
Q17. The average of 5 consecutive number is n. If the next two numbers are also included the average will
(A) Remain the same
(B) Increase by 1
(C)Increase by 1.4
(D) Increase by 2
Q18. Find the wrong term in the following sequence: 52, 51, 48, 43, 34, 27, 16
Q19. P is six times as large as Q. By what percent is Q less than P?
(A) 16 2/3 %
(B) 60%
(C) 83 1/3 %
Q20. When a heap of pebbles is grouped in 32, 40 or 72 it is left with remainders of 10, 18 or 50 respectively. What is the minimum number of pebbles that the heap contains?
Q21. Each of the series SI=2+4+6+ and S2=3+6+9+ is continued to 100 terms. Find how many terms are identical.
Q22. Ram Singh does to Pushkar Mela with Rs. 10000/- to buy exactly 100 animals. He finds that Cows are sold at Rs. 1000/-, Horses at Rs. 300/- and Chicken at Rs. 50/-. How many Chicken should he buy to meet his target of 100 animals?
Q23. Fill in '+' or '-' sign in between these numbers so that they give the correct answer.
1 23 33 1 43 = 31
(A) + + – –
(B) + + + –
(C) – – + +
(D) – – – +
Q24. Symbiosis runs a Corporate Training Programme. At the end of running the first programme its total takings were Rs, 38950/-. There were more than 45 but less than 100 participants. What was the participants fee for the programme?
(A) Rs. 410/-
(B) Rs. 450/-
(C) Rs. 500/-
(D) Rs. 510/-
Q25. Complete the series 1, 6, 6, 36, 216,
Q26. Three friends had a dinner at a restaurant. When the bill was received Amita paid 2/3 as much as Veena paid and Veena paid 1/2 as much as Tanya paid. What fraction of the bill did Veena pay?
(A) 1/3
(B) 3/11
(C) 12/31
Q27. 128 players start in the men's singles at a tennis tournament, where this number reduces to half on every succeeding round. How many matches are played totally in the event?
Q28. A crew can row 10 miles in 5/6th of an hour downstream and 12 miles upstream in 90 minutes. Find the current's rate and crew's rate in still water.
(A) 12 mph, 4 mph
(B) 10 mph, 2 mph
(C) 8 mph, 4 mph
(D) 12 mph, 2 mph
Q29. If Swamy has two children and he truthfully answers yes to the question "Is at least one of your children a girl?" What is the probability that both his children are girls?
(B) 1/3
(C) 1
Q30. Starting from his house one day, a student walks at a speed of 2 1/2 kmph and reaches his school 6 minutes late. Next day he increase his speed by 1 kmph and reaches his school 6 minutes early. How far is the school from the house?
(A) 1 km
(B) 1 1/2 km
(C) 1 3/4 km
(D) 2 km
Q31. What year comes next in the sequence 1973, 1979, 1987, 1993, 1997, 1999 ?
Q32. The numbers of students studying Physics, Chemistry and Zoology in a college were in the ratio 4:3:5 respectively. If the number in these three disciplines increased by 50%, 25% and 10% respectively in the next year, then what was the new respective ratio?
(A) 24:15:22
(B) 18:11:13
(C) 24:13:17
(D) Cannot be determined
Q33. A man earns Rs. 20/- on the first day and spends Rs. 15/- on the next day. He again earns Rs. 20/- on the third day and spends Rs. 15/- on the fourth day/ if he continues to save like this, how soon will he have Rs. 60/- in hand?
(A) On 17th day
(B) On 27th day
(C) On 24th day
(D) On 30th day
Q34. A game of football with 11 players lasts for exactly 90 minutes. There are four substitutes that alternate equally. If each player plays for the same length of time, what is the duration?
(A) 22.5 mins
(B) 18 mins
(C) 66 mins
(D) none of these
Q35. A, B & C start a business each investing Rs. 20000. After 5 months A withdrew Rs. 5000, B Rs. 4000 and C invested Rs. 6000 more. At the end of the year a total profit of Rs, 69900 was recorded. What is the share of B?
(A) Rs. 20500
(B) Rs. 21200
(C) Rs. 28200
(D) Rs. 27300
Q36. The current birth rate per thousand is 32, whereas corresponding death rate is 11 per thousand. The growth rate in terms of population increase in percent is given by
(A) 0.021%
(B) 0.21%
(C) 2.1%
Q37. A difference between two numbers is 1365, when larger number is divided by the smaller one, the quotient is 6 & the remainder is 12. What is the smaller number?
