Class 10 disabled student allotted seat on second floor

A 15-year-old wheelchair-bound student from Naigaon in Dadar, Mumbai has been at the receiving end of the school’s apathy towards getting him an accessible centre for the ongoing Class 10 board exams. Omkar Samla, a student of Bengali Education Society’s High School in Dadar is currently being carried by his family members to the exam hall on the second floor of his exam centre after his school did not pay heed to several requests by the parents.

Samla, who has a spinal cord defect since birth, has 90 per cent impairment. His parents had requested the school to ensure that he is allotted a centre near their house in Naigaon with ground floor seating arrangement. A few days before the exam they got to know that Samla has been allotted a seat on the third floor at Navbharat school, which is about 15 minutes from his residence. Ever since, his mother Jayashree has been running from pillar to post to get the centre changed but nothing seems to have helped. “My son is wheelchair-bound and we had asked the school to provide a centre on the ground floor. The school authorities kept on assuring us that they would put in a request to the Board but ultimately he was allotted a classroom on the third floor. The centre is also quite far from the house and we have to take him in a cab. The school should have taken the request seriously and requested the Board to change his centre,” said Samla’s mother, Jayashree.

On March 11, after a few local politicians intervened, the school allotted a seat to him on the second floor which according to the family is of no use. “School officials told us that since there are no classes on the ground and second floor of the school building, all they can do is allot a seat on the second floor,” said Jayashree.

Modi Degree: Delhi University’s SOL In RTI Reply Says No Data Of Students Passing Out In 1978

NEW DELHI: The controversy over Prime Minister Narendra Modi’s degree refuses to die down. Delhi University’s School of Open Learning (SOL), from where he is said to have passed out in 1978, says it doesn’t have records for that year as these are maintained only for one year. In response to an RTI query by an IANS correspondent seeking a list of students who had qualified for a BA degree in 1978, the SOL said: “The data is not maintained in the branch in the order as desired by the applicant.”

Modi Degree: Delhi University's SOL In RTI Reply Says No Data Of Students Passing Out In 1978Replying to two other queries on the results of students who qualified for the same degree in 1978, including their roll numbers, names and father’s names, the SOL said: “No such list is maintained in the branch. As per weeding rules of the university, spare copies of the published result is kept only for one year.”

A consolidated reply from the Central Public Information Officer (CPIO), Meenakshi Sahay, on the same query said: “The information sought by the applicant was endorsed to the Dean (Exam), OSD (Exam), Joint Registrar (Degree) and Section Officer (Information) of the University, who are the deemed PIOs under section 5(4) and 5(5) of the Right to Information Act, 2005.”

“Further, relevant input, received from the Dean (Exam), OSD (Exam), Joint Registrar (Exam), indicates that the University, otherwise, treats the data of the students pertaining to the examination taken by them while pursuing a course in the University as personal to the students concerned which can be disclosed only to the student concerned,” she added.

“The disclosure of such information has no relationship to any public activity or interest. Disclosure of such information is exempt under section 8(1)(j) of the Act,” she further said.

The quoted exemption in section 8(1)(j) says: “Information which relates to personal information the disclosure of which has no relationship to any public activity or interest, or which would cause unwarraned invasion of the privacy of the individual…”

The university’s examination branch III (i) and IV replied in similar vein.

“It appears that the information sought by the application is such that it is treated as personal information of students, having a fiduciary relation with the University.”

Earlier, the Central Information Commission (CIC) had directed the university “to facilitate inspection of relevant register where complete information about result of all students who passed in Bachelor of Arts, in year 1978 along with roll number, names of the students, father’s name and marks obtained as available with the University and provide certified copy of the extract of relevant pages from the register, free of cost”.

The CIC had also slapped a fine of Rs. 25,000 on the CPIO for rejecting an RTI application seeking details of Modi’s graduation degree.

Information Commissioner M. Sridhar Acharyulu also pulled up the CPIO, saying the refusal to provide the information sought reminded him of the saying “penny wise, pound foolish”.

Acharyulu was divested of his charge days after he passed his order.

The Delhi High Court had later stayed the CIC order directing Delhi University to allow inspection of records of all students who had passed the BA degree exam in 1978.

