Thursday, December 17, 2009
Sunday, August 23, 2009
Old Question Paper UGC NET electronics
Hi
Old question paper of UGC NET are Available at
http://www.ugc.ac.in/inside/oldqpyr.php?sub=88
Please download it
All the best
Old question paper of UGC NET are Available at
http://www.ugc.ac.in/inside/oldqpyr.php?sub=88
Please download it
All the best
Wednesday, June 24, 2009
NET now Compulsory
Read it Carefully
Mungekar Committee revises decision; NET now compulsory
Surbhi Bhatia | TNN
The University Grants Commission (UGC) has announced that the National Eligibility Test (NET) would become the basic criterion for the appointment of lecturers in universities and colleges. This decision comes in the wake of the final report submitted by the Bhalchandra Mungekar Committee, which recommended that NET/State Level Eligibility Test (SLET) be made compulsory for the appointment of lecturers.
The committee, in its interim report, had earlier recommended exempting aspiring PhD and MPhil graduates from the NET. But, after observing a fall in the quality of teachers at the university and college level, it decided to change this decision in its final report. The committee was formed in January 2006 by the ministry of human resource development (MHRD) to review NET examinations.
Enumerating the reasons for this revision, Bhalchandra Mungekar, member, Planning Commission, and head of the committee, said, “We observed that our previous decision proved counterproductive. The exemption from NET was mooted due to the shortage of faculty in higher education institutes. But we found that immediately after the exemption, there was an influx of poor quality PhD and MPhil-holders applying for the post of lecturers. There was also an increase in the number institutes offering an MPhil online and through distance education mode.’’
The committee, then, decided that there should be no compromise on certain standards to ensure the quality of education. “Hence, we decided to make NET/SLET the basic criterion,’’ said Mungekar.
But, will the NET qualification alone help ensure the quality of teachers? “It cannot be the only parameter to ensure the quality of faculty,’’ said Mungekar. At the same time, he added, that it would help establish the minimum standards. “India is a big country and many institutes offer PhD and MPhil; the standard sometimes is extremely low. So, NET can at least put a check on the standards of MPhil and PhD holders,’’ he said.
However, the teaching community is not convinced. “It is not compulsory that only a NET-qualified person can be a good teacher; teaching is a different ball game altogether. Besides, the success rate in NET is extremely low. So, if it is made mandatory where will universities get teachers from, they ask.
Others say that the move will only create confusion since many subjects, like law, are not covered under NET. Also, with the government planning to set up new central
universities and upgrade existing ones, where would all the NET-qualified faculty come from?
Also, frequent changes create u n c e r t a i n t y among teachers about their jobs.
Experts say the way forward could be to declare a percentile in the NET. There has to be some system to monitor the quality of teachers. So, a national entrance test is important. But, UGC could consider creating a percentile in the NET.
This way, universities could decide on what NET percentile they want to appoint as lecturers.
for details can go to this link
http://lite.epaper.timesofindia.com/getpage.aspx?pageid=28&pagesize=&edid=&edlabel=TOIBG&mydateHid=22-06-2009&pubname=&edname=&publabel=TOI
Good Luck
Mungekar Committee revises decision; NET now compulsory
Surbhi Bhatia | TNN
The University Grants Commission (UGC) has announced that the National Eligibility Test (NET) would become the basic criterion for the appointment of lecturers in universities and colleges. This decision comes in the wake of the final report submitted by the Bhalchandra Mungekar Committee, which recommended that NET/State Level Eligibility Test (SLET) be made compulsory for the appointment of lecturers.
The committee, in its interim report, had earlier recommended exempting aspiring PhD and MPhil graduates from the NET. But, after observing a fall in the quality of teachers at the university and college level, it decided to change this decision in its final report. The committee was formed in January 2006 by the ministry of human resource development (MHRD) to review NET examinations.
Enumerating the reasons for this revision, Bhalchandra Mungekar, member, Planning Commission, and head of the committee, said, “We observed that our previous decision proved counterproductive. The exemption from NET was mooted due to the shortage of faculty in higher education institutes. But we found that immediately after the exemption, there was an influx of poor quality PhD and MPhil-holders applying for the post of lecturers. There was also an increase in the number institutes offering an MPhil online and through distance education mode.’’
The committee, then, decided that there should be no compromise on certain standards to ensure the quality of education. “Hence, we decided to make NET/SLET the basic criterion,’’ said Mungekar.
But, will the NET qualification alone help ensure the quality of teachers? “It cannot be the only parameter to ensure the quality of faculty,’’ said Mungekar. At the same time, he added, that it would help establish the minimum standards. “India is a big country and many institutes offer PhD and MPhil; the standard sometimes is extremely low. So, NET can at least put a check on the standards of MPhil and PhD holders,’’ he said.
However, the teaching community is not convinced. “It is not compulsory that only a NET-qualified person can be a good teacher; teaching is a different ball game altogether. Besides, the success rate in NET is extremely low. So, if it is made mandatory where will universities get teachers from, they ask.
Others say that the move will only create confusion since many subjects, like law, are not covered under NET. Also, with the government planning to set up new central
universities and upgrade existing ones, where would all the NET-qualified faculty come from?
Also, frequent changes create u n c e r t a i n t y among teachers about their jobs.
Experts say the way forward could be to declare a percentile in the NET. There has to be some system to monitor the quality of teachers. So, a national entrance test is important. But, UGC could consider creating a percentile in the NET.
This way, universities could decide on what NET percentile they want to appoint as lecturers.
for details can go to this link
http://lite.epaper.timesofindia.com/getpage.aspx?pageid=28&pagesize=&edid=&edlabel=TOIBG&mydateHid=22-06-2009&pubname=&edname=&publabel=TOI
Good Luck
UGC NET DECEMBER 2002 (Memory Based Paper)
Paper-I
UGC DECEMBER 2002 (Memory Based Paper)
Note. This paper contains fifty(50) multiple-choice questions, each question carrying two (2) marks.
Attempt all of them.
1.There are six villages A, B, C, D, E and F.
F is 1 km west of D
B is 1 km east of E
A is 2 km north of E
C is 1 km east of A
D is 1 km south of A
Which of these villages are in a line?
a) A, C and B b) A, D and E
c) C, Band F d) E, Band D
2.Consider the Table given. On the basis of this Table, one could conclude that 'X' is
proportional to
a) (Y + Z) b) YIZ
c) (Y - Z) dY'YZ
3.Four persons. A, B, C and D had fruits from an open-air fruit stall. 'A' took grapes and
pineapple; 'B' ate grapes and oranges; 'C' took orange, pineapple and apple; 'D' ate grapes,
apple and pineapple. After taking fruits, B and C were taken ill. The most likely cause of
illness of B and C is the consumption of
a) apple bj pineapple
c) grapes d) orange
4.The given histogram shows the frequency distribution of height (the number of students
in the given height range) of 30 students in a class. Which of the following statements
based on this histogram is/are correct?
X 1 Y Z
20 10 5
30 25 3
45 15 15/2
120 125 130 -' 35 140 145 150 Height in cm 10 he height of most of the students is
between 135 cm and 140 cm.
2.There are only two students whose heights are between 120 cm and 125 CM
3.Fifty percent of the students have their heights between 130 cm and 140 cm.Select the correct answer using the codes given below:
a) 1 and 2 b) 2 and 3
c) 1 and 3 d) 2 alone
5. Two one-rupee coins are placed flat on a table. One coin `A' is rotated around the periphery of the other coin 'B' without slipping, till the original point of contact between the coins returns to its initial position The number of rotations made by coin 'A' in a fixed friction is
a) 2 b) 4 c) 3 d) 1
6.Five persons, a professor (A), an IAS Officer (B), an Engineer (C), a Politician (D) and a
Doctor (E) live in five flats. The flats are built in such a manner that one is on top of
another, as one would see in a five-storey building 'A' has to go up to meet his friend
'B'. 'E' is friendly with everyone and has to go up as frequently as to go down. 'C' above
whose flat lives 'A's friend. From the ground floor upwards, the correct sequence of the
location of the flats of these persons is
a) C, A, B, E, D b} A, C, E, B, D c) B,
C, A, E, D d) A, D, E, C, B
7. Consider the following statements regarding cars parked at a parking lot:
1. All the Maruti cars parked here are white.
2. Some of these cars have radial tyres.
3. All Maruti cars manufactured after 1986 have radial tyres.
4. All cars are not Marutis.
Which one of the following inferences can be drawn from the statements given above?
A) Only white Maruti cars with radial tyres are parked here
B) Some white Maruti cars with radial tyres are parked here
C) Cars other than Maruti do not have radial tyres
D) Most of the Maruti cars parked here were manufactured before 1986.
8. The graph shown in the figure relates to sales figures in thousands of TV sets of a particular company for the period 1990-97. On the basis of this graph, which of the following inferences would be valid?
1. TV sales increased constantly from '90 to'93.
2. Sales did not improve in `93-'95.
3. There was a sharp drop in sales in `95-96
4. Sales are not likely to improve from '97 onwards.
Select the correct answer using the codes given below:
a) 1, 2, 3 and 4 B) 2 and 4 c)1,3 and 4 d) 1,2 and 3
9. The monthly income of a family is Rs. 3000. 20% of it is spent on children's education. Out
of the balance, 15% is spent on house rent and from what is left, 50% is spEjnt on provisions. Then which of the following statements would be true?
1. The amount spent on children's education is Rs. 600.
2. The amount spent on house rent is Rs. 450.
3. The amount spent on provisions is Rs. 1020
4. The family has Rs. 1020 per month for other expenses.
Select the correct answer using the codes given below:
a) 1, 2, 3 and 4 b) 1,3 and 4
c) 2 and 4 d) 1 and 3
10.Who is legally competent under the Indian Constitution to declare war or conclude peace?
a} The President
b) The Prime Minister
c) The Council of Ministers
d) The Parliament
11. The Road Ahead' is a book written by
a) Jyoti Basu b) L. K. Advani c) Bill Clinton d} Bill Gates
12. Which year shows the maximum percentage of export with respect of production?
a) 1992 b) 1993 c) 1996 d) 1995
13. The population of India in 1993 was
a) 800 million b) 1080 million c) 985 million d) 900 million
14. If the area under tea production was less by 10% in 1994 than 1993, then the approximate
rate of increase in productivity of tea in 1994 was
a) 97.22 b) 3 c) 35 d) Cannot be determined
15. The average proportion of tea exported to the tea produced over the period is
a) 0.87 b) 0.47 c) 0.48 d) 0.66
16. What is the first half decade's average per capita availability of tea?
a) 457 gms b) 535 gms c) 446 gms d) 430 gms
17.In which year was the per capita availability of tea minimum?
a) 1996 b) 1994 c) 1991 d) None of these
18. In which year was there minimum percentage explosion can make a rapid progress.
of export with respect to production?
a) 1991 b) 1992 c) 1993 d) 1994
19. In which year we had maximum quantity of tea for domestic consumption?
a) 1994 b) 1991 population explosion can make a rapid c) 1993 d) 1996 proqress.