Q38. Two vertical poles are 40 meters apart and the height of one is double that of the other. From the middle point of the line joining their feet, an observer finds the angular elevations of their tops to be complementary. Find their heights.
(A)14.14m, 28.28 m
(B) 12m, 22 m
(c)12.12 m, 24.24 m
Q39. Meera & Sameera start moving from the same point. Meera goes 4 kms West followed by 3 kms North. Sammera goes 4 kms East and ten a right turn and keeps going for 3 kms. What is the shortest distance between the two of them?
(a)10 kms
(B) 12 kms
(C) 8 kms
(D) 14 kms
Q40. A boy was asked to multiply a certain number by 53. He multiplied it by 35 & got his answer less than the correct one by 1206. Find number to be multiplied.
(A)68
DATA INTERPRETATION & DATA SUFFICIENCY
Directions : For questions no. 41 to 42
Study the sector-wise sales of a group of companies for the financial year 2004-2005 and answer the following questions.
Q41. This group of companies operates in multiple sectors. The holding company has decided to closely monitor minimum number of sectors (not exceeding 5) contribution together a major part (at least 80%) of sales of the group. Identify the correct set of sectors.
(A) Engineering, Services, CIS & Consumer Goods
(B) Engineering, Services, CIS, Energy & Consumer Goods
(C) Engineering, Materials, Services & CIS
(D) Engineering, Materials, CIS & Energy
Q42. The average profit against the sales across the sectors is 10% while the profit margin of Engineering is 12% and CIS, 20%. What is the average profit across the remaining sectors?
(A) 5.87%
(B) %
(C)4.94%
(D) %
Directions for question No. 43 to 46 : Each question given below is followed by three statements. Study the question and the statements. Identify which option is necessary to answer the question.
Q43. The mean temperature of Money to Wednesday was 37 degree Celsius and of Tuesday to Thursday was 34 degree Celsius. What was the temperature on Thursday?
I. The temperature on Thursday was 4/5th that of Monday.
II. The mean temperature of Monday and Tuesday was 40.5 degree Celsius.
III. The difference between the temperature on Monday and that on Thursday was 9 degree Celsius.
(A) I only
(B) Either I or II
(C)Either I or II or III
Q44. What will be the sum of two numbers?
I. Among the two numbers, the bigger number is greater than the smaller number by 6.
II. 40% of the smaller number is equal to 30% of the bigger number
III. The ratio of half of the bigger number to one third of the smaller number is 2:1.
(A) I or II
(B) II or III
(c)I or II or III
(D) Any two of the three
Q45. A tank is fitted with two taps A and B. In how much time will the tank be full if both the taps are opened together?
I. A is 50% more efficient than B
II. A alone takes 16 hours to fill the tank
III. B alone takes 24 hours to fill the tank
(A) I and III only
(B) I, II and III
(C) I and II only
(D) I and III only
Q46. What is the principal sum?
I. The interest amount after 30 months is half the interest amount after 5 years.
II. The sum amounts to Rs. 750/- in five years at simple interest rate.
III. The rate of interest is 8% .a.
(B) II and III only
(d) I and III only, or II and III only
Directions for Question No 47 to 50 : Study the weekly data table and daily data graph for Toya Motors share prices at the National Stock Exchange. Answer the follwoign questions.
Q47. What is the average share price for 10/8/2005 to 12/9/2005?
Q48. The drop in the sales price during October 2005 is approximately?
(A)19%
(B)10%
(C)50%
(D)5%
Q49. How many times during this 3-month period the share price dropped in the graph?
(A)6
Q50. If you purchased 100 shares on 31/8/2005 and sold them on 10/10/2005 what will be your gains?
(A) Rs. 7700
(B) Rs. 8800
(C) Rs. 9900
(D) Rs. 6600
Directions : For question No. 51 to 54
Each question consists of a statement and/or a question followed by two statement I & II. Identify an option which provides sufficient data to answer the given question.
(A) If the data is Statement I is sufficient and II is not required.
(B) If the data in Statement II is sufficient and I is not required.
(C) If the data in both Statements is necessary.
(D) If the data in both Statements is not sufficient to answer the question.
Q51. The total of the present ages of A, B, C and D is 96 years. What is B's present age?
I. The average age of A, B and D is 20 years.
II. The average age of C and D is 25 years.
Q52. Deepak's marks in Hindi are 15 more than the average marks obtained by him in Hindi, Economics, Sociology and Philosophy. What are his marks in Philosophy?