GATE 2017, Challenge The Answer Keys Online Till 6 March

GATE 2017 answer key objections can be submitted now! GATE Online Application Processing System (GOAPS) has opened online portal for accepting objections against the answer keys. A module to contest answer keys of GATE 2017 has been made available till 10:00 hours (IST) of 6 March 2017 at the official website of IIT Roorkee. Specifically candidates can raise their objections at GATE Online Application Processing System (GOAPS) website: Indian Institute of Technology Roorkee (IIT Roorkee) which is the organizing institute of the Graduate Aptitude Test in Engineering (GATE) 2017 has released the answer keys in the official website of this year’s test on February 27. The GATE 2017 result will be declared on 27 March.

GATE 2017, Challenge The Answer Keys Online Till 6 MarchCandidates can challenge the answer key of any question after giving their justification(s). Candidates are required to make a payment of Rs. 500 (for each question). Payments will be done through the online payment portal available in the GOAPS. For candidates who have appeared in GATE 2017 from outside India, the fee for each answer key challenge is US$10. Click here for how to challenge GATE 2017 answer keys.

GATE score is significant in getting through PSU jobs. Leading PSUs accept GATE score for recruitment to the posts of engineer trainees. Click here to find the list of such PSUs.

Interested candidate can also apply for PSU recruitment which are accepting GATE score. Read more about ongoing PSU recruitment through GATE.

‘While challenging the answer keys the candidates should ensure that they quote the proper question number as per the PDF file of the question paper given in the website’, as mentioned in the website.

Candidates should note that payments for a successful challenge will be refunded.

CBSE rolls back reforms; schools say nothing now to distinguish it from other school boards

Students passing the Central Board of Secondary Examination (CBSE) will no longer have an edge over others, fear experts. Complaining that in the last couple of months, CBSE has done away with all the new academic reforms that had set it apart from other school boards and has brought back rote-learning and exam-oriented studying, schools in Mumbai said they will continue with the reforms till Class 8.


The board recently scrapped the open text based assessment (OTBA) for classes 9 and 11. This is close on heels of discontinuing the international curriculum, erasing the continuous comprehensive evaluation that focused on all-round assessments, and making Class 10 board exams compulsory again.

Many of the academicians in Mumbai fear that these changes have turned back the clock on the progress made by students. “These are regressive steps, undoing all the innovative assessments and evaluations brought in over the last decade,” said Avnita Bir, principal, RN Podar School, Santacruz. “These assessments were on par with foreign universities and higher education institutes.”

The OTBA, for instance, which was scrapped earlier this month for classes 9 and 11, was aimed at developing thinking and analytical skills of students. It involved pouring over case-studies and answering open-ended questions, instead of merely copying down mugged up answers. “We were so impressed with OTBAs that we had introduced them for our lower classes as well and we don’t want to change that,” said Bir.

Refusing to do away with the reforms completely, many of the schools have decided to continue with them for primary and middle school. “CBSE policies are politically driven but we cannot keep changing the assessment pattern. It will affect our students,” said Deepshikha Srivastava, principal, Rajhans Vidyalaya, Andheri.

Adding that the school had painstakingly developed our present curriculum, Srivastava added, “We will take the good practices from all the various assessments and stick to it for classes 1 to 8.”

Schools said that they were not consulted before any of these changes were done, leaving them anxious about what the future holds. “It was unfair for the board to just scrap it without even giving us any reason. We are now worried whether they will do away with the new subjects,” added Bir.

Some of the principals said that while the assessments were good, they were not implemented properly by the board. “They were hastily introduced, without proper planning. None of the actual stakeholders were involved in the discussions while implementing them,” said Ganesh Parmeswaran, Bal Bharti Public School, Navi Mumbai.

Parmeswaran said that the board needs to closely monitor the implementation of the reforms. “The assessment of speaking and listening skills too, is not being done properly. The results are fudged by many schools.”

He said that some of these reforms were not suited to rural areas. “CBSE has schools in urban and rural areas. They have to think about reforms which can be adopted by all the schools,” he said.

Time to Act: New law a welcome step towards world-class education

Every time a world university ranking comes out, we look for the possibility of our state universities on the list in much the same way that a student scans the list of names when exam results are announced.

Digital universities

Our public institutions, however, never make it to these rankings, or appear shamefully behind universities elsewhere in the world.

This time though, Maharashtra’s Higher and Technical Education (HTE) department is working towards a better grade. In December, the State Legislative Assembly passed the Maharashtra Public Universities Act 2016 to bring state universities up to par with the times and with top universities in India.