Directions for questions 20 to 23: All India Monsoon Rainfall (1990 to 1999) June -September
20. The normal rainfall during the period 1990-1999 was experienced in the year(s)
a) 1994 b) 1993 & 1995 c) 1996-97 d) 1990
21. The year ..... witnessed the least rainfall.
a) 1991 b} 1999 c) 1992 d) 1993
22. Out of the 10 years studied, how many had above normal rainfall?
a} 3 b) 7 c) 5 d) 6
Directions for questions 23 to 27: Each of the following incomplete arguments is
followed by four sentences. One of the four completes the argument in order to justify
the conclusion. Pick that out.
23. India cannot make a rapid progress because India has a problem of population
explosion.
a) No country with population explosion can make a rapid progress.
b) Only a country without population
c) Some countries with population problem cannot make a rapid progress.
d) All countries which have a problem ofpopulation explosion can make a rapid proqress.
24. Man learns through experience as he has initiative by nature.
a) Some persons who take initiative by nature learn through experience.
b) All who have initiative by nature learn through experience.
c) None who has initiative by nature learns through experience.
d) Only few with initiative learn through experience.
25.We have now to fight for peace with some courage and determination as we fought
against aggression.
a) Many are fighting for peace who have fought against aggression.
b) All those who have fought against aggression should fight for peace
c) Some who are fighting for peace have fought against aggression.
d) None is fighting for peace who have fought for aggression.
26. Whom the gods love dies young.
a) Many die young who are gods.
b) Few die young who are gods
c) some who are loved by the gods die young
d) all those who love the gods die young
27. Education has produce a vast population able to read but unable to distinguish what is worth readlng
28.If the ratio of boys to girls in a class is B and the ratio of girls to boys is G, then 3 (B + G) is
a) equal to 3 b) less than 3 c) more than 3 d) less than 1/3
29. Tea worth Rs. 126 per kg and Rs. 135 per kg are mixed with a third variety in the ratio 1 : 1 : 2. If the mixture is worth Rs. 153 per kg the price of the third variety per kg will be
a) Rs. 169.50 b) Rs. 170 c) Rs. 175.50 d) Rs. 180
30. The average of 11 numbers is 10.9. If the average of the first six numbers is 10.5 and
that of the last six numbers is 11.4, then the middle (61") number is
a) 11.5 b) 11.4 c) 11.3 d) 11.0
31. there are 30 students in a class . the average are of the first 10 student is 12.5 years. the average are of the next 20 student is 13.1 years. the average age of the whole class is.
a) 12.5 years b)12.7 c) 12.8 d) 12.9 years
32. the perimeter of one face of cube is 20 cm. its volume must be
a) 8000 cm3 b) 100 cm3 c) 125cm3 d) 400 cm3
33.the number of revolutions made by a wheel of diameter 56 cm in covering a distance of 1.1 km is (use p=22/7)
a) 31.25 b) 56.25 c) 625 d) 62.5
Direction: Read the passages below and answer the question based on them :
Passage 1
the world of computer
enthusiasts is in the grip of an ethical crisis. should copmuter viruses be classified as a life form? will consensus-building agencies take up the case for virus rights, protest the death penalty, demand that their clents be set apart in enclaves ? None of this is beyond the bound of probabilty, considering the pitch of the debates that rage on the internet, the global computer network set up 30 years ago by the U.S. defence research establishment. A new society is coming to birth in virtual reality; one is easily seduced into forgetting that these bizarre events are taking place inside a Xerox corporation computer at Palo Alto, California. If the science fiction of the '30s gave the world the concept of the
Cyborg, a creature half human and half-computer, the Internet today seems poised on the verge of the Cyborg. If a recent case is any indication, the simple etiquette which has so far governed social behaviour among Internet users will no longer suffice to administer this electronic Wild West. That solecisms in the world's latest frontier of society have attained a real-world level of scandal is obvious from the manner in which, earlier this year, an electronic intruder broke into a conversation among female users and aimed obscene visuals at them. This raised a storm of outrage. Internet users first bombarded his electronic mail box with rebukes and then had him expelled. The issue leads into uncharted philosophical territory: in virtual space, can one deterenine where the body ends and mind begins? At what point do word and image translate as act? Human society seems to possess a reverse Midas touch, contaminating every system it comes into contact with. The day is not distant when all the vicious impulses of the real world will have colonised virtuality, and another Utopia will have gone down the chute.
34. The central idea being followed in the passage is:
(a) the danger posed by viruses to Internetusers
(b) the status of sanctity of computer information routes.
(c) the degrading moral standards of our Society
(d) the role of morality it-, !he formation of computer information high-ways,
35. The term chute' in the passage specifically refers to:
(a) the concept of the Cyborg
(b) the science fiction of the `30s.
(c) a creature half human and half computer of the science fiction of the 30s.
(d) none of the above.
36. The term "solecisms" is used to highlight:
(a) the basic codes of ethical conduct
(b) breach of protocol
(c) the role of virus affected information
(d) none of the above
Passage - 2
The difference between different kinds of writing lies not so much in the writing itself, but in the way we look at it (and, of course, in the way the author wished us to look at it; but we often know very little about that). Literary forms do not exist outside our own minds. When we read anything, no matter what - a description of a scientific experiment, a history book, a ballad, or a novel -- in so far as we pay attention only to what things are happening one after another to something or somebody, it is a story; in so far as we read it only to learn the way in which something or someone behaves in certain circumstances, it is science; in so far as we read it only to find out what has actually happened in the past, it is history People often ask what is the difference beaween poetry and prose. The only difference is :-,l the way the writer looks at things. For instance, the novelist starts with a general idea in his mind; say, that people are always trying to escape from their responsibilities, and that escape only leaves them in a worse mess. Then he writes a story about what happened to Mr. and Mrs. Smith. He may never say, in so many words, that they tried to escape, never mention his idea, but this idea is the force that drives the story along. The poet, on the other hand, hears people talking in his club about the sad story of Mr. and Mrs Smith. He thinks, 'There is now, that's very interesting. They are just like everybody else; trying to get around life. It's like those sailors who tried to get to India by the Northwest Passage On they go, getting farther and farther into the ice, miles from home. Why, that's a good idea `or a poem.' He writes a poem about explorers, he may never mention Mr. and Mrs. Smith at ail. The novelist then goes from the general to the particular, the poet from the particular to the general, and you can see this also in the way they use words. The novelist uses words with their general meaning, and uses a whole lot of them to build up a particular effect: his character. The poet uses words with their particular meanings and puts them together to give a general effect: his ideas. Actually, of course, nearly all novels and all poems except very short ones have both ways of looking at things in them (e.g. Chaucer's Canterbury Tales is more like a novel in verse; Mefville's Moby Dick is more like a poem in prose). All you can say is that one way is typical of the novelist and the other of the poet.
37.An appropriate title of this passage be,
(a) Of Poets and Novelists (b) Of Poetry (c) Of Novels (d) Of Literature
38.According to the author,
a) Each person reads a particular piece readers'of writing with the same motive.
b) Every person has a different motive in reading a particular piece of writing.
c) Some pieces of writing are not read by people at all.
d) None of the above.
39. One piece of writing can be distinguished from the other by.
i) the difference in the author's style of writing.
ii) the difference in the reader view toward the writings.
III. the way the meaning has been used.
(a) I only (b) II only
(c) III only (d) I & II
40.The essential difference in the approaches of a novelist and a poet is that,
(a) The novelist moves from particular general.
(b) The poet moves from general to particular.
(c) The poet general.difference. both
(d) There in no and the same.
41. The novelist builds up,
(a) characters (b) ideas (c) Both (a) and (b) (d) Neither (a) nor (b)
42. The poet builds up
(a) characters (b) ideas (c) Both (a) and (b) (d) Neither (a) nor (b)
Directions Q. 43 to 47, Choose the pair of words which best expresses the relationship
similar to that expressed in the capitalised pairs.
43. ADJACENT: OBJECTS
(a) modern : times
(b) gradual : degrees
c) contemporary : events
d) repetitive : steps
44. FACILITATE: HAMPER
(a) animate : feed
(b) conventional : naive
(c) urbane : remote
(d) birth : demise
45. DENOUNCE : CONDONE
a) endure : imagine
b) antithetical : supportive
c) unnatural : noncommittal
d) natural : committal
46. SALUBRIOUS: BANEFUL
(a) contemplate : intimidate
(b) alleviate : exacerbate
(c) probity : fallacy
(d) susceptible : desultory
47. LANDSLIDE : PEBBLE
(a) deluge : droplet
(b) beach : wave
(c) desert : oasis
(d) rain : puddle
Directions for Q. 48 to 50: Choose the ORDERED pair of statements, where the first
statement implies the second, and the two are logically consistent with the main statement.
48. If our ancestors were monkeys, we would be anthropoids today.
A .We are not anthropoids
B. Our ancestors were monkeys
C. We are anthropoids
D. Our ancestors were not monkeys
(a) DA (b) CB (c) AB (d) AD
49. Task A, if ever accomplished; can transform our lives.
A Our lives have been transformed
B. Our lives have not been transformed
C. Task A has not been accomplished
D. Task A has been accomplished
(a) CB (b) BC (c) AC (d) AD
50. Press either of the buttons X and Y and the drink will come out.
A The drink has come out
B. Either X or Y has been pressed
C. The drink has not come out
D. Button Y has been pressed
(a) AB (b) AD (c) DA (d) DC
WISH YOU ALL GOOD LUCK
UGC DECEMBER 2002 (Memory Based Paper)
Note. This paper contains fifty(50) multiple-choice questions, each question carrying two (2) marks.
Attempt all of them.
1.There are six villages A, B, C, D, E and F.
F is 1 km west of D
B is 1 km east of E
A is 2 km north of E
C is 1 km east of A
D is 1 km south of A
Which of these villages are in a line?
a) A, C and B b) A, D and E
c) C, Band F d) E, Band D
2.Consider the Table given. On the basis of this Table, one could conclude that 'X' is
proportional to
a) (Y + Z) b) YIZ
c) (Y - Z) dY'YZ
3.Four persons. A, B, C and D had fruits from an open-air fruit stall. 'A' took grapes and
pineapple; 'B' ate grapes and oranges; 'C' took orange, pineapple and apple; 'D' ate grapes,
apple and pineapple. After taking fruits, B and C were taken ill. The most likely cause of
illness of B and C is the consumption of
a) apple bj pineapple
c) grapes d) orange
4.The given histogram shows the frequency distribution of height (the number of students
in the given height range) of 30 students in a class. Which of the following statements
based on this histogram is/are correct?
X 1 Y Z
20 10 5
30 25 3
45 15 15/2
120 125 130 -' 35 140 145 150 Height in cm 10 he height of most of the students is
between 135 cm and 140 cm.