I. The total marks obtained by him in Hindi and Philosophy together is 12.
II. The difference between the marks obtained by him in Sociology and Economics is 120.
Q53. What was the cost price of the suitcase purchased by Richard?
I. Richard got 20% concession on the labeled price
II. Richard sold the suitcase for Rs. 2000/- with 25% profit on the labeled price.
Q54. B alone can complete a work in 12 days. How many days will A, B and C together takes to complete the work?
I. A and B together can complete the work in 3 days.
II. B and C together can complete the work in 6 days.
Study the following two tables of data on Agriculture Import & Export on India during 1998-2001 and answer the following questions.
Q55. Which was the single largest contributor to the total Agri-exports in 2000-1? If the total Agri exports were valued at US $6 billion, what is its contribution in dollar terms?
(A) Careal, US $1.49 billion
(B) Marine Product, US $ 1.27 billion
(c) Marine Product, US $ 1.39 billion
(d) Cereal, US $ 1.03 billion
Q56. Which product has shown strong growth in exports during the 3-year period?
(A) Meat & Meat Preparations
(B) Fruits & Vegetables
(C) Processed fruits & vegetables
(D) None
Q57. Which was the dominant import commodity in 2000-2001 after the vegetable oil?
(A) Pulses
(B) Cereals
(C) Cashew Nuts
(D) Nuts & fruits
Q58. From the import data about Sugar & cereals it can be said that
(A) India has raised its domestic production of these commodities.
(B) India's demand for these commodities has gone down.
(C) India's gap in production and requirement of these commodities has gone down.
(D) India's population consuming these commodities has gone down.
Q59. In some circles concerns were expressed that liberalization of imports, resulting from lifting of quantitative restrictions on agri products, would lead to surge of agri imports affecting the Indian farmers. What does the data depict?
(A) The concerns were justified because India continued to import agri commodities.
(B) The conerns were not justified because the value of agri imports in aggregate terms has come down during the period.
(C) The concerns were justified because vegetable oil & pulses formed a major component of the imports.
(D) The concerns were not justified because the total exports in aggregate terms were higher than the total imports in aggregate terms.
Q60. Over the period under study both percentages of the total agri-exports to the total exports and that of the total agri imports to the total imports show a downward trend. This indicates that
(A) India should not get into export of agri products and concentrate on other sectors.
(B) India should find ways and means of increasing imports.
(C) India should restrict its imports & exports only to a limited number of commodities & products.
(D) India should work on strategies to enhance exports and reduce imports.
ANALYTICAL & LOGICAL REASONING
Q61. Nalini, her brother, her daughter and her son are tennis players and are playing game of doubles. Their positions on the court are as follows:
Nalinis' brother is directly across the net from her daughter.
Her son is diagonally across the net from the worst player's sibling.
The best player and the worst players are on the same side of the net.
Who is the best player?
(A) Nalini
(B) Nalini's brother
(C) Nalini's daughter
Q62. In certain code language 'PROMOTION' is written as ' QSP89'. How will you write 'DEMOTION'?
(A)DE98
(B)EF98
(C)EF89
(D) EG89
Q63. Study this matrix
In this game there are two players. The first player can split the matrix vertically into two
equal halves and choose one half for further play. The next move on this half is by the
other player who will be split it only horizontally and choose one half for further play. The
game will continue in this manner. At the end, the last number left is the first player's gain.
If you start the game, retain the right half and, again right half after your opponent's move,
then how should your opponent play to minimize your gain?
(A) Retain, upper, retain lower
(B) Retain upper, retain upper
(C) Retain lower, retain upper
(D) Retain lower, retain lower
Q64. What is the next letter in the series?
U, A, R, H, E, U
(A) S
(B) T
(C) O
(D) M
Q65. Sonal, a mathematician, defines a number as 'connected by 6' if it is divisible by 6, or if
the sum of its digits is 6, or it 6 is one of the digits of the number. Other numbers are all
'not connected with 6'. As per this definition, the number of integers, from 1 to 60 (both
inclusive) which are not connected with 6 is
Q66. Leena, Nitin, Arun & Mohan crossed a lake in a canoe that could hold only two persons. The
Canoe held two persons on each of three forward trips across the lake and one person on
each of two return trips. Leena was unable to paddle when someone else was in the canoe
with her. Nitin was unable to paddle when anyone else except Arun was in the canoe with
him. Each person paddle continuously for at least one trip. Who paddled twice?