The Act introduces several reforms in the functioning of 11 institutions currently governed by the Maharashtra Public Universities Act. It proposes the idea of a Cluster University (a clutch of empowered autonomous institutes), a committee to fix fees, a digital university and a choice-based credit system with transferable credit points. It also plans to reintroduce student elections and establish centres in foreign countries.

MA Khan, registrar of the University of Mumbai says the previous Act, in use since 1994, was outdated. “The new Act is progressive and makes provisions for activities that can improve higher education in Maharashtra,” he adds.

The Bill has got the signature from the Chancellor (Governor) and has got status of an Act that may be effective from March this year. It is based on the recommendations of three committees set up in 2010-11 to suggest long-term strategies that might improve the management of the 11 state universities and the 3774 colleges affiliated to them.

Here are some of the major features of the Act and how they have been received within the community.


The Act is designed to be more student-friendly. Clauses include appointing the previous year’s topper in a particular stream (Arts, Science or Commerce) as a member of that faculty’s board of studies. It recommends nominating the president of a university students’ council as an invitee member of the management council. It also proposes special exams for students who miss them because they are participating in sports and cultural events.

“Student representation is extremely important in university decisions and we will welcome students’ opinions on the syllabus through the Act,” says Anand Mapuskar, subject expert at the HTE department. He was also part of education minister Vinod Tawde’s 21-member committee that took a final look at the Bill before it was tabled in the Assembly. “The Act makes provisions for an ombudsman at the college and universitylevel for students’ grievances.” It also reintroduces college and university elections.

The Act recommends that universities and their affiliated colleges set up complaints committees to address sexual harassment, much like those in workplaces under the Vishakha Guidelines. It takes the existing Credit system a step ahead by proposing a choice-based credit system, which will allow students to choose a subject from any stream of education (academic, technology, professional and social, and personality and cultural development) and transfer credits smoothly. This will ease the movement of students between universities and colleges.

“Our careers will no longer depend upon our subject choices, which is a relief,” says Shweta Verhani, 20, second-year Arts student. She adds that choice based accreditation will allow more room to experiment with streams.”

In other good news for students, semester exam timetables will be released a year before the exams start. “We understand that students who opt for competitive exams after college need the dates to plan their studies and exams. Thus, there is a provision for this in the Act,” says Mapuskar.


To free universities from vested interests, the Act proposes to create the Maharashtra State

Council for Higher Education and Development (MAHED). The umbrella body will plan, shape, coordinate, supervise, devise use of technology and raise finances for higher education. It will be headed by the chief minister and run by academicians, scientists, technocrats, and industry and financial experts.

The concept of MAHED comes from a committee headed by Anil Kakodkar. “But it was supposed to be in addition to the Higher Education Council, which is almost dormant,” says Kakodkar, a nuclear scientist and former member of Board of Governors of IIT-Bombay. “Political bodies can’t get too involved in running a university. It needs an environment to flourish and grow. It needs to be peer-driven and not hierarchy driven. Mixing these two defeats the purpose.”

Others see it differently. “MAHED will link the state with the Ministry of Human Resource Development and decision-making councils in higher and professional education, as well as with the government’s think tank NITI Aayog,” says MS Kurhade, dean of Arts and principal of DTSS College of Commerce, Malad. “This link was missing and is much needed.”

Madhu Paranjape, member of the Bombay University and College Teachers’ Union (BUCTU) fears that a government-led body means a loss of democratic functioning. “Nominated members protect the interest of the government and self-financing institutes,” she says.


The Act claims to have a far reaching vision, making progressive strides in Maharashtra’s higher education.

It proposes to create a comprehensive digital university framework for e-learning and administrative services. “The world is moving towards a digital phase and we cannot shy away from offering this opportunity to our students,” says registrar Khan. He adds that work has already begun and affiliated colleges will soon have WiFi on campuses.

Not everyone is rejoicing. Of the 750 affiliated colleges under the University of Mumbai, only 296 colleges are in Mumbai and its urbanised periphery. The majority are in rural areas, where most students don’t even own cellphones or computers. “This is an Act of the elite. It isn’t inclusive at all,” says Paranjape, referring to the new governing council and the idea of student election – provisions that can’t be modified once they are put into the act.