2.There are only two students whose heights are between 120 cm and 125 CM
3.Fifty percent of the students have their heights between 130 cm and 140 cm.Select the correct answer using the codes given below:
a) 1 and 2 b) 2 and 3
c) 1 and 3 d) 2 alone
5. Two one-rupee coins are placed flat on a table. One coin `A' is rotated around the periphery of the other coin 'B' without slipping, till the original point of contact between the coins returns to its initial position The number of rotations made by coin 'A' in a fixed friction is
a) 2 b) 4 c) 3 d) 1
6.Five persons, a professor (A), an IAS Officer (B), an Engineer (C), a Politician (D) and a
Doctor (E) live in five flats. The flats are built in such a manner that one is on top of
another, as one would see in a five-storey building 'A' has to go up to meet his friend
'B'. 'E' is friendly with everyone and has to go up as frequently as to go down. 'C' above
whose flat lives 'A's friend. From the ground floor upwards, the correct sequence of the
location of the flats of these persons is
a) C, A, B, E, D b} A, C, E, B, D c) B,
C, A, E, D d) A, D, E, C, B
7. Consider the following statements regarding cars parked at a parking lot:
1. All the Maruti cars parked here are white.
2. Some of these cars have radial tyres.
3. All Maruti cars manufactured after 1986 have radial tyres.
4. All cars are not Marutis.
Which one of the following inferences can be drawn from the statements given above?
A) Only white Maruti cars with radial tyres are parked here
B) Some white Maruti cars with radial tyres are parked here
C) Cars other than Maruti do not have radial tyres
D) Most of the Maruti cars parked here were manufactured before 1986.
8. The graph shown in the figure relates to sales figures in thousands of TV sets of a particular company for the period 1990-97. On the basis of this graph, which of the following inferences would be valid?
1. TV sales increased constantly from '90 to'93.
2. Sales did not improve in `93-'95.
3. There was a sharp drop in sales in `95-96
4. Sales are not likely to improve from '97 onwards.
Select the correct answer using the codes given below:
a) 1, 2, 3 and 4 B) 2 and 4 c)1,3 and 4 d) 1,2 and 3
9. The monthly income of a family is Rs. 3000. 20% of it is spent on children's education. Out
of the balance, 15% is spent on house rent and from what is left, 50% is spEjnt on provisions. Then which of the following statements would be true?
1. The amount spent on children's education is Rs. 600.
2. The amount spent on house rent is Rs. 450.
3. The amount spent on provisions is Rs. 1020
4. The family has Rs. 1020 per month for other expenses.
Select the correct answer using the codes given below:
a) 1, 2, 3 and 4 b) 1,3 and 4
c) 2 and 4 d) 1 and 3
10.Who is legally competent under the Indian Constitution to declare war or conclude peace?
a} The President
b) The Prime Minister
c) The Council of Ministers
d) The Parliament
11. The Road Ahead' is a book written by
a) Jyoti Basu b) L. K. Advani c) Bill Clinton d} Bill Gates
12. Which year shows the maximum percentage of export with respect of production?
a) 1992 b) 1993 c) 1996 d) 1995
13. The population of India in 1993 was
a) 800 million b) 1080 million c) 985 million d) 900 million
14. If the area under tea production was less by 10% in 1994 than 1993, then the approximate
rate of increase in productivity of tea in 1994 was
a) 97.22 b) 3 c) 35 d) Cannot be determined
15. The average proportion of tea exported to the tea produced over the period is
a) 0.87 b) 0.47 c) 0.48 d) 0.66
16. What is the first half decade's average per capita availability of tea?
a) 457 gms b) 535 gms c) 446 gms d) 430 gms
17.In which year was the per capita availability of tea minimum?
a) 1996 b) 1994 c) 1991 d) None of these
18. In which year was there minimum percentage explosion can make a rapid progress.
of export with respect to production?
a) 1991 b) 1992 c) 1993 d) 1994
19. In which year we had maximum quantity of tea for domestic consumption?
a) 1994 b) 1991 population explosion can make a rapid c) 1993 d) 1996 proqress.
Directions for questions 20 to 23: All India Monsoon Rainfall (1990 to 1999) June -September
20. The normal rainfall during the period 1990-1999 was experienced in the year(s)
a) 1994 b) 1993 & 1995 c) 1996-97 d) 1990
21. The year ..... witnessed the least rainfall.
a) 1991 b} 1999 c) 1992 d) 1993
22. Out of the 10 years studied, how many had above normal rainfall?
a} 3 b) 7 c) 5 d) 6
Directions for questions 23 to 27: Each of the following incomplete arguments is
followed by four sentences. One of the four completes the argument in order to justify
the conclusion. Pick that out.
23. India cannot make a rapid progress because India has a problem of population
explosion.
a) No country with population explosion can make a rapid progress.
b) Only a country without population
c) Some countries with population problem cannot make a rapid progress.
d) All countries which have a problem ofpopulation explosion can make a rapid proqress.
24. Man learns through experience as he has initiative by nature.
a) Some persons who take initiative by nature learn through experience.
b) All who have initiative by nature learn through experience.
c) None who has initiative by nature learns through experience.
d) Only few with initiative learn through experience.
25.We have now to fight for peace with some courage and determination as we fought
against aggression.
a) Many are fighting for peace who have fought against aggression.
b) All those who have fought against aggression should fight for peace
c) Some who are fighting for peace have fought against aggression.
d) None is fighting for peace who have fought for aggression.
26. Whom the gods love dies young.
a) Many die young who are gods.
b) Few die young who are gods
c) some who are loved by the gods die young
d) all those who love the gods die young
27. Education has produce a vast population able to read but unable to distinguish what is worth readlng
28.If the ratio of boys to girls in a class is B and the ratio of girls to boys is G, then 3 (B + G) is
a) equal to 3 b) less than 3 c) more than 3 d) less than 1/3
29. Tea worth Rs. 126 per kg and Rs. 135 per kg are mixed with a third variety in the ratio 1 : 1 : 2. If the mixture is worth Rs. 153 per kg the price of the third variety per kg will be
a) Rs. 169.50 b) Rs. 170 c) Rs. 175.50 d) Rs. 180
30. The average of 11 numbers is 10.9. If the average of the first six numbers is 10.5 and
that of the last six numbers is 11.4, then the middle (61") number is
a) 11.5 b) 11.4 c) 11.3 d) 11.0
31. there are 30 students in a class . the average are of the first 10 student is 12.5 years. the average are of the next 20 student is 13.1 years. the average age of the whole class is.
a) 12.5 years b)12.7 c) 12.8 d) 12.9 years
32. the perimeter of one face of cube is 20 cm. its volume must be
a) 8000 cm3 b) 100 cm3 c) 125cm3 d) 400 cm3
33.the number of revolutions made by a wheel of diameter 56 cm in covering a distance of 1.1 km is (use p=22/7)
a) 31.25 b) 56.25 c) 625 d) 62.5
Direction: Read the passages below and answer the question based on them :
Passage 1
the world of computer
enthusiasts is in the grip of an ethical crisis. should copmuter viruses be classified as a life form? will consensus-building agencies take up the case for virus rights, protest the death penalty, demand that their clents be set apart in enclaves ? None of this is beyond the bound of probabilty, considering the pitch of the debates that rage on the internet, the global computer network set up 30 years ago by the U.S. defence research establishment. A new society is coming to birth in virtual reality; one is easily seduced into forgetting that these bizarre events are taking place inside a Xerox corporation computer at Palo Alto, California. If the science fiction of the '30s gave the world the concept of the
Cyborg, a creature half human and half-computer, the Internet today seems poised on the verge of the Cyborg. If a recent case is any indication, the simple etiquette which has so far governed social behaviour among Internet users will no longer suffice to administer this electronic Wild West. That solecisms in the world's latest frontier of society have attained a real-world level of scandal is obvious from the manner in which, earlier this year, an electronic intruder broke into a conversation among female users and aimed obscene visuals at them. This raised a storm of outrage. Internet users first bombarded his electronic mail box with rebukes and then had him expelled. The issue leads into uncharted philosophical territory: in virtual space, can one deterenine where the body ends and mind begins? At what point do word and image translate as act? Human society seems to possess a reverse Midas touch, contaminating every system it comes into contact with. The day is not distant when all the vicious impulses of the real world will have colonised virtuality, and another Utopia will have gone down the chute.
34. The central idea being followed in the passage is:
(a) the danger posed by viruses to Internetusers
(b) the status of sanctity of computer information routes.
(c) the degrading moral standards of our Society
(d) the role of morality it-, !he formation of computer information high-ways,
35. The term chute' in the passage specifically refers to:
(a) the concept of the Cyborg
(b) the science fiction of the `30s.
(c) a creature half human and half computer of the science fiction of the 30s.
(d) none of the above.
36. The term "solecisms" is used to highlight:
(a) the basic codes of ethical conduct
(b) breach of protocol
(c) the role of virus affected information
(d) none of the above
Passage - 2
The difference between different kinds of writing lies not so much in the writing itself, but in the way we look at it (and, of course, in the way the author wished us to look at it; but we often know very little about that). Literary forms do not exist outside our own minds. When we read anything, no matter what - a description of a scientific experiment, a history book, a ballad, or a novel -- in so far as we pay attention only to what things are happening one after another to something or somebody, it is a story; in so far as we read it only to learn the way in which something or someone behaves in certain circumstances, it is science; in so far as we read it only to find out what has actually happened in the past, it is history People often ask what is the difference beaween poetry and prose. The only difference is :-,l the way the writer looks at things. For instance, the novelist starts with a general idea in his mind; say, that people are always trying to escape from their responsibilities, and that escape only leaves them in a worse mess. Then he writes a story about what happened to Mr. and Mrs. Smith. He may never say, in so many words, that they tried to escape, never mention his idea, but this idea is the force that drives the story along. The poet, on the other hand, hears people talking in his club about the sad story of Mr. and Mrs Smith. He thinks, 'There is now, that's very interesting. They are just like everybody else; trying to get around life. It's like those sailors who tried to get to India by the Northwest Passage On they go, getting farther and farther into the ice, miles from home. Why, that's a good idea `or a poem.' He writes a poem about explorers, he may never mention Mr. and Mrs. Smith at ail. The novelist then goes from the general to the particular, the poet from the particular to the general, and you can see this also in the way they use words. The novelist uses words with their general meaning, and uses a whole lot of them to build up a particular effect: his character. The poet uses words with their particular meanings and puts them together to give a general effect: his ideas. Actually, of course, nearly all novels and all poems except very short ones have both ways of looking at things in them (e.g. Chaucer's Canterbury Tales is more like a novel in verse; Mefville's Moby Dick is more like a poem in prose). All you can say is that one way is typical of the novelist and the other of the poet.