(A) Leena
(B) Nitin
(C) Mohna
(D) Arun
Q67. A, B, C, D, E, F and G are the members of a family consisting of 4 adults and 3 children, two of whom, F and G are girls, A and D are brothers and A is doctor. E is an engineer
married to one of the brothers and has two children. B is married to D and G is their child.
Who is C?
(A) G's father
(B) F's father
(C) E's daughter
(D) A's son
Q68. If every alternative letter of English Alphabet from B onwards (including B) is written in lower case (small letters) and the remaining letters are capitalized, then: How will be the
first month of the second half of the year be written?
(A) AuGuSt
(B)JuLy
(C)jUly
(D) AugUSt
Q69. Following grid represents the sum of two words. Each letter in the word represents a different digit and no letter represents zero. What word 725613 will represent?
(A) LETINS
(B) INLETS
(C) SETINS
Q70. An enterprising businessman earns an income of Rs. 1 on the first day of his business. On every subsequent day, he earns an income which is just double of that made on the previous day. On the 10th day of business, his income is:
(A) Rs. 29
(B) Rs. 210
(C) Rs. 102
Q71. One night three naughty boys stole a basketful of apples from the garden, hid the loot and went to sleep. Before retiring they did some quick counting and found that the fruits were less than a hundred in number. During the night one boy awoke, counted the apples and found that he could divide the appeal into three equal parts if he first took one for himself.
He then took one apple, ate it up and took 1/3 of the rest, hid them separately and went
back to sleep. Shortly thereafter another boy awoke, counted the apple and he again found
that if he took one for himself the loot could be divided in to three equal parts. He ate up
one apple, bagged 1/3 of the remainder, hid them separately and when back to sleep. The
third boy also awoke after some time, did the same and went back to sleep. In the morning
when all woke up, and counted apples, they found that the remaining apples again totaled I
more than could be divided into three equal parts. How many apples did the boys steel?
Directions for questions no. 72 & 73 : Choose from these four diagrams the one that best
illustrates the relationship among three given classes.
Q72. Chilli, Salt, Vegetables
Q73. Students of Law, Students of Science, Men
Directions for question 74 to 78 :
Study the following example and answer the questions.
An electronic device rearrange numbers step-by-step in a particular order according to a set of rules. The device stops when the final results is obtained. In this case the device stops at Step V.
Q74. Which of the following will be Step III for the input below?
Q75. What is the last step for the input below?
Input : 16 09 25 27 06 05
(A)Step II
(B) Step III
(C) Step IV
Q76. What is the output of Step V for the input below?
Q77. Which one of the following would be last step for the input below? Input : 03 31 43 22 11 09
(c)Step IV
Q78. If the output of Step IV is as given below, what was the input?
Directions for Q. 79 to 80 : Read the following information carefully and then answer the questions given below P # Q means P is the father of Q P + Q means P is the mother of
Q P – Q means P is the brother of Q P * Q means P is the sister of Q
Q79. If A + B # C – D, then A is D's
(A)Sister
(B) Grandfather
(C)Grandmother
(D) Father
Q80. Which of the following shows that A is the aunt of E?
(A) A – B + C # D * E
(B) A * B # C * D – E
(C) A # B * C + D – E
(D) A + B – C * D # E
Directions for questions 81-87 : Read the following passage and answer the 7 questions following the same.
As the climate in the Middle East changed beginning around 7000 B.C.E., conditions emerged that were conductive to a more complex and advanced from of civilization in both Egypt and Mesopotamia. The process began when the swampy valleys of the Nile in Egypt and of the Tigris and Euphrates Rivers in Mesopotamia became driver, producing riverine lands that were both habitable and fertile, and attracting settlers armed with the newly developed techniques of agriculture. This migration was further encouraged by the gradual transformation of the once-hospitable grasslands of these regions into deserts. Human population became increasingly concentrated into pockets of settlement scattered along the banks of the great rivers.
These rivers profoundly shaped the way of life along their banks. In Mesopotamia, the management of water in conditions of upredictable drought, flood and storm became the central economic and social challenge. Villagers began early to build simple earthworks, dikes, canals, and ditches of drought during the dry season (usually the spring) and flooding at harvest time.