The Act’s other additions include cultivating research parks, technology incubators and other entities to help university research reach the commercial domain and allow faculty groups from several disciplines to collaborate on projects. It also hopes to establish centers or institutions in foreign countries with the permission of the Central and the State Government.

Its offer of empowered autonomy for groups of better-graded colleges has had a mixed response. “Cluster universities can take the load off institutions like the University of Mumbai, which has a large number of affiliated colleges,” explains Ashok Wadia, principal, Jai Hind College, Churchgate, who was also part of the team in the earlier phases of the creation of the Act. “But it is yet to be seen what statutes are made to implement them. It will be important to see how colleges are segregated and decentralised, as each college has its own culture, region and mission. Autonomy will always be preferred over clusters.”

Kakodkar sees the Act as an incremental progression. “It has failed to consider our recommendations in their entirety,” he says. “However, I understand that when you make an Act, you need to take everyone along. Probably, that is why some recommendations have been watered down.”

Learn Certified MS.NET Framework Course To Develop Full Layered Application

About MS.NET Framework

MS.NET framework is a popular and most powerful framework. Most of the pre available framework such as java or PHP concerns about only one layer of the application.  Or they take care of a part of the application development. This framework provides application development in Object Oriented Programming model and support to develop Windows Application, Web application and Web services. This framework also allows the development of applications in different layered and different tired models to work on the main business logic rather than concentrate on non-application code.

Image result for Learn Certified MS.NET Framework Course To Develop Full Layered Application

What the course is about?

This training course covers all the concepts of Microsoft net. Participants will learn about the basic concepts of that made Microsoft net probably the most popular Microsoft framework. In this training course, participants will learn about all the fundamentals of MS .NET. This includes the concepts such as the architecture of the framework, how to create the first and basic applications.

At the end of this Ms net training course, participants will be able to create web applications and web services using MS .NET framework. This training course will help the candidates to gain an in-depth knowledge about this framework. This will teach the candidates the core syntax of MS.NET language and how to use it in various frameworks.

This training will explais about the relationship of this framework with the Dot Net Frame work and the Windows. By learning this course the candidates will be know how to use MS.NET language in different IDE’s.

What are the course objectives?

After the completion of this training course the participants will be able to understand:

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  • Create and consume libraries
  • How to create a web application using .NET
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This Microsoft net framework course Jakarta can be pursued by anyone those who want to become an ASP.NET web developer or want to learn MS.NET framework. This course can be pursued by

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The required prerequisites for learning this MS NET framework include the basic knowledge of any one programming language such as C, C++, Java, HTML and JavaScript and any one of the database language such as Oracle, SQL Server, MySQL etc

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Class 10 board exams likely to return from 2018


MHRD minister Prakash Javadekar

NEW DELHI: The government is set to announce the reintroduction of the Class 10 board exam for students affiliated with the Central Board of Secondary Education (CBSE), India’s largest national school test-conducting body.

The announcement is likely to be made by HRD ministerPrakash Javadekar on October 25 and will be his first major decision after taking over as HRD minister in early July. The Class X boards are likely to be back from 2018.

Javadekar will also announce a new ‘no-detention’ policy wherein students will be automatically promoted till Class V. States will then devise their options till Class VIII but will need to provide an opportunity for a “re-test” for students who fail.

The CBSE Class 10 board examination was scrapped in 2010 and replaced with the current continuous and comprehensive evaluation+ that provides for tests and grading through the year as a means to reduce pressure on students.

Reasons for reintroduction of the Class X Board examinations include feedback from states and representative organisations of parents and teachers that doing away with the exam along with the no-detention policy was affecting academic standards, even though studies indicated that the number of drop-outs has reduced.

The board exam was seen — by those arguing for its retention — as a means of preparing students for the more important school-leaving Class XII tests.

The no-detention policy was felt to be reducing the authority of teachers and prompting schools to merely shuffle an under-performing student from one class to the next.

There were large number of government school students failing in class XI as evaluations became more demanding at the senior school level. These factors seem to have prompted the government to consider amending the decisions.

Touted as a Diwali gift in the HRD ministry, the decision will be made public after the meeting of the Central Advisory Board of Education (CABE). State education ministers who are to attend the CABE meeting have been intimated about restoration of Class 10 board examination. Several of them have been saying that scrapping of class X board has not delivered the anticipated benefits.

