List of top Questions asked in CUET (PG)

Which of the following cable used in wired Transmission Media?

Which of the following is/are a computer program?

Match list I with List II.

	List I (Basic data types in C/Python Programming)		List II (Descriptions)
A	Integer	I	-25
B	Real	II	52.21
C	Char	III	F
D	String	IV	‘98100198’

Choose the correct answer from the option given below:

Which of the following is correct about the file format extension(s):

Match list I with List II.

	List I (Data type)		List II (Descriptions)
A	CHAR(n)	I	Specifies character type data of length n where in could be any value from 0 to 225
B	VARCHAR(n)	II	Specifies character type data of length n Length where in could be any value from 0 to 225
C	INT	III	Specifies an integer value. Each of its value occupies 4 bytes of storage.
D	FLOAT	IV	Holds numbers with decimal point. Each its value occupies 4 bytes of storage.

Choose the correct answer from the option given below:

Which of the following is not relatable to data types in a programming?

Which of the following is the Infix Notation?

Which of the following is the non-volatile memory?

Which of the following Operation is used to remove one element at a time from the Queen?

Match list I with List II.

	List I		List II
A	Keyboard Interrupt	I	It is raised when the user accidently hits the Ese key while executing a program, due to which the normal flow of the program
B	Type Error	II	IT is raised when the file specified in a program statement cannot be opened.
C	IO Error	III	IT is raised when the file specified in a program statement cannot be opened
D	Import Error	IV	IT is raised when the requested module definition is not found

Choose the correct answer from the option given below:

Read the passage and answer questions.
Independence by Chitra Banerjee Diwakaruni binds the reader in a spell. The narration is beguilingly informal and taut, while the story line is immense yet immediate. It is extremely rate that an author is established such a spontaneous rapport with an unknown reader. With this novel, Divakaruni family marks her territory among the foremost storytellers of this nation and of her destiny.
Independent tells the story of the birth of modern India. The demand for separate Islamic nation by Mohammad Ali jinnah-led Muslim League led to the Direct Action Day in August 1946. Shows of force by 2 communal groups escalated into a bloodbath in Kolkata, the fires of which rapidly spread to other places. Today this is India's one enduring political legacy and the horrors of partition are so profound that no survivor uttersits full description.
Diwakaruni's work of fiction is set in these uneasy times. Ranipur a small nondiscript village tucked away on the banks of River Sarasi, forms the backdrop to the deep friendship between the wealthy landlord Somnath Babu and Dr Nabakumar Ganguly, whose families are forever entwind by tragedy and the pain of loss. The cost of character is sparse yet weaves a heartbreaking tale of an entire region's history. What makes the narrative seep under the skin of the reader is that it is fundamentally a paean to love in the wake of which comes a churn human emotions-anger, rejection, jealousy-boundaries that may be broken or defeated by elation strength, responsibility, devastation and a reason to live despite it all. It is what binds this cast of characters and what wrecks their lives. So many tragedies could have been averted but the human heart longs for what it longs for and nothing may change that each character, spare and yet rendered almost in flesh, is luminous. Even the villains reach out the menace pages with the deaths and their are for too many of them are brutal. Each underlines the devastation of that moment in time and also the devastation being committed to an idea or cause may bring. The inferno of partition is not shied away from and it is extraordinary how the engaging style of writing sustains both the historic and the domestic, the catastrophic and the intimate.

Based on the Passage given below answer the questions.
The distribution of opportunities for learning available in a society is an important factor that influences both how 'worth' of a certain kind of knowledge is perceived or weighed and how knowledge that is regarded as worthy of being taught will be represented in educational materials. We can take for granted that the knowledge relevant or related to groups whose access to education is poor will not be regarded as worthy of being taught in schools. The knowledge of animal behaviour and medicinal plants that the Baigas have acquired over a length acquaintance with the jungles of central India is unlikely to be regarded as worthwhile educational knowledge. Baiga children have poor access to opportunities for education and their chances of doing well at school are very slim at least partly because the Baiga's life finds no resonance in the school curriculum.
How the method of teaching affects the character of what is taught can be seen in the teaching of science. The distinctness of science as a school subject comes from the need for experimentation by the learner. As a subject that demand experimentation and independent inquiry by the learner, science is associated with freedom of judgement and equality between the student and the teacher in the presence of objective facts. Science education is supposed to be conducive to secular values precisely because it makes ascribed authority redundant. But if science is taught in a traditional manner with the authority of the textbook and the teacher's word and without opportunity for experimentation it would cease to have a secular character and value. Once it loses its original character owing to the application of conventional pedagogies, science can easily become an instrument for authoritarian control in the classroom and in society. The practice of science in a milieu that does not permit equality or open questioning might lead pupils into imbibing values that are antithetical to science. Also science can reinforce existing structure of dominance if its content and the method of teaching are not reorganised from the perspective of powerless social groups.
Not just the character of what is taught but the volume of content, too, is affected by the methods of teaching.