Such efforts required a degree of cooperation among large numbers of people that had not previously existed. The individual village, containing only a dozen or so houses and families, was economically vulnerable; but when several villages, probably under the direction of a council of elders, learned to share their human resources in the building of a coordinated network of water- control systems, the safety, stability, and prosperity of all improved. In this new cooperation, the seeds of the great Mesopotamian civilizations were being shown.
Technological and mathematical invention, too, were stimulated by life along rivers. Such devices as the noria (a primitive waterwheel) and the Archimedean screw (a device for raising water from the low riverbanks to the high ground where it was needed), two forerunners of many more varied and complex machines, were first developed here for use in irrigation systems. Similarly, the earliest methods of measurement and computation and the first developments in geometry were stimulated by the need to keep track of land holding and boundaries in fields that were periodically inundated.
The rivers served as high roads of the earliest commerce. Traders used boats made of bundles of rushes to transport grains, fruits, nuts, fibers, and textiles from one village to another, transforming the rivers into the central spines of nascent commercial kingdoms. Trade expanded surprisingly widely; we have evidence suggesting that, even before the establishment of the first Egyptian dynasty, goods were being exchanged between villagers in Egypt and other as far away as Iran.
Similar developments were occurring at much the same time along the great river valleys in other parts of the world – for example, along the Indus in India and the Hwang Ho in China. The history of early civilization has been shaped to a remarkable degree by the relation of humans and rivers.
Q81. This passage basically explains
(A) the similarities and differences among several ancient societies
(B) the influence of river settlements on the growth of early civilizations
(C) how climatic changes led to the founding of the earliest recorded cities
(D) the development of primitive technologies in the ancient Middle East.
Q82. According to the passage, the increasing aridity of formally fertile grasslands in Egypt and Mesopotamia caused the settlement patterns in those regions to become.
(A) Less nomadic
(B) less stable
(C) more concentrated
(D) more sparse
Q83. The passage implies that the earliest geometry was practiced primarily by (A) farm workers
(B) land owners
(C) traders and merchants
(D) mechanical artisans
Q84. The passage indicates that the social effects of the unpredictability of water supplies in Mesopotamia was
(A) to encourage cooperation in the creation of water management systems
(B) to drive farmers to settle in fertile grasslands far from the uncontrollable rivers
(C) to cause warfare over water rights among rival villages
Q85. The passage refers to the earliest trade routes in the Middle East
(A) between various centrally ruled commercial kingdoms
(B) between linked villages in Egypt with others in Iran
(C) between connected villages that were scattred along the banks of the same river
(D) between the inhabitants of small villages and the dynastic kings who ruled them.
Q86. The passage implies that the emergence of complex civilizations in the Middle East was dependent upon the previous development of
(A) a system of centralized government
(B) symbolic systems for writing and mathematical computation
(C) a method of storing and transferring wealth
(D) basic techniques of agriculture
Q87. By referring to emerging civilizations in India & China the author wants to emphasize the
(A) relatively advanced position enjoyed by the Middle East in comparison to other region
(B) rapidly with which social system developed in the Middle East spread to other places
(C) crucial role played by rivers in the development of human cultures around the world
(D) importance of water transportation in the growth of early trade
Directions for Questions 88-89 : Choose the alternative closest in meaning to the given word.
Q88. Askance :
(A)side glance
(B) quizzical expression
(C)request
(D) curious look
Q89. Virtuoso :
(A)skilled performer
(B) amateur
(C)good person
(D) professional
Directions for Questions 90-92 : Each question below consists of a related pair of words or phrases, followed by four pairs of words or phrases labeled a through d. Select the pair that best expresses the relationship similar to that expressed in the original pair.
Q90. Nuance : Subtle
(A)Pun : Sarcastic
(B) Fib : Honest
(C)Inquiry : Discreet
(D) Hint : Indirect
Q91. Arena : Conflict
(A) Mirage : Reality
(B) Forum : Discussion
(C) Asylum : Pursuit
(D) Utopia : Place
Q92. Hierarchy : Ranked
(A) Equation : Solved
(B) Critique : Biased
(C) Chronology : Sequential
(D) Infinity : Fixed
Directions for Questions 93-96 : Read the following passage and answer the next 4 questions.
Come with me to Kiebera : the largest shantydown in sub-Saharan Africa. More than 500,000 people live in this vast illegal section of Nairobi, in mud huts on mud streets, with no fresh water or sanitation. Walk down Kiebera's sodden pathways and you'll see a great deal of hunger, poverty and disease. But you'll see a great deal of hunger, poverty, and disease. But you'll also find health clinics, beauty salons, grocery stores, bars, restaurants, tailors, clothiers, churches, and schools. In the midst of squalor and open sewage, business is booming.