As the formula for “no-detention” seems complex, “it is for states to decide if they want to detain a child in class 5, 6 or 7 or in all of these classes,” a source said. But a re-test will be made mandatory for students who fail from class VI to VIII. A CABE committee headed by Rajasthan education minister Vasudev Devnani has also ruled in favour of removing the provision of “no-detention” and recommended re-tests. However, NCERT is opposed to removal of the “no-detention” policy.

While restoration of the class 10 board examination does not need a legislative intervention, a change in the no-detention policy does require an amendment in section 16 of the Right to Education Act.

The issue of “no-detention” was also considered by the Supreme Court, which had ruled in its favour. In the Society for Un-aided Private Schools of Rajasthan vs Union of India case, the SC had said holding back in a class or expulsion may lead to large number of dropouts, defeating the purpose of the act, which was to “strengthen the social fabric of democracy and to create a just and humane society”. The decisions were taken in a meeting on Wednesday.

IIT directors oppose non-resident students


NEW DELHI: IITs have shown reluctance to the HRD ministry’s idea of having non-resident students at the undergraduatelevel. Sources said most of theIIT directors have expressed serious reservations against the idea arguing that non-resident students will change the character of IITs.They have argued that at the undergraduate level, it is important that students imbibe the spirit of the campus and be a part of the IIT ecosystem.”IIT is also about the larger environment of free debate and liberal atmosphere. Moreover, our undergraduate courses are most sought after,” one director said, adding that IITs are not averse to having nonresident students at post-graduate and doctorate level.

IITs feel that the institutes will have to get involved with the well-being of students even if they live outside the campus. At the IIT Council meeting last month, many directors had supported the idea subject to clearance from their respective senates. Sources said senates of many IITs have not shown any enthusiasm.On the contrary , chairperson of one IIT has even suggested that IITs should outsource the job of hostel upkeep to outside agency . Idea is that the outside agency will pay fee to IITs and charge students at market rate. Money that IITs get from outside agency , sources said, can be used to subsidise hostel charges of needy students. However, a source clarified that this is one of the many ideas on running of hostels.

The idea of non-resident students was mooted to help expand student strength of IITs at undergraduatepostgraduate and doctorate level to one lakh by 2020.

IIT Guwahati invites students to participate in ‘Ishan Vikas’ scheme


(File photo of IIT Guwahati)
GUWAHATI: IIT Guwahati has invited participation of schools of the north eastern states for the upcoming two-week residential central ‘Ishan Vikas’ programme.

The scheme is open for students of Class IX and Class XI science stream for the programme to be held between November 30 and December 22 next, an IIT-G press release

Selected students and accompanying teachers will be provided air travel, food and lodging during the period of the visit, the release said.


Stating ‘Ishan Vikas’ scheme is an initiative taken by the Union Human Resource Development Ministry, it said IIT Guwahati was the coordinating institution for this programme.


The aim of the ‘Ishan Vikas’ programme is to introduce school children of the north eastern states to the best institutions of higher education in the country and to motivate them to pursue science, technology, engineering and mathematics.


Under this scheme, students from different states of the north eastern region studying in classes IX and XI (Science) are sponsored for a two-week visit to a number of premier institutions such as IITs and Indian Institutes of Science Education and Research (IISERs).

Preparation tips, exam pattern for MBA entrance tests

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Graduate students across the country interested in Masters in Business Administration (MBA) programmes are gearing up for various entrance exams such the Common Aptitude Test (CAT), Xaviers Admission Test (XAT), NMAT by GMAC and Symbiosis National Aptitude Test (SNAP), among many others. Most students prepare for only CAT as they want to enter the Indian Institutes of Management (IIMs) but are left clueless as to how to prepare for any of the other tests. Given here are the exam patterns of XAT, NMAT by GMAC and SNAP to help students prepare for the upcoming exams.

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For more than 60 years, XLRI has conducted its admission test on an all-India level to select the most appropriate students for management education. Their long experience and expertise have helped them in extending this test to other management institutes as well.

This year, there are more than 130 management institutes who will be selecting students through XAT. XLRI – Jamshedpur, S. P. Jain Institute of Management & Research (SPJIMR), Mumbai, IRMA Anand, IMT-Ghaziabad, TAPMI-Manipal, IFMR-Chennai, Great Lakes-Chennai, Welingkar-Mumbai, LIBA-Chennai and XIM-B Bhubaneshwar are some of the institutes selecting candidates through XAT.