37.An appropriate title of this passage be,
(a) Of Poets and Novelists (b) Of Poetry (c) Of Novels (d) Of Literature
38.According to the author,
a) Each person reads a particular piece readers'of writing with the same motive.
b) Every person has a different motive in reading a particular piece of writing.
c) Some pieces of writing are not read by people at all.
d) None of the above.
39. One piece of writing can be distinguished from the other by.
i) the difference in the author's style of writing.
ii) the difference in the reader view toward the writings.
III. the way the meaning has been used.
(a) I only (b) II only
(c) III only (d) I & II
40.The essential difference in the approaches of a novelist and a poet is that,
(a) The novelist moves from particular general.
(b) The poet moves from general to particular.
(c) The poet general.difference. both
(d) There in no and the same.
41. The novelist builds up,
(a) characters (b) ideas (c) Both (a) and (b) (d) Neither (a) nor (b)
42. The poet builds up
(a) characters (b) ideas (c) Both (a) and (b) (d) Neither (a) nor (b)
Directions Q. 43 to 47, Choose the pair of words which best expresses the relationship
similar to that expressed in the capitalised pairs.
43. ADJACENT: OBJECTS
(a) modern : times
(b) gradual : degrees
c) contemporary : events
d) repetitive : steps
44. FACILITATE: HAMPER
(a) animate : feed
(b) conventional : naive
(c) urbane : remote
(d) birth : demise
45. DENOUNCE : CONDONE
a) endure : imagine
b) antithetical : supportive
c) unnatural : noncommittal
d) natural : committal
46. SALUBRIOUS: BANEFUL
(a) contemplate : intimidate
(b) alleviate : exacerbate
(c) probity : fallacy
(d) susceptible : desultory
47. LANDSLIDE : PEBBLE
(a) deluge : droplet
(b) beach : wave
(c) desert : oasis
(d) rain : puddle
Directions for Q. 48 to 50: Choose the ORDERED pair of statements, where the first
statement implies the second, and the two are logically consistent with the main statement.
48. If our ancestors were monkeys, we would be anthropoids today.
A .We are not anthropoids
B. Our ancestors were monkeys
C. We are anthropoids
D. Our ancestors were not monkeys
(a) DA (b) CB (c) AB (d) AD
49. Task A, if ever accomplished; can transform our lives.
A Our lives have been transformed
B. Our lives have not been transformed
C. Task A has not been accomplished
D. Task A has been accomplished
(a) CB (b) BC (c) AC (d) AD
50. Press either of the buttons X and Y and the drink will come out.
A The drink has come out
B. Either X or Y has been pressed
C. The drink has not come out
D. Button Y has been pressed
(a) AB (b) AD (c) DA (d) DC
WISH YOU ALL GOOD LUCK
UGC NET paper 3 Electronics(Model Questions )
Hello everybody
Please go thrgh the questions which may help u in some or other way in Preparation for UGC NET exam
Unit VII:
COUNTERS
1.1 List the different types of counters-Synchronous and Asynchronous
1.2 Explain the modulus of a counter
1.3 Compare Synchronous and Asynchronous counters
1.4 Explain the working of 4 bit ripple counter with truth table and timing diagram
1.5 Define the propagation delay in ripple counter
1.6 Explain the Mod N synchronous counter
1.7 Explain the Synchronous decade counter
1.8 Describe Mod Counters using reset input with timing diagram
1.9 Explain the working of IC's 7490, 7492 , 7493 , 74161, 74190,74192 ,74193 with their pin configuration and truth table
1.10 List out applications of counters
SHIFT REGISTERS
2.1 Explain the working of buffer register
2.2 Explain the working of various types of shift registers -SISO,SIPO,PISO, PIPO with truth table using flip flop
2.3 Explain the working of bidirectional and universal shift register
2.4 Explain the applications of shift registers
2.5 Explain the working of IC's-7491,7495,74198, 74199, 74194 with their pin configuration
SEMICONDUCTOR MEMORIES
3.1 List the different types of semiconductor memories
3.2 Explain the internal organization of static and dynamic RAM cell
3.3 Explain the different types of ROM-PROM,EPROM,EEPROM,FLASH ROM
3.4 Explain the internal organisation of ROM BIPOLAR & MOS Cell
3.5 Explain the terms Access time ,speed,capacity of RAM & ROM
3.6 List out the different RAM & ROM IC's and their capacity,reliability
3.7 Distinguish between single-in-line and dual-in-line memory module
3.8 Explain the page mode access and extended data out DRAM
3.90 Explain the need for refreshing of DRAM
4 DIGITAL TO ANALOG CONVERTERS
4.1 Introduction to DAC and its symbol
4.2 Explain the performance parameters of DAC-Resolution,accuracy and conversion time
4.3 Explain binary weighted resistor DAC
4.4 Explain R-2R Ladder type DAC
4.5 Explain IC-1408/832 DAC with pin configuration and application
ANALOG TO DIGITAL CONVERTERS
5.1 Introduction to ADC and its Symbol
5.2Explain the performance parameters of ADC-Resolution,quantization error and conversion time
5.3 Explain the ramp type and dual slope ADC's
5.4 Explain the successive-approximation type ADC
5.5 Explain the flash type ADC
5.6 Explain the working of IC 0808/0809 with pin configuration and application
DISPLAY DEVICES AND PAL SYSTEMS
6.1 Explain the operation of LED and concept of seven segment display
6.2 Explain the alphanumeric / matrix display
6.3 Explain the LCD and its types
6.4 Explain the dynamic scattering type and field effect type
6.5 List out advantages and disadvantages of LCD's
6.6 Compare between LED's and LCD's
6.7 Explain LED driver using IC 7447 decoder
6.8 Explain multiplexed displays
6.9 Explain 7 segment decoder/driver for LCD display
6.10 Introduction to PAL - Explain the basic structure and working of PAL
6.11 Implement Full adder using PAL
Wish you a Good Luck
Please go thrgh the questions which may help u in some or other way in Preparation for UGC NET exam
Unit VII:
COUNTERS
1.1 List the different types of counters-Synchronous and Asynchronous
1.2 Explain the modulus of a counter
1.3 Compare Synchronous and Asynchronous counters
1.4 Explain the working of 4 bit ripple counter with truth table and timing diagram
1.5 Define the propagation delay in ripple counter
1.6 Explain the Mod N synchronous counter
1.7 Explain the Synchronous decade counter
1.8 Describe Mod Counters using reset input with timing diagram
1.9 Explain the working of IC's 7490, 7492 , 7493 , 74161, 74190,74192 ,74193 with their pin configuration and truth table
1.10 List out applications of counters
SHIFT REGISTERS
2.1 Explain the working of buffer register
2.2 Explain the working of various types of shift registers -SISO,SIPO,PISO, PIPO with truth table using flip flop
2.3 Explain the working of bidirectional and universal shift register
2.4 Explain the applications of shift registers
2.5 Explain the working of IC's-7491,7495,74198, 74199, 74194 with their pin configuration
SEMICONDUCTOR MEMORIES
3.1 List the different types of semiconductor memories
3.2 Explain the internal organization of static and dynamic RAM cell
3.3 Explain the different types of ROM-PROM,EPROM,EEPROM,FLASH ROM
3.4 Explain the internal organisation of ROM BIPOLAR & MOS Cell
3.5 Explain the terms Access time ,speed,capacity of RAM & ROM
3.6 List out the different RAM & ROM IC's and their capacity,reliability
3.7 Distinguish between single-in-line and dual-in-line memory module
3.8 Explain the page mode access and extended data out DRAM
3.90 Explain the need for refreshing of DRAM
4 DIGITAL TO ANALOG CONVERTERS
4.1 Introduction to DAC and its symbol
4.2 Explain the performance parameters of DAC-Resolution,accuracy and conversion time
4.3 Explain binary weighted resistor DAC
4.4 Explain R-2R Ladder type DAC
4.5 Explain IC-1408/832 DAC with pin configuration and application
ANALOG TO DIGITAL CONVERTERS
5.1 Introduction to ADC and its Symbol
5.2Explain the performance parameters of ADC-Resolution,quantization error and conversion time
5.3 Explain the ramp type and dual slope ADC's
5.4 Explain the successive-approximation type ADC
5.5 Explain the flash type ADC
5.6 Explain the working of IC 0808/0809 with pin configuration and application
DISPLAY DEVICES AND PAL SYSTEMS
6.1 Explain the operation of LED and concept of seven segment display
6.2 Explain the alphanumeric / matrix display
6.3 Explain the LCD and its types
6.4 Explain the dynamic scattering type and field effect type
6.5 List out advantages and disadvantages of LCD's
6.6 Compare between LED's and LCD's
6.7 Explain LED driver using IC 7447 decoder
6.8 Explain multiplexed displays
6.9 Explain 7 segment decoder/driver for LCD display
6.10 Introduction to PAL - Explain the basic structure and working of PAL
6.11 Implement Full adder using PAL
Wish you a Good Luck
Friday, June 19, 2009
How 555 Timer Works?
555 Timer
The 555 monolithic timing circuit is a highly stable device, that can act either as a time delay generator (Monostable/one-shot), a Pulse-Width-Modulator (PWM), a RC Oscillator, or a Voltage
Controlled Oscillator (VCO).
In the time delay mode of operation, the time is precisely controlled by one external resistor and one external capacitor.
For a stable operation as an oscillator, the free running frequency and the duty cycle are both accurately controlled with two external resistors and one external capacitor.
The circuit may be triggered and reset on falling waveforms (trigger, Reset), and the output can source or sink up to 200mA.
APPLICATIONS
Precision Timing
Pulse Generation
Sequential Timing
Time delay Generation
Pulse Width Modulation
FEATURES
Turn-off time less than 2ms
Max. operating frequency greater than 500kHz
Timing from microseconds to hours
Operates in both astable and monostable modes
High output current
Adjustable duty cycle
TTL compatible
Temperature stability of 0.005% per °C
you can Visit the link for more details
http://courses.ncsu.edu:8020/ece480/common/htdocs/480_555.htm#description
http://courses.ncsu.edu:8020/ece480/common/htdocs/pdf/555AN.pdf
The 555 monolithic timing circuit is a highly stable device, that can act either as a time delay generator (Monostable/one-shot), a Pulse-Width-Modulator (PWM), a RC Oscillator, or a Voltage
Controlled Oscillator (VCO).
In the time delay mode of operation, the time is precisely controlled by one external resistor and one external capacitor.
For a stable operation as an oscillator, the free running frequency and the duty cycle are both accurately controlled with two external resistors and one external capacitor.
The circuit may be triggered and reset on falling waveforms (trigger, Reset), and the output can source or sink up to 200mA.