Indeed, Kiebera's underground economy is so vibrant that it has produced its own squatter millionaire, someone I have known for years. From his start a generation ago selling cigarettes and biscuits from the window of his hut, this Kenyan (he asked to remain unnamed) has assembled an empire that includes pharmacies, groceries, bars, beverage-distribution outlets, transportation and manufacturing firms, and even real estate.
Families flock to Kiebera for the same reason country folk have always migrated to the city – in search of opportunity. In the city they find work but not a place to live. So they build illegally on land they don't own. There are a billion squatters in the world today, almost one in six people on the planet. And their numbers are on the rise. Current projections are that by 2030 there will be two billion squatters, and by 2050, three billion, better than one in three people on the planet.
In itself, it is nothing to worry about, for squatting has long had a positive role in urban development. Many urban neighbourhoods in Europe and North America began as squatter outposts. London and Pairs boasted huge swaths of mud-and-stick homes, even during the glory years of the British and French monarchies. Squatters were a significant force in most U.S.cities too. It would no doubt surprise residents paying millions for co-op apartments on Manhattens' Upper East and West Sides to know that squatters occupied much of the turf under their buildings until the start of the 20th century from an article by Robert Neuwirth
Q93. The author argues that Kiebera becoming the shantytown is not unusual because
(A) Kiebera has many poor people who have come to earn but have no land to live on.
(B) Researches have predicted that squatters will continue to grow in numbers.
(C) Squatting has long had a positive role in urban development.
(d) All of the above.
Q94. The prosperity of Kierbera's underground economy is described by the author through
(A) The description of Kiebera
(B) The description of his friends business
(C) The comparison with co-op apartments of Manhatten
(D) The history of London and Paris
Q95. The author puts forward the thesis that
(A) Squatters will continue to rise in numbers in the coming years irrespective of whether they are from poor countries or not.
(B) There is nothing wrong in squatting on the land of a stranger
(C) London & Paris too are shantytowns
(D) Even today squatters live under the Manhatten's co-op apartments.
Q96. What is the most appropriate title for this passage?
(A) Kiebera-Squatters' Paradise of Nairobi
(b) Squatters of the World
(C) Squatters Cities
(D) Future of Squatters
Directions for questions 97-99 : Choose the correct alternative to complete the meaning of the given sentence
Q97. The_____ managed to deceive the entire village
(A) renegade
(B) sycophant
(C) charlatan
(D) actor
Q98. She ordered the taxi driver, 'Drive faster, ______ ?'
(A) won't you
(B) will you
(C) you must
(D) can't you
Q99. Her written statement failed to be consistent ______ what she had said earlier
(A) on
(B) with
(C) in
(D) to
Q100. Choose the antonym nearest in meaning to the word. Facetious :
(A) serious
(B) uneasy
(C) pleasant
(D) cross
Q101. Which one of the following alternatives is spelt correctly?
(A) extacy
(B) ecstasy
(C) ecstacy
(D) extasy
Q102. Choose the correct alternative that best explains the following idiom. Writing on the wall (A) graffiti
(B) obvious truth
(C) foreboding
(D) prediction
Q103. Choose the correct set of alternatives to fill in the blanks. Although many of the members were _____ about the impending deal, others were ______ about the benefits it would bring
(A) euphoric………. confident
(B) optimistic………. dubious
(C) angry…….. skeptical
(D) confused……. pleased
Q104. Select the lettered pair that best expresses a relationship similar to that expressed by the original pair.
BROOK : RIVER
(A) vein artery
(B) path highway
(C) yard alley
(D) penn paper
Q105. 'But for cancer I would not have give up smoking'. 'But' in this sentence is
(A)an adverb
(B) a preposition
(C)an adjective
(D) a verb
Q106. Here is my list oranges, garbage bags and a tooth brush.
After the world 'list' identify which one of the following is required.
(A)colon
(B) quotation marks
(C)semicolon
Q107. Identify the grammatical error in the sentence below by choosing one of the alternatives. My main reason for learning pharmacy was that my brother was one.
(A)dangling modifer
(B) faulty parallelism
(C)faulty reference by pronoun
(D)the sentence is correct
Q108. For the following pair of sentences choose the correct option
I. The team quickly took their positions on the field
II. The tam quickly took its position on the field
(A) the first sentence is wrong
(B) the second sentence is wrong
(C) both are correct
(D) both are wrong
Directions for questions 109-110 : Choose erroneous underlined segment or option 'd' if no error.