XAT 2017 will be on a similar pattern like the last few years. It will have four sections: (i) Verbal and Logical Ability (ii) Decision Making (iii) Quantitative Ability and Data Interpretation (iv) General Knowledge.

The marks of General Knowledge section will not be used for determining the percentile and cut off at first stage of selection. The Critical Reasoning questions based on arguments, assumptions, course of action and forcefulness of the statements are also the part of XAT. Sufficient practice will help students revise concepts.

Read: CAT 2016: Registration begins Aug 8, exam on Dec 4

For the English language part, it would be advisable for students to revise concepts pertaining to RC, sentence correction, vocabulary based questions (confused words), para formation, logical reasoning questions (especially on identifying argument structure and argument elements and inference based questions). Students should also focus on figures of speech as there have been questions on identifying metaphors, oxymorons, personification, etc. in previous years’ XAT papers.

The RC passages in XAT are often based on ‘off-beat’ topics (passages included subjects such as psychology, science and sociology). For the section on Quantitative Ability, a good preparation for CAT should be more than sufficient. Though it must be added that some of the questions in XAT tend to be pretty tricky and it would be advisable for students to be very judicious while attempting questions. It would also be advisable for students to brush up on their speed maths concepts as some of the questions in Data Interpretation tend to be calculation intensive.

For preparation on General Awareness, in addition to reading newspapers regularly, it would be advisable for a student to focus more on issues related to business, economics and politics related to business environment.

Read: CAT 2015 topper Prateek Bajpai gives 10 tips to crack the exam


The exam is conducted for admission to MBA/PGDM programmes offered by NMIMS. NMAT is a computer based exam. This year, the test window is from October 7, 2016 to December 20, 2016.

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Note- there is no negative marking. Applicants can take a maximum of three attempts at NMAT during the test window. NMIMS has a provision for sectional cut offs. Most of the other b-schools accepting NMAT scores do not have this provision.

Except for the Logical Reasoning section, you can cover all other sections of NMAT well with a good preparation for CAT. However, it would be advisable to work on your speed mathematics as some of the questions under Data Interpretation tend to be calculation intensive. Also, 120 questions in120 minutes means that the candidate needs to be really quick in solving questions.

Read: How should non-engineering students prepare for MBA entrance exams?

The questions in reasoning section of NMAT are:

1. Series, analogies, odd man out, coding & decoding, symbols & notations and missing numbers in figures.Analytical puzzles (linear arrangement, circular arrangement, distribution, comparisons and selections)

2. Analytical puzzles (linear arrangement, circular arrangement, distribution, comparisons and selections)Critical reasoning (assumptions, conclusions, inferences, strong & weak arguments, courses of action, cause & effect, assertions and reasons, deductions, input/output, decision making) and Venn diagrams

3. Critical reasoning (assumptions, conclusions, inferences, strong & weak arguments, courses of action, cause & effect, assertions and reasons, deductions, input/output, decision making) and Venn diagrams

Read: MBA India vs MBA abroad


The Symbiosis National Aptitude (SNAP) Test is a common written test for admission to all the Post-Graduate Institutes of Symbiosis International University. A written test is mandatory for admission into any PG programme offered by the constituent institute of Symbiosis International University.

SNAP 2015 followed a familiar test pattern and composition that has been witnessed in earlier years. The overall difficulty level of the test was lower compared to last year. The broad distribution of the test was as follows:

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The total duration of the test was 120 minutes and it comprised of 150 questions overall. The Logical Reasoning section had only 30 questions with two marks per question as against 40 one-mark questions in each of the remaining sections.

Read: How to prepare for Maths in competitive exams

For the section on General English, students should focus on idioms and idiomatic expressions and on parts of speech in grammar. Apart from this, a good CAT preparation would suffice.

For the section on Logical Reasoning, it would be advisable for students to revise concepts pertaining to puzzles, number and letter series, verbal analogies, coding and decoding, strengthening and weakening arguments, and non-verbal reasoning.

For the section on Quantitative Ability, Data Interpretation and Data Sufficiency sections, a good preparation for CAT should be more than sufficient.

For the section on General Awareness, it would be advisable for students to brush up concepts and facts pertaining to definitions (dendrochronology, ekistics etc.), economy, acronyms, history, sport, science & technology and current affairs.

All the best!