APPLICATIONS
Precision Timing
Pulse Generation
Sequential Timing
Time delay Generation
Pulse Width Modulation
FEATURES
Turn-off time less than 2ms
Max. operating frequency greater than 500kHz
Timing from microseconds to hours
Operates in both astable and monostable modes
High output current
Adjustable duty cycle
TTL compatible
Temperature stability of 0.005% per °C
you can Visit the link for more details
http://courses.ncsu.edu:8020/ece480/common/htdocs/480_555.htm#description
http://courses.ncsu.edu:8020/ece480/common/htdocs/pdf/555AN.pdf
Tuesday, June 9, 2009
What makes u an Effectual Lecturer?
Please Read it Carefully!!!
1. Doesn't spoon-feed the students, even when they beg and beg and beg. Never hand out full text notes, or make them available.
2.Stimulates futher thinking and reading rather than provides thedefinitive answer for all time. But doesn't shy from conclusions either.
3.Gives you an account of the views of others, but is unafraid to givetheir own opinion - with passion if necessary. Prejudice is a wonderfulpedagogical tool!
4. Gives a brief but quality reading list.
5.Is disciplined about questions, and is even quite harsh with ramblingor hectoring questioners if necessary. Perhaps he or she makes clearhow questions are going to run before the lecture. If there is no time,then tough.
6. Is disciplined about discussions or other in class activities.
7. Does check to see if he or she is being listened to, and asks for clarification questions.
8. NEVER belittles other students for a laugh. In fact, is secure enough not to have to be funny all the time.
9. Makes time for female students to ask questions, speak, talk, interact etc.
10. Starts on time/finishes on time.
11. Never or rarely runs out of time: but each lecture is presented whole.
12. Makes an effort to communicate with colour and variety.
13. Isn't obsessed with powerpoint.
14. Provides a simple outline. One A4 sheet is sufficient.
15. Appears to be enjoying him/herself.
16. Gives clear and simple information about assessment. Doesn't spend too long fussing about it.
17. Is accessible outside the class room.
18. Knows what he or she is actually talking about.
19. Is not defensive when questioned, but firm.
Good Day!
1. Doesn't spoon-feed the students, even when they beg and beg and beg. Never hand out full text notes, or make them available.
2.Stimulates futher thinking and reading rather than provides thedefinitive answer for all time. But doesn't shy from conclusions either.
3.Gives you an account of the views of others, but is unafraid to givetheir own opinion - with passion if necessary. Prejudice is a wonderfulpedagogical tool!
4. Gives a brief but quality reading list.
5.Is disciplined about questions, and is even quite harsh with ramblingor hectoring questioners if necessary. Perhaps he or she makes clearhow questions are going to run before the lecture. If there is no time,then tough.
6. Is disciplined about discussions or other in class activities.
7. Does check to see if he or she is being listened to, and asks for clarification questions.
8. NEVER belittles other students for a laugh. In fact, is secure enough not to have to be funny all the time.
9. Makes time for female students to ask questions, speak, talk, interact etc.
10. Starts on time/finishes on time.
11. Never or rarely runs out of time: but each lecture is presented whole.
12. Makes an effort to communicate with colour and variety.
13. Isn't obsessed with powerpoint.
14. Provides a simple outline. One A4 sheet is sufficient.
15. Appears to be enjoying him/herself.
16. Gives clear and simple information about assessment. Doesn't spend too long fussing about it.
17. Is accessible outside the class room.
18. Knows what he or she is actually talking about.
19. Is not defensive when questioned, but firm.
Good Day!
Friday, May 22, 2009
Video Tutorials Basic Electronics
I hope this videos would help the students especially those who are in first semester of Electronics Engg
Saturday, May 9, 2009
Ugc Net Paper 1
Communication: Introduction
Communication is an indispensable tool in all areas of human interaction. But it is a process that is complex. The extent of its complexity can be seen in the variety of ways in which it can be defined.
Thus, communication is any behaviour, verbal, nonverbal or graphic that is perceived by another. It involves a web of activities that differ in different situations. In the workplace, for example, you would probably communicate differently when talking formally to customers as compared to informally with a peer. How you perceive the situation will often determine your communication behavior.
Forms and Types of Communication
People communicate with each other in a variety of ways that depend on the message they want to send and the context in which it is to be sent. As a result there are a variety of forms and types of communication such as e-mail, face-to-face, telephone, meetings, corridor conversations and seminars. Dwyer categorises these into
three forms of communication - verbal, nonverbal and graphic
four types of communication - intrapersonal, interpersonal, public and mass.
Communication Models and Theories
Communication is a dynamic and interactive process'. Just as there are many definitions of communication, so there are many models of communication, each providing different views of how people transfer and interpret information. Like a jigsaw puzzle, each model provides a part of the picture, but no one model seems to cover all aspects.
Berlo's Model
Berlo's focus remained on the transmission model of communication. However, he introduced more of the human elements, such as the relationship between the message channel and the five senses
Effective communication involves both the sender and the receiver. The sender must be as clear as possible and the receiver must signal understanding or clarification. It involves both content and relationship elements
content = message, idea
relationship = emotions, power, status
personal Encoding and decoding are based on a person's perception of the world.
The Transmission Model
The transmission model is concerned with the transfer of meaning from the sender to the receiver . Communication is a one way process.
The Process Model
The transmission model was subsequently adapted to form the process models in which people transmit, receive, interpret and respond to messages with feedback. The process models have seven main elements:
Sender
Message
Receiver
Feedback
Channel
Context or setting (environment)
Noise or interference
In the process models, a message is encoded by the sender through a communication channel, such as voice or body language, and then decoded by the receiver. The receiver then provides feedback. The process is influenced by the context of the situation and any noise or interference.
Communication Barriers
Ineffective communication can lead to errors, misunderstanding, poor performance, lower motivation and morale, negative feelings in the workplace and many other issues that may detract from achieving organisational goals. It is, therefore, important to try to minimise barriers to effective and efficient communication: communication barriers distort or interrupt the message and its meaning
Organizational Communication
Communication in an organisation may be used to influence, inform, control or inspire. Organisational communication can be divided into two broad categories - formal or structured (within the 'systems' established by management) and informal (as when co-workers chat about company matters). Both areas are significant and both need to be 'healthy' for the organisation to be healthy.
Formal Communication Channels and Networks
Formal communication channels follow the organisational structure or hierarchy and flow in four directions:
These four directions in which communication can travel are: downward; upward; lateral or horizontal; and diagonal.
Downward (1) communication involves communication from higher to lower levels so that leadership can communicate goals, strategies or role expectations.
Upward (2) communication flows from lower levels to higher levels of the organisation, for example, when there is a need to communicate problems, results or suggestions.
Horizontal (3) communication occurs across the same level and involves for example, coordination of activities with peers (teams, committees), dissemination of useful information from one department to another (for example sales forecasts from the sales department to production, and problems such as a problem with product design from the production department to research and development). Horizontal communication facilitates the l inking of different areas of expertise and this may encourage innovation.
Diagonal (4) channels may potentially cause conflict as they involve communication between the lower level of one department to a higher level in another. In the diagram above, this may cause friction between the employee in accounting department C and the Vice-President (VP) of Accounting as the employee has gone around his or her own superior. Nevertheless this type of communication may be useful as it may simply be information relevant to the Marketing Department and the VP Accounting does not need to be involved.
Formal communication networks also occur within the hierarchy of the organisation and reflect how groups of employees, for example those in a department, work together. Networking or mapping the flow of communication in an organisation can be a useful device. This can identify who is communicating with whom and whether the lines of communication are effective and efficient, or whether there is potential for destructive conflict or tension arising from the communication channels (for example, inappropriate diagonal communication).
Formal Communication: Problems and Solutions
Many communication problems arise from the structure of the organisation. Dwyer mentions three related organisational factors: centralisation; the creation of too many organisational layers; and the structure of the organisation. Other factors may include downsizing which leads to ambiguous reporting structure and poor leadership. Many of these problems may be overcome by:
analysing the organisation structure and communication networks for barriers to effectiveness and efficiency
ensuring downsizing is well planned and the 'survivors' (those left in the organisation) understand the impact of the process on communication networks and procedures
recruiting for competent communication, particularly when recruiting for leadership roles.
Informal Communication
Informal organisational communication exists outside the formal lines of the organisational structure. An example of this is friendship groups. The informal communication channel serves two main purposes: it permits employees to satisfy their need for social interaction in the workplace and it can improve an organisation's performance by creating alternative, and frequently faster and more efficient, channels of communication (Robbins et al. 2000).
One of the most common forms of informal communication is 'the grapevine'. According to Kreitner and Kinicki (1995) the term grapevine originated from the American Civil War practice of stringing battlefield telegraph lines between trees as a means of efficient communication. Now it supplements the formal channels of communication.
UGC Paper Information Communication
1. Informal communication network within the organization is known as
(a) Interpersonal communication
(b) Intrapersonal communication
(c) Mass communication
(d) Grapevine communication
2. TV Channel launched for covering only Engineering and Technology subjects is known as
(a) Gyan Darshan
(b) Vyas
(c) Eklavya
(d) Kisan
3. In which state the maximum number of periodicals are brought out for public information:
(a) Uttar Pradesh
(b) Tamil Nadu
(c) Kerala
(d) Punjab
4. The main objective of public broadcasting system i.e. Prasar Bharti is
(a) Inform, Entertainment & Education
(b) Entertain, Information & Interaction
(c) Educate, Interact & Entertain
(d) Entertainment only
5. The competency of an effective communicator can be judged on the basis of:
(a) Personality of communicator
(b) Experience in the field
(c) Interactivity with target audience
(d) Meeting the needs of target audience
Communication is an indispensable tool in all areas of human interaction. But it is a process that is complex. The extent of its complexity can be seen in the variety of ways in which it can be defined.
Thus, communication is any behaviour, verbal, nonverbal or graphic that is perceived by another. It involves a web of activities that differ in different situations. In the workplace, for example, you would probably communicate differently when talking formally to customers as compared to informally with a peer. How you perceive the situation will often determine your communication behavior.
Forms and Types of Communication
People communicate with each other in a variety of ways that depend on the message they want to send and the context in which it is to be sent. As a result there are a variety of forms and types of communication such as e-mail, face-to-face, telephone, meetings, corridor conversations and seminars. Dwyer categorises these into
three forms of communication - verbal, nonverbal and graphic
four types of communication - intrapersonal, interpersonal, public and mass.
Communication Models and Theories
Communication is a dynamic and interactive process'. Just as there are many definitions of communication, so there are many models of communication, each providing different views of how people transfer and interpret information. Like a jigsaw puzzle, each model provides a part of the picture, but no one model seems to cover all aspects.
Berlo's Model
Berlo's focus remained on the transmission model of communication. However, he introduced more of the human elements, such as the relationship between the message channel and the five senses
Effective communication involves both the sender and the receiver. The sender must be as clear as possible and the receiver must signal understanding or clarification. It involves both content and relationship elements
content = message, idea
relationship = emotions, power, status
personal Encoding and decoding are based on a person's perception of the world.
The Transmission Model
The transmission model is concerned with the transfer of meaning from the sender to the receiver . Communication is a one way process.