Q109. He carried his clothes(A) in a black heavy(B) steel truck(C).(D)
Q110. The corpse(A) had been dead(B) for five days(C). (D)
Q111. Identify the odd one.
(A) Ashoka was one of the greatest kings.
(B) Ashoka was greater than many other kings.
(C) Ashoka was the greatest king.
(D) Very few kings were as great as Ashoka.
Q112. Identify the incorrect one
(A) The coach together with his team was praised.
(B) Many a boy is tempted to sing.
(C) The king with all his sons were imprisoned.
(D) Neither James nor his lawyers were there.
Q113. Identify the sentence that gives the same meaning as the following He said, "Yes, I'll come and see you."
(A) He accepted that he will come and see me.
(B) He said that he will come and see me.
(C) He agreed that he will come and see me.
(D) He said that he would come and see me.
Directions for Questions 114-117 : Choose one option to fill in the blanks in the following sentences.
(A)a
(B) an
(C) the
Q114. I had met him_____ year ago.
Q115. Can you see_____ moon?
Q116. He is______ honourable man.
Q117. ____people with little patience rarely succeed.
Q118. Choose the correct arrangement of the following jumbled sentences of a paragraph to make
it coherent.
The first sentence is :
Barely a year had elapsed before the Pritzker clan began to squabble.
L. Under the plan he has until 2011 to distribute the assets among the heirs.
M. The family was no longer conhesive whole, they wrote, and therefore the business
needed the kind of transparency a public corporation might have.
N. A year later the family agreed on a governing structure for the Pritzker
Organization, requiring Tom to open the books, hold annual meetings of family
shareholders and issue regular financial reports.
O. In summer 2000, Tom's two brothers and a handful of his cousins sent a letter
asking him to restructure the holdings.
(A)NMOL
(B) MLON
(C) OMNL
(D) ONML
Q119. "Time to bust some myths about the EPF Organization, India's only social security fund
manager for non-government workers, though what follows is not published on a regular
basis. Active membership is just about 5 percent, and only 17 percent of the members account for 84 percent of the balances. That's only Rs. 20000/- each! Less than 7 percent have a deposit amount more than 5 lacs!"
Choose the statement closest to the idea expressed in this paragraph.
(A) EPF is an efficiently managed organization about which no one knows correctly.
(B) EPF is an inefficient organization.
(C) EPF Organisation takes care of future fund requirements of investors adequately.
(D) EPF Organisation does not have enough funds to take care of secure future.
Q120. "Two recent World Bank studies on India's rapidly depleting water resources have caused quite a stire. More interesting is how water seems to have become the new focus area for Bank assistance : at $3.2 billion in 2005-2008 for a mere $700 million in 1999-04. Within water again, more money is going to rural water, large hydropower projects, and water resource management in poorer states.
Choose the statement that summarises the above paragraph test.
(A) India's water resources are depleting.
(B) The two World Bank studies on India have caused a stir.
(C) The world Bank assistance to India for developing water resources has increased more than 4 times for 2005-08 as compared to the prior period.
(D) Poorer states in India require water resource management projects such as rural water, large hydropower projects.
Q121. The International Date Line is located
(A) On the Equator
(B) Along 0 degree Longitude
(C) Along 180 degree Longitude
(D) At Greenwich in UK
Q122. The Roman Magsaysay award is named after the former President of?
(A) Thailand
(B) Philippines
(C)Indonesia
Q123. What level of noise is considered permissible in human habitats?
(A) Upto 50 decibels
(B) Less than 40 decibels
(C) Upto 30 decibels
(D) Less than 20 decibels
Q124. The Indian city which has a natural harbour and is also one of the largest Indian ports is
(A) Mumbai
(B) Calcutta – Haldia
(C)Cochin
(D) Vishakhapatnam
Q125. If saccharine, an artifical sweetener which is 70 times sweeter than sugar, is kept in the open, which one of these insects will it attract first
(A) ants
(B) bees
(C)house-flies
Q126. When a Pepsi bottle is opened, the gas fizzes out because it obeys
(A)Hess' Law
(B) Henry's Law
(C) Kohlarsh's Law
Q127. Television signals from transmission towers are restricted to a limited area because
(A) the signals become weak with distance
(B) there is interference from other signals
(C) of the Earth's curvature
(D) the atmosphere absorbs the signals
Q128. "Straight from the Guts" is wrotten by
(A)Bills Gates
(B) Narayan Murthy
(c) Jack Welch
(D) Andy Grover
Q129. Internet is controlled by
(A) The U.S. of A.