Based on the Passage given answer the questions.
It is a great pity that our primary schools do not have a separate period for storytelling for the first two grades each day. Such a provision would have solved at least a part of the problem we face in retaining children at school. Many will say that I am giving undue importance to this problem. Storytelling has a magical effect on children. I should like to imagine the day when anyone who wants to teach young children will be required to master at least thirty traditional stories. By 'Master' I mean: to know the stories by heart, so one can tell them in a relaxed, confident manner. That is hardly a tall order for a society that has inherited thousands of stories from its past. Thirty stories that the teacher can tell at will can transform the ethos of the first two years of primary schooling. The daily curriculum must find an honourable place for story telling for its own sake.
Stories that have come down to us from traditional have a special set of characteristics that contemporary stories presented in different forms and in the media do not necessarily posess. The Panchatantra, the Jatakas, the Mahabharata, the Arabian Nights, stories of Vikramaditya, and folktales from different regions come to mind as ready and rich sources. Similarly Kathasaritsagar, the Gulistan and the Boston, the Birbal stories. Similarly folktales and fairytales from round the world. Anyone who wants to introduced storytelling as a regular feature of the curriculum must ensure access to a selection of stories from these resources. Storytelling deserves to be seen as a civilisational practice which permits us to protect the diversity of cultural experiences and stances from the homogenising effects of modern education and media. Storytelling also needs to be celebrated as an oral heritage, in the obvious sense that its aesthetic merits and appeal evolved by means of oral communication and memory, as well as with reference to the oral competence that storytelling as an everyday practice calls for.

Read the passage very carefully and answer the questions.
Good med Abroad Is Good Med fir Home
The directorate general of foreign Trade (DGFT) has made it mandatory for all cough syrup exporters to have their products tested and certified for quality at specified government elaborates before shipping out export orders. This is welcome. It will begin the reputation damage over alleged indian cough syrup-related deaths in some countries last year. safeguarding quality cannot be limited to some products or to exports.
Ensuring Quality is the central Drugs Standard control organization's (CDSCO) Responsibility, not DGFT's setting norms for exports is like applying a band-aid to a wound that requires stiches. CDSCO needs an overhaul. In the current fragmented system. Quality and standardization are causalities. A modern ,Independent, statutory regulatory system that has the capacity to provide oversight complex pharmaceutical industry while protecting public health and patient right s required. CDSCO is the non-statutory regulator under the health ministry It has no jurisdiction over state Drug Regulatory Authorities (SDRA's) that are part of state health departments. Each regulators body acts independent of the other. this must change. the regulatory approach, too, needs to change shifting from an overwhelming focus on manufacturing to public health requires putting a doctor in change, and shifting the regulators with multidisciplinary teams.
India is the third-largest pharma manufacturing meeting 20% of global generic demand. The $41 billion industry is estimated to grow further -$50-65 billion by 2025, and $120-130 billion by 20230. Ensuring all indian pharma products meets Quality standards will help both at home and abroad, while growing India's pharma footprint

Read the following passage and answer the next five question by choosing the correct options
I first began traveling to India 1980s, drawn by a fascination with this ancient country that cherishes its history, has a deep reverence for learing, and harbors great ambitions for the future. My interest in India was professional as well as personal. Microsoft was expanding, our need talent was growing, and as a CEO I was attracted to the vitality and ingenuity I saw the Indian people. I was really pleased when we opeand Microsoft's Indian headquarters in Hyderabad in 1990.
A few years later, serval colleagues and I were flying into Bangalore. As we made our final approach, I looked out the window and saw an area of densely packed, tiny, dilapidated homes stretching out for miles. At that moment one of my Indian traveling companions declared proudly, "We have no slums in Bangalore".
Wheather out of denial, embarrassment, or innocence, my colleague didn't see the "other" India. I don't mean to single him out. It can be easy to turn our eyes away from the poor. But if we do, we miss seeing a society's full potential.
I knew at the time that I was very fortunate to be collaborating with the most privileged people of India-highly educated citizens of great intelligence, diligence and imagination. But when Melinda and I started our foundation's work in India, we began to meet people from the areas we'd been flying over. They had little education and poor health, and lived in slums or poor rural areas-the kind of people many experts had told us were holding India back. Yet our experiences in India suggests the opposite: that what some call a weakness can instead be a source of great strength.
Our foundation began working in India a decade ago with a number of grants to fight HIV/AIDS at a time many feared India would become a flashpoint for the disease. In the ten years since, that most marginalized groups in Indian society have proved indispensable in the fight against AIDS.
In each case, Melinda and I have seen many examples of India's poor making dramatic contributions for the good of the country. Nowhere have we seen the power of the poor demonstrated more clearly however than in the fight to end polio. Indeed, India's accomplishment in eradicating polio is the most impressive global health success I've ever seen.
Expert's predicted that polio would be eliminated in every other country before it was eliminated in India.
But India surprised them all: They country has now been polio-free for more than two years. As I see it, India's success offers a textbook script for winning some of the world's most difficult battles, not only in public health, but in most every area of human welfare, from business to agriculture to education. And they key as been the participation of the humbleast, most vulnerable elements of the Indian population.
To be successful, any camping this big has to include three elements: a clear goal, a comprehensive plan, and precise measurements-so you can see what is working and what is not and improve the plan as you go. India's polio program has benefited from all three. The goal is clear and ambitious: eliminate polio in India. The plan is massive and comprehensive, big enough to inspire the entire nation to action. The fact that India has fully funded its own antipolio plan is a ringing statement of Indian commitment and self-confidence.
Above all, though, the campaign enlisted the support of the full sweep of Indian society, including health works, ordinary citizens, and some of the poorest people in the most impoverished regions of the country. This program become their cause. It created a groundswell of enthusiasm and tapped the spirit of India.
The campaign showed India at its best-the relentless spirit, the idealism, the teamwork, the scientific power, the business acumen, the manufacturing skill, the political imagination, and the vast human resources that can deploy more than two million people ad spark the imagination of a billion. Yes, India faces challenges in many areas that are well documented in the media. But in its fight against polio, India has shown the world that when its people set an ambitious goal, mobilize the country, and measure the impact, India's promise is endless.