The Process Model
The transmission model was subsequently adapted to form the process models in which people transmit, receive, interpret and respond to messages with feedback. The process models have seven main elements:
Sender
Message
Receiver
Feedback
Channel
Context or setting (environment)
Noise or interference
In the process models, a message is encoded by the sender through a communication channel, such as voice or body language, and then decoded by the receiver. The receiver then provides feedback. The process is influenced by the context of the situation and any noise or interference.
Communication Barriers
Ineffective communication can lead to errors, misunderstanding, poor performance, lower motivation and morale, negative feelings in the workplace and many other issues that may detract from achieving organisational goals. It is, therefore, important to try to minimise barriers to effective and efficient communication: communication barriers distort or interrupt the message and its meaning
Organizational Communication
Communication in an organisation may be used to influence, inform, control or inspire. Organisational communication can be divided into two broad categories - formal or structured (within the 'systems' established by management) and informal (as when co-workers chat about company matters). Both areas are significant and both need to be 'healthy' for the organisation to be healthy.
Formal Communication Channels and Networks
Formal communication channels follow the organisational structure or hierarchy and flow in four directions:
These four directions in which communication can travel are: downward; upward; lateral or horizontal; and diagonal.
Downward (1) communication involves communication from higher to lower levels so that leadership can communicate goals, strategies or role expectations.
Upward (2) communication flows from lower levels to higher levels of the organisation, for example, when there is a need to communicate problems, results or suggestions.
Horizontal (3) communication occurs across the same level and involves for example, coordination of activities with peers (teams, committees), dissemination of useful information from one department to another (for example sales forecasts from the sales department to production, and problems such as a problem with product design from the production department to research and development). Horizontal communication facilitates the l inking of different areas of expertise and this may encourage innovation.
Diagonal (4) channels may potentially cause conflict as they involve communication between the lower level of one department to a higher level in another. In the diagram above, this may cause friction between the employee in accounting department C and the Vice-President (VP) of Accounting as the employee has gone around his or her own superior. Nevertheless this type of communication may be useful as it may simply be information relevant to the Marketing Department and the VP Accounting does not need to be involved.
Formal communication networks also occur within the hierarchy of the organisation and reflect how groups of employees, for example those in a department, work together. Networking or mapping the flow of communication in an organisation can be a useful device. This can identify who is communicating with whom and whether the lines of communication are effective and efficient, or whether there is potential for destructive conflict or tension arising from the communication channels (for example, inappropriate diagonal communication).
Formal Communication: Problems and Solutions
Many communication problems arise from the structure of the organisation. Dwyer mentions three related organisational factors: centralisation; the creation of too many organisational layers; and the structure of the organisation. Other factors may include downsizing which leads to ambiguous reporting structure and poor leadership. Many of these problems may be overcome by:
analysing the organisation structure and communication networks for barriers to effectiveness and efficiency
ensuring downsizing is well planned and the 'survivors' (those left in the organisation) understand the impact of the process on communication networks and procedures
recruiting for competent communication, particularly when recruiting for leadership roles.
Informal Communication
Informal organisational communication exists outside the formal lines of the organisational structure. An example of this is friendship groups. The informal communication channel serves two main purposes: it permits employees to satisfy their need for social interaction in the workplace and it can improve an organisation's performance by creating alternative, and frequently faster and more efficient, channels of communication (Robbins et al. 2000).
One of the most common forms of informal communication is 'the grapevine'. According to Kreitner and Kinicki (1995) the term grapevine originated from the American Civil War practice of stringing battlefield telegraph lines between trees as a means of efficient communication. Now it supplements the formal channels of communication.
UGC Paper Information Communication
1. Informal communication network within the organization is known as
(a) Interpersonal communication
(b) Intrapersonal communication
(c) Mass communication
(d) Grapevine communication
2. TV Channel launched for covering only Engineering and Technology subjects is known as
(a) Gyan Darshan
(b) Vyas
(c) Eklavya
(d) Kisan
3. In which state the maximum number of periodicals are brought out for public information:
(a) Uttar Pradesh
(b) Tamil Nadu
(c) Kerala
(d) Punjab
4. The main objective of public broadcasting system i.e. Prasar Bharti is
(a) Inform, Entertainment & Education
(b) Entertain, Information & Interaction
(c) Educate, Interact & Entertain
(d) Entertainment only
5. The competency of an effective communicator can be judged on the basis of:
(a) Personality of communicator
(b) Experience in the field
(c) Interactivity with target audience
(d) Meeting the needs of target audience
Monday, April 20, 2009
UGC NET Paper 1 June 2003
UGC JUNE 2003-Paper-I
Note. This paper contains fifty (50) multiple-choice questions; each question carrying two (2) marks.
Attempt all of them.
1. Anand is related to Binod and Cinderella; Deepa is Cinderella's mother Also Deepa is Binod's sister and Ela is Binod's sister. How
is Cinderella related to Ela?
a) Niece b) Cousin (c) Sister d) Aunt
2. In a confidential code, 'GET AWAY. FIRE BACKWARDS, MOVE SLOW' is coded as BEN CDCI, QHOE PCTLDCOXU, ZMWE UFMD'. In this code, which of the following could be a possible code for the world METHOD?
(a) ZENTMX(b) ZENDMX
(c) ZENKMX(d) ZENHMX
Directions Q 3-4: The letters of the English
alphabet are numbered 26 to 1. A is 26, B is 25, C is 24 and so on.
3. Which of the following sequences denotes a valid word?
(a) 6-12-17-23 (b) 5-11-18-22
(c) 5-12-18-23 (d) 5-12-17-23
4. The following sequence with some arithmetic operations has been used to denote the letters in a word. What will be the next term to make it a valid word? 9, 22, 11, 12, 8, .....
a) 21 b) 22 C) 23 d) 24
5. In a military code, the data are communicated as per one of the following rules:
a) Multiply by 2 and divide by 3
b) Square and add one
c) Divide by 2 and add 3
d) Divide by 2 and multiply by 3
Which rule has been used to communicate data in the series?
33, 333, 393, 1266
6. Sanjay is Sarita's brother. "I have as many sisters as brothers", tells Sarita to one of her friends. Sanjay says, "Each of us brothers has only half as many brothers as sisters". How many brothers and sisters does the family have?
a) 4 sisters and 5 brothers
b) 5 sisters and 3 brothers
c) 3 sisters and 4 brothers
d) None of these
7. If DCF means BAD in a particular language code. then which of the following is a valid word in this code.?
a) PCOR b) PYKC
c; AY t'C d) None of these
8.A queen has five diamond rings, each weighing differently. Her jeweler gives her the following information:
I. Ring D weighs twice as much as ring E
II. Ring E weighs four and a half times as much as ring F
III. Ring F weighs half as much as ring G
IV. Ring G weighs half as much as ring H
V Ring H weighs less than ring D but more than ring F
As per the above data, which of the following statements is correct?
a)Ali the information is needed to determine the order of weights of the rings
b) Ring G is the lightest in weight
c) Ring H is heavier than both D & F
d) Both rings D & E are heavier in weight than ring H
9. P + Q means P is wife of Q; P - Q means P is son of O: and P " Q means P is sister of Q. Following this relationship, Prashant -
Rakesh ` Ronit will certainly mean all of these except
a) Rakesh is a lady
b) Prashant is son of Rakesh
c) Ronit is father of Prashant
d) None of these
10. As per the rule of coding, RYHKYFYJ is the code for TAJ MAHAL. According to the same rule QUTAB MINAR will be coded as:
a) RVUVCNJOBS b) OSRSZKGLYP
c) OSRSCKJLBP d) None of these
11. Which of the following will replace the '?' sign in the series below: 151, 150, 142, ?, 105
a) 125 b) 134 c) 132 d) 127
12. A hunter has just returned after a day's bird shooting. His wife asked, how many birds he had in his bag. He says, "They are all sparrows but six, Gli pigeons but six and all doves but six". How many minimum number of bir~is could he have in his bag?
a) 18 b) 6
c) Cannot be determined
d) None of these
13. Perception, retention and rccall are:
a) source variables .
b) message variables
c) receiver variables
d) channel variables
Directions Q 14-15: In each question below are given a statement followed by three assumptions numbered l, ll and 111. An assumption is something supposed or taken for granted. You have to consider the statement and the following assumptions and decide which of the assumptions is implicit in the statement, then decide which of the answers is the correct answer.
14. Statement: India's economic growth has come at a terrible price of increased industrial and vehicular pollution. Assumptions:
I. Pollution is a part of industrial society.
II. Indian economic growth is based on only industrial growth.
III. A country desires economics growth with manageable side-effects.
a) Only I b) Only II
c) Only I and III d) Only III
15. Statement: Efforts to develop technologies more appropriate to the needs of the poorest sections of society need to be further
intensified. Assumptions:
I. Nothing is impossible it proper efforts are made.
II. Technology needs are different for different sections of society.
al Only I b) Only III
C) Only II d) Both II and III
Directions (Qs 16 to 25): Read the following passage and answer the questions that follow:
Awong the natural resources which can be called upon in nationai plans for development, possibly the most important is human labour. Since the English language suffers from a cerrtain weakness in its ability to describe as composed of both male and female members, this is usually described as ‘manpower’. Without a productive labour force, including effective leadership and intelligent middle management, no amount of foreign assistance or of natural wealth can ensure successful development and modernization. The manpower for development during the next quarter-century will come from the world's present population of infants, children and adolescents. But we are not sure that they will be equal to the task. Will they have the health, the education. The skills the socio-cultural
attitudes essential for the responsibilities of development. For far too many of them the answer is no. The reason is basic. A child's most critical years, with regard to physicai, intellectual, social and emotional development, are before he reaches five years of age. Curing those critical formative years he is cared for almost
exclusively by his mother, and in many parts of the world the mother may not have-the capacity to raise a superior child. She is incapable of doing so by reason ;if her own poor health, her ignorance and her lack of status and recognition of social and legal rights, of economic; parity of independence. One essential factor has been overlooked or ignored. The forgotten factor is the role of
women. Development will be handicapped as long as women remain second-class citizens, uneducated, without any voice in family or community decisions, without legal or economic status, married when they are still practically children, and henceforth producing one baby after another, often only to see half of them die before they are school age.
Directions (Qs 22 to 25): Read the passage carefully and answer these questions:
Many of the underdeveloped countries will promote the growth of their economies in One way or another no matter whether they receive
substantial outside aid in the process or not. The character of that development, however is likely to be strongly influenced by the tied amounts of aid available. The outcome is much more likely to be favorable, from the objectives for successful (level r) set up previously, if there is substantial' international aid than if there is not. By substantial aid I mean not only large amounts of technical assistance but also of capital. Initially, the capacity of an underdeveloped country to use capital productively may be surprisingly small-limited by lack of organization, trained personnel, and other social obstacles. At this stage technical assistance is its main need from outside, with comparatively small amounts of capital, much of which may have to be in the fonrin of grants for non-self-liquidating projects in education,
health, access roads to rural areas, and the like. if, at this stage, substantial capital available from outside to supplement that can be formed internally (and to stimulate internal capital formation, for it does that too) the rate of economic growth can be considerably increased, and the strains and frustrations and political risks of the development process are likely to be considerably less.