(B) The U.K.
(C) Switzerland
Q130. Identify the incorrect statement
(A) A tsunami is a series of waves generated when water in a lake or the sea is rapidly displaced on a massive scale
(B) A tsunami is an after-effect of an earthquake on the seabed.
(C) A tsunami has smaller amplitude (wave height) offshore and a very long wavelength
Q131. The largest chunk of revenue for the Union government comes from
(A) Income Tax
(B) Central Excise
(C) Corporation Tax
(D) Customs Duty
Q132. India test-fired three medium range surface-to-air missiles in Oct-2005. Name the missile
(A) Trishul
(B) Nag
(C) Dhanush
(D) Akash
Q133. How many calories are there in one litre of water
(A) 1000 calories
(B) 100 calories
(C) 1 calories
Q134. The city closest to the epicenter of the devastating earth-quake that hit Pakistan & India in October 2005 is
(A) Srinagar
(B) Balakot
(C) Muzaffarabad
(D) Islamabad
Q135. The CDMA mobile services from BSNL is
(A) Tarang
(B) Cell One
(C)Idea
(D) Orange
Q136. The highest ranking country for 2005-2006 in "Global Competitiveness Report" of the World Economic Forum is
(A) Finland
(B) U.S.A.
(C)Singapore
(D) U.K.
Q137. Which two independent nations does the 17th Parallel separate
(A) North and South Korea
(B) North and South Vietnam
(C) East and West Germany
(D) Mexico and Panama
Q138. In the "One by Six" rule of Income Tax, it is mandatory to file Income Tax Returns if you possess
(A) television
(B) gold
(C) credit card
(D) passport
Q139. The Kyoto Protocol pertains to
(A) banning the hunting of whales
(B) reducing greenhouse gas emissions
(C) securing the release of circus animals
(D) disallowing civilian airports for military use
Q140. The riots spreading across France in 2005 were caused by
(A) Al Qaeda
(B) French Nationalists
(C) Racial tensions among Paris' immigrants
(D) France's position in European Union
Q141. One of the UK's leading telecom company and sponsor of the England cricket team is
(A) British Telecom
(C) A T & T
(B) Airtel
(D) Vodafone
Q142. The price of any currency in the international market is determined by
(A) the World Bank
(B) the demand for goods and services provided by the country
(C) the amount of gold that country has in reserve
(D) the economic stability of that country
Q143. The "Whissle Blower Bill" was passed due to the pressure created by the murder of
(A) Madhumita Shukla
(B) Satyadev Dubey
(C) Naina Sharma
Q144. The alleged corruption scam of UN's $64 billion in Iraq disclosed in Nov. 2005 is related to
(A) Iraq ware crimes
(B) Iraqi WMD
(C)Saddam Hussein
(D) Food-for-oil programme
Q145. The Reserve Bank of India Governor is
(A) Bimal Jain
(B) Y.V.Reddy
(C) Deepal Parekh
(D) Naresh Chandra
Q146. Which one is listed in the first place among the largest global corporations in 2005 by the Fortune magazine?
(A) Exxon mobile
(B) Toyota motors
(C) General motors
(D) Walmart
Q147. Recently VAT was introduced in India. Choose the correct statement
(A) VAT has replaced Sales Tax in all states on India.
(B) VAT is charged in place of Sales Tax only in some states of India.
(C) VAT is charged in addition to Sales Tax in all states of India.
(D) VAT is charged in addition to Sales Tax in some states of India.
Q148. Pararchute is a brand of
(A) Hindustan Lever
(B) Proctor & Gamble
(C) Marico
(D) Dabur
Q149. Tamiflu is
(A) A type of influenza originating in Tamil Nadu
(B) A contagious disease of animals
(C) A form of birdflu
(D) An effective medicine for birdflu
Q150. The Netherlands-based ABN-AMRO award a mega $2.2 B contract to five IT services majors, including IBM & Accenture. Which were the three Indian IT sector companies that made this major breakthrough and also shared the platform with their global counterparts?
(A) TCS, Infosys, Congnizant
(b) TCS, Infosys, Polaris
(c) TCS, Infosys, Patni
(d) TCS, Infosys, Wipro