Before the 1920s, film used to be silent with just the action on the scene along with subtitles. Come the decade of 1920 and the advent of new technology, the filmmakers had the possibility to synchronise a soundtrack with the action on the screen. This included dialogues, musical score and special effects. After this development, the movies were called talkies since the audience was able to hear the actors talk with each other. There was no stopping from then on and the next significant development was the introduction of colour. However, colour movies were somewhat slow to catch on, especially when compared to the addition of sound to the movie. Another reason for this slow acceptance of colour was the considerable developing and processing cost it entailed. With passing of time, and improving technology, the colour processing became as affordable as black-and-white films. More and more movies were filmed in colour to a point when the film makers did away with black-and-white films.

Read the passage carefully and answer the questions that follows:
The reformer must know that what moves people is the authentic life, not mere writing. The newspapers and journals that Lokmanya Tilak and Gandhiji ran the books they wrote, sold little, but had enormous effect. Their writing was known to reflect and be just an extension of their exemplary lives. It was the authenticity of their lives which lent weight to their message, to their example. All knew that their lives were an integral whole - they were not moral in public life and lax in private, nor vice versa. They were not full of pious thoughts and sacred resolutions within the walls of a temple and cheats outside.
A writer who is merely entertaining his readers, even one who is merely informing them, can do what he wants with the rest of his life. But the writer who sets out to use his pen to reform public life cannot afford such dualities.
Here is the testimony of one great man - Gandhiji - about the influence of another, Lokmanya Tilak: "I believe that an editor who has anything worth saying and who commands a clientele cannot be easily hushed. He delivers his finished message as soon as he is put under duress. The Lokmanya Spoke more eloquently from the Mandalay fortress than through the columns of the printed Kesari. His influence was multiplied thousandfold by his imprisonment and his speech, and his pen had acquired much greater power after he was discharged than before his imprisonment. By his death we have been editing his paper without pen and speech through the sacred resolution of the people to realise his life's dream. He could possibly have done more if he were today in the flesh preaching his view. Critics like me would perhaps be still finding fault in this expression of his or that. Today his message rules millions of hearts which are determined to raise a permanent living memorial by the fulfilment of his ambition in their lives."

Which of the following is NOT a cause of desertification?

Which statistics constants are employed to describe the characteristics of the population?

The amount of energy reaching each trophic level depends on the net production of the producers at the base of the food chain and the extent of energy transfer at each trophic level. This is known as-

Given below are two statements:
Statement I: Ecosystem has two major components- the biotic and abiotic component
Statement II: The amount of organic substances, present at any given time in an ecosystem, is designated as the STANING STATE or STANDING QUALITY
In the light of the above statements, choose the most appropriate answer from the options given below

The diagnostic feature of Andisols is-

Insert stem: Alternate host of wheat rust disease is 
A. Chenopodium plant 
B. Berberry plant 
C. Krishnanil plant 
D. Parthenium grass 
Choose the most appropriate answer from the options given below:

Given below are two statements: one is labelled as Assertion A and the other is labelled as Reason R 
Assertion: Freshwater wetlands produce methane due to complete decomposition of organic matter.
Reason R: Methane concentration has more than doubled, since its concentration during the pre-industrial times.
In the light of above statements, choose the correct answer from the options given below

Arrange these soil forming processes in a sequence of their occurrence
A. The fragments are generated due to action of atmosphere, hydrosphere and biosphere
B. Profile Development
C. Parent rocks undergoes physical weathering
D. Chemical weathering dues to oxidation, carbonation and soleuviation
E. Plant residues deposit organic matter Choose the correct from the options given below