It is possible for underdeveloped economies to modernize themselves with very little capital from outside. Japan's imports of capital were small. Though some of it came at crucial times. The contribution of foreign direct investment to of technical know-how, also was greater than would be indicated merely by the 71’s of investment. The Soviet Union industrialize economy with practically no aid from FDI capital except for the 'owned installations confiscated after the revolution,
though it imported machinery in the early days on short-term or intermediate-term credits and hired services of foreign experts.
Both Japan and Russia achieved their development in an authoritarian political and social framework. The outcome in both cases, from standpoint of the peace of the world and democratic ideals, were highly unfavorable. In the absence of outside aid, the only way accumulate capital is to increase production without taking much of the benefit in more consumption, or even while pushing consumption standards down. Where the people are already near the subsistence level this may mean extreme hardship. Somehow the people must be motivated to change their accustomed ways quickly, to work hard, and to forego present consumption so that capital investment can be made.
22. The passage says:
Without foreign aid to under-developed country can grow;
(2) Underdeveloped countries must refrain from seeking foreign aid;The economies of underdeveloped countries are more likely to grow faster with substantial foreign aid than without;
(4) Underdeveloped countries are economically backward because their governments have not got their priorities right.
23. Substantial aid in this context means:
(1) technical assistance in the form of trained personnel;
(2) capital, in the form of bank loans and overdrafts;
(3) large amount of technical assistance and capital
(4) a cheap and plentiful supply of labour.
24. The availability of substantial capital from outside:
(1) can help to stimulate internal capital formation;
(2) does encourage wasteful tendencies;
(3) seldom helps to accelerate the rate of internal growth;
(4) tends to discourage local capitalformation.
c) allow the mistakes to be committed and explains how to minimise those mistakes
d) is a perfectionist and never allows any mistakes to be committed.
25. The passage says that:
(1) Japan imported substantial capital before it became modernised;
(2) the Soviet Union industrialized its economy with plenty of foreign investment capital;
(3)Japan rejected offers of substantial foreign capital investment in the early
stages of its economic development;
(4) In the early days of the economic development the Soviet Union imported
machinery on short-term or intermediate-term credits and hired
foreign experts.
Directions: Questions are independent of each other
26. To find out whether learning has taken place, psychologists would consider the criterion of:
a) social pressures
b) habit formation
c) motivation
d) Speed of reaction
27. What should be the teacher's response towards mistakes?
a) take all precautions so that students never commit mistakes
b) should mildly punish students if they make mistakes
b) it was too difficult for him to remember
c) it was lost as a result of learning something else subsequently
d) one can hardly remember what is not used daily
28. When a student cannot recall something he had learnt some time back, we can assume that:
29. How should a teacher introduce a new subject in class for the first time?
a) begin the first chapter without delay
b) give a broad outline of what is going to be done
c) divide the class into groups for discussing the topic
d) give a preface and start the lesson
30. The development of a person's desirable characteristics is largely because of:
a) learning
b) Increased sensitivity to appropriate stimuli
c) Increased understanding
d) Improved behavior
31. If each side of a square is increased by 50%, the ratio of the area of the new square to the area of the old square is
a) 5:4 b) 9:4
c) 4:5 d) 4:9
32. The ratio of three numbers is 3 : 4 : 5 and the sum of their squares is 1250. The sum of the numbers is
a) 60 b) 90
c) 30 d) 50
33. If two numbers are in the ratio (3 : 13 and their least common multiple is 312, then the larger number is
a) 12
c) 24
b) 26
d) 52
34. A, B, C and D have Rs. 40, 50. 60 end 7C respectively when they go to visit a fair. A spends Rs 18, B spends, P,.s. 21, C spends Rs. 24 and D spends Rs. 27. Who has done the highest expenditure proportionate to his resources?
a) A b) B
c) C d) D
35. A journey of 260 km. between two cities takes 3 hours less by train than the car. If the average speed of the car is 6 km/hr less than the speed of the train, the average speed of the train is
a) 26 km/hr b) 52 km/hr
c) 10 km/hr d) 13 km/hr
36. What is the average of Rural Male Population in millions?
a) 36.1 b) 39.7
c) 37,9 d) 30.3
37. In which category of population, is there the lowest percentage of children in the school?
Urban males 5 - 9
Rural males 5 - 9
Urban females 5 - 9
Rural females 10 - 14
38. What is the approximate percentage of children of all categories not in school?
a) 40.8 b) 31.5 c) 30.5 d) 31.13
39. What is the approximate number of children in millions who are working?
a) 17 b) 18 c) 19 d) 16
40. What percent is the ratio between urban males and rural males not in school?
a) 16 b) 18 c) 15.33 d) None of these
41.
Directions 36 to 40: The following table gives Population and Activities of Indian Children (1993-94), Study the table carefully and answer these questions.
Total Population Not in school and Not in school and Child Population Age/Gender Group (million) in School working not working not in school million
Rural males 5-9 39,7 67 2 1 3 31.5 13.02I
Rural females 5-9 35,7 56,2 3.0 40.8 15.63
Urban males 5-9 11.~ 84 1 0.3 15.2 1.79
Urban females 5-9 10.2 80.1 1.3 18.6 2.02
Rural males 10-14 36 1 76 6 12.8 10.6 8.44
Rural females i0-14 55.7 30.3 14.0 13.42
Urban males 10-14 11_7 87 2 7.0 5.8 1.50
Urban females 10-1 1 G .~i 81.6 13.1 5.3 1.93
Total er- r 57.75
Directions 41 to 46: The following table gives the enrolment in Higher Secondary Schools in 1978.Study the table carefully and answer these
questions.
Enrolment No. of Schools
41. what is the approximate percentage of schools, where the enrolment was below 120?
a) 59.16 b) 59.27 c) 60 d) 61
42. What is the approximate percentage of schools, where the enrolment was above 79 but below 180?
a) 56 c)- 57 b) 56.39 d) 55
43. Under which class do the maximum of schools fall?
a) 100-119 b) 80-99 c) 60-79 d) None of these
44. What is the approximate percentage of the least number of schools for the classes of enrolment?
a) 8 b) 9.5 c) 9 d) 10
45. What is the approximate percentage of the least number of schools for the classes of enrolment?
a) 8 b) 9.5 c) 9 d) 10
46. What is the average enrolment per H.S.school 1833 School?
a) 107.87 b) 217.60 c) 109.5 d) 129.5
47 . Directions for questions 47 to 50: In these questions, two statements are given, followed by two inferences A and B. Assume the
statements to be true, mark your answer as:
a) If only inference A follows,
b) If only inference B follows,
c) If both A and B fallow,
d) If neither A nor B follows
47. All mothers are aunts.
All aunts are ladies. So,
A: All mothers are ladies,
B: All aunts are mothers.
48. Some doctors are fools.
Some fools are rich. So,
A: Some doctors are rich.
B: Some rich are doctors.
49. All goats are cows.
Some goats are lambs. So,
A: All goats are lambs.
B: Some lambs are cows
50. All pedestrians are poor.
All poor are honest. So,
A: All honest are pedestrians.
B: All pedestrians are honest.
ANSWERS
1. a 2. c 3. c 4. b
5. d 6. d 7 d 8. d
9. c 10. d 11. d 12. d
13. c 14. c 15. d 16. 2
17. 4 18. 2 19. 3 20. 4
21. 1 22. 3 23. 3 24. 1
25. 4 26. a 27. c 28. c
29. b 30. c 31. b 32. a
33. d 34. a 35. a 36. c
37. d 38. d 39. c 40. b
41. a 42. b 43. b 44. b
45.c 46.a 47.a 48.d
49. b 50. b
Note. This paper contains fifty (50) multiple-choice questions; each question carrying two (2) marks.
Attempt all of them.
1. Anand is related to Binod and Cinderella; Deepa is Cinderella's mother Also Deepa is Binod's sister and Ela is Binod's sister. How
is Cinderella related to Ela?
a) Niece b) Cousin (c) Sister d) Aunt
2. In a confidential code, 'GET AWAY. FIRE BACKWARDS, MOVE SLOW' is coded as BEN CDCI, QHOE PCTLDCOXU, ZMWE UFMD'. In this code, which of the following could be a possible code for the world METHOD?
(a) ZENTMX(b) ZENDMX
(c) ZENKMX(d) ZENHMX
Directions Q 3-4: The letters of the English
alphabet are numbered 26 to 1. A is 26, B is 25, C is 24 and so on.
3. Which of the following sequences denotes a valid word?
(a) 6-12-17-23 (b) 5-11-18-22
(c) 5-12-18-23 (d) 5-12-17-23
4. The following sequence with some arithmetic operations has been used to denote the letters in a word. What will be the next term to make it a valid word? 9, 22, 11, 12, 8, .....
a) 21 b) 22 C) 23 d) 24
5. In a military code, the data are communicated as per one of the following rules:
a) Multiply by 2 and divide by 3
b) Square and add one
c) Divide by 2 and add 3
d) Divide by 2 and multiply by 3
Which rule has been used to communicate data in the series?
33, 333, 393, 1266
6. Sanjay is Sarita's brother. "I have as many sisters as brothers", tells Sarita to one of her friends. Sanjay says, "Each of us brothers has only half as many brothers as sisters". How many brothers and sisters does the family have?
a) 4 sisters and 5 brothers
b) 5 sisters and 3 brothers
c) 3 sisters and 4 brothers
d) None of these
7. If DCF means BAD in a particular language code. then which of the following is a valid word in this code.?
a) PCOR b) PYKC
c; AY t'C d) None of these
8.A queen has five diamond rings, each weighing differently. Her jeweler gives her the following information:
I. Ring D weighs twice as much as ring E
II. Ring E weighs four and a half times as much as ring F
III. Ring F weighs half as much as ring G
IV. Ring G weighs half as much as ring H
V Ring H weighs less than ring D but more than ring F
As per the above data, which of the following statements is correct?
a)Ali the information is needed to determine the order of weights of the rings
b) Ring G is the lightest in weight
c) Ring H is heavier than both D & F
d) Both rings D & E are heavier in weight than ring H
9. P + Q means P is wife of Q; P - Q means P is son of O: and P " Q means P is sister of Q. Following this relationship, Prashant -
Rakesh ` Ronit will certainly mean all of these except
a) Rakesh is a lady
b) Prashant is son of Rakesh
c) Ronit is father of Prashant
d) None of these
10. As per the rule of coding, RYHKYFYJ is the code for TAJ MAHAL. According to the same rule QUTAB MINAR will be coded as:
a) RVUVCNJOBS b) OSRSZKGLYP
c) OSRSCKJLBP d) None of these
11. Which of the following will replace the '?' sign in the series below: 151, 150, 142, ?, 105
a) 125 b) 134 c) 132 d) 127
12. A hunter has just returned after a day's bird shooting. His wife asked, how many birds he had in his bag. He says, "They are all sparrows but six, Gli pigeons but six and all doves but six". How many minimum number of bir~is could he have in his bag?
a) 18 b) 6
c) Cannot be determined
d) None of these
13. Perception, retention and rccall are:
a) source variables .
b) message variables
c) receiver variables
d) channel variables
Directions Q 14-15: In each question below are given a statement followed by three assumptions numbered l, ll and 111. An assumption is something supposed or taken for granted. You have to consider the statement and the following assumptions and decide which of the assumptions is implicit in the statement, then decide which of the answers is the correct answer.
14. Statement: India's economic growth has come at a terrible price of increased industrial and vehicular pollution. Assumptions:
I. Pollution is a part of industrial society.
II. Indian economic growth is based on only industrial growth.
III. A country desires economics growth with manageable side-effects.
a) Only I b) Only II
c) Only I and III d) Only III
15. Statement: Efforts to develop technologies more appropriate to the needs of the poorest sections of society need to be further
intensified. Assumptions:
I. Nothing is impossible it proper efforts are made.
II. Technology needs are different for different sections of society.
al Only I b) Only III
C) Only II d) Both II and III
Directions (Qs 16 to 25): Read the following passage and answer the questions that follow:
Awong the natural resources which can be called upon in nationai plans for development, possibly the most important is human labour. Since the English language suffers from a cerrtain weakness in its ability to describe as composed of both male and female members, this is usually described as ‘manpower’. Without a productive labour force, including effective leadership and intelligent middle management, no amount of foreign assistance or of natural wealth can ensure successful development and modernization. The manpower for development during the next quarter-century will come from the world's present population of infants, children and adolescents. But we are not sure that they will be equal to the task. Will they have the health, the education. The skills the socio-cultural
attitudes essential for the responsibilities of development. For far too many of them the answer is no. The reason is basic. A child's most critical years, with regard to physicai, intellectual, social and emotional development, are before he reaches five years of age. Curing those critical formative years he is cared for almost
exclusively by his mother, and in many parts of the world the mother may not have-the capacity to raise a superior child. She is incapable of doing so by reason ;if her own poor health, her ignorance and her lack of status and recognition of social and legal rights, of economic; parity of independence. One essential factor has been overlooked or ignored. The forgotten factor is the role of
women. Development will be handicapped as long as women remain second-class citizens, uneducated, without any voice in family or community decisions, without legal or economic status, married when they are still practically children, and henceforth producing one baby after another, often only to see half of them die before they are school age.
Directions (Qs 22 to 25): Read the passage carefully and answer these questions:
Many of the underdeveloped countries will promote the growth of their economies in One way or another no matter whether they receive
substantial outside aid in the process or not. The character of that development, however is likely to be strongly influenced by the tied amounts of aid available. The outcome is much more likely to be favorable, from the objectives for successful (level r) set up previously, if there is substantial' international aid than if there is not. By substantial aid I mean not only large amounts of technical assistance but also of capital. Initially, the capacity of an underdeveloped country to use capital productively may be surprisingly small-limited by lack of organization, trained personnel, and other social obstacles. At this stage technical assistance is its main need from outside, with comparatively small amounts of capital, much of which may have to be in the fonrin of grants for non-self-liquidating projects in education,
health, access roads to rural areas, and the like. if, at this stage, substantial capital available from outside to supplement that can be formed internally (and to stimulate internal capital formation, for it does that too) the rate of economic growth can be considerably increased, and the strains and frustrations and political risks of the development process are likely to be considerably less.
It is possible for underdeveloped economies to modernize themselves with very little capital from outside. Japan's imports of capital were small. Though some of it came at crucial times. The contribution of foreign direct investment to of technical know-how, also was greater than would be indicated merely by the 71’s of investment. The Soviet Union industrialize economy with practically no aid from FDI capital except for the 'owned installations confiscated after the revolution,
though it imported machinery in the early days on short-term or intermediate-term credits and hired services of foreign experts.
Both Japan and Russia achieved their development in an authoritarian political and social framework. The outcome in both cases, from standpoint of the peace of the world and democratic ideals, were highly unfavorable. In the absence of outside aid, the only way accumulate capital is to increase production without taking much of the benefit in more consumption, or even while pushing consumption standards down. Where the people are already near the subsistence level this may mean extreme hardship. Somehow the people must be motivated to change their accustomed ways quickly, to work hard, and to forego present consumption so that capital investment can be made.
22. The passage says:
Without foreign aid to under-developed country can grow;
(2) Underdeveloped countries must refrain from seeking foreign aid;The economies of underdeveloped countries are more likely to grow faster with substantial foreign aid than without;
(4) Underdeveloped countries are economically backward because their governments have not got their priorities right.
23. Substantial aid in this context means:
(1) technical assistance in the form of trained personnel;
(2) capital, in the form of bank loans and overdrafts;
(3) large amount of technical assistance and capital
(4) a cheap and plentiful supply of labour.
24. The availability of substantial capital from outside:
(1) can help to stimulate internal capital formation;
(2) does encourage wasteful tendencies;
(3) seldom helps to accelerate the rate of internal growth;
(4) tends to discourage local capitalformation.
c) allow the mistakes to be committed and explains how to minimise those mistakes
d) is a perfectionist and never allows any mistakes to be committed.
25. The passage says that:
(1) Japan imported substantial capital before it became modernised;
(2) the Soviet Union industrialized its economy with plenty of foreign investment capital;
(3)Japan rejected offers of substantial foreign capital investment in the early
stages of its economic development;
(4) In the early days of the economic development the Soviet Union imported
machinery on short-term or intermediate-term credits and hired
foreign experts.
Directions: Questions are independent of each other
26. To find out whether learning has taken place, psychologists would consider the criterion of:
a) social pressures
b) habit formation
c) motivation
d) Speed of reaction
27. What should be the teacher's response towards mistakes?
a) take all precautions so that students never commit mistakes
b) should mildly punish students if they make mistakes
b) it was too difficult for him to remember
c) it was lost as a result of learning something else subsequently
d) one can hardly remember what is not used daily
28. When a student cannot recall something he had learnt some time back, we can assume that:
29. How should a teacher introduce a new subject in class for the first time?
a) begin the first chapter without delay
b) give a broad outline of what is going to be done
c) divide the class into groups for discussing the topic
d) give a preface and start the lesson
30. The development of a person's desirable characteristics is largely because of:
a) learning
b) Increased sensitivity to appropriate stimuli
c) Increased understanding
d) Improved behavior
31. If each side of a square is increased by 50%, the ratio of the area of the new square to the area of the old square is
a) 5:4 b) 9:4
c) 4:5 d) 4:9
32. The ratio of three numbers is 3 : 4 : 5 and the sum of their squares is 1250. The sum of the numbers is
a) 60 b) 90
c) 30 d) 50
33. If two numbers are in the ratio (3 : 13 and their least common multiple is 312, then the larger number is
a) 12
c) 24
b) 26
d) 52
34. A, B, C and D have Rs. 40, 50. 60 end 7C respectively when they go to visit a fair. A spends Rs 18, B spends, P,.s. 21, C spends Rs. 24 and D spends Rs. 27. Who has done the highest expenditure proportionate to his resources?
a) A b) B
c) C d) D
35. A journey of 260 km. between two cities takes 3 hours less by train than the car. If the average speed of the car is 6 km/hr less than the speed of the train, the average speed of the train is
a) 26 km/hr b) 52 km/hr
c) 10 km/hr d) 13 km/hr
36. What is the average of Rural Male Population in millions?
a) 36.1 b) 39.7
c) 37,9 d) 30.3
37. In which category of population, is there the lowest percentage of children in the school?
Urban males 5 - 9
Rural males 5 - 9
Urban females 5 - 9
Rural females 10 - 14
38. What is the approximate percentage of children of all categories not in school?
a) 40.8 b) 31.5 c) 30.5 d) 31.13
39. What is the approximate number of children in millions who are working?
a) 17 b) 18 c) 19 d) 16
40. What percent is the ratio between urban males and rural males not in school?
a) 16 b) 18 c) 15.33 d) None of these
41.
Directions 36 to 40: The following table gives Population and Activities of Indian Children (1993-94), Study the table carefully and answer these questions.
Total Population Not in school and Not in school and Child Population Age/Gender Group (million) in School working not working not in school million
Rural males 5-9 39,7 67 2 1 3 31.5 13.02I
Rural females 5-9 35,7 56,2 3.0 40.8 15.63
Urban males 5-9 11.~ 84 1 0.3 15.2 1.79
Urban females 5-9 10.2 80.1 1.3 18.6 2.02
Rural males 10-14 36 1 76 6 12.8 10.6 8.44
Rural females i0-14 55.7 30.3 14.0 13.42
Urban males 10-14 11_7 87 2 7.0 5.8 1.50
Urban females 10-1 1 G .~i 81.6 13.1 5.3 1.93
Total er- r 57.75
Directions 41 to 46: The following table gives the enrolment in Higher Secondary Schools in 1978.Study the table carefully and answer these
questions.
Enrolment No. of Schools
41. what is the approximate percentage of schools, where the enrolment was below 120?
a) 59.16 b) 59.27 c) 60 d) 61
42. What is the approximate percentage of schools, where the enrolment was above 79 but below 180?
a) 56 c)- 57 b) 56.39 d) 55
43. Under which class do the maximum of schools fall?
a) 100-119 b) 80-99 c) 60-79 d) None of these
44. What is the approximate percentage of the least number of schools for the classes of enrolment?
a) 8 b) 9.5 c) 9 d) 10
45. What is the approximate percentage of the least number of schools for the classes of enrolment?
a) 8 b) 9.5 c) 9 d) 10
46. What is the average enrolment per H.S.school 1833 School?
a) 107.87 b) 217.60 c) 109.5 d) 129.5
47 . Directions for questions 47 to 50: In these questions, two statements are given, followed by two inferences A and B. Assume the
statements to be true, mark your answer as:
a) If only inference A follows,
b) If only inference B follows,
c) If both A and B fallow,
d) If neither A nor B follows
47. All mothers are aunts.
All aunts are ladies. So,
A: All mothers are ladies,
B: All aunts are mothers.
48. Some doctors are fools.
Some fools are rich. So,
A: Some doctors are rich.
B: Some rich are doctors.
49. All goats are cows.
Some goats are lambs. So,
A: All goats are lambs.
B: Some lambs are cows
50. All pedestrians are poor.
All poor are honest. So,
A: All honest are pedestrians.
B: All pedestrians are honest.
ANSWERS
1. a 2. c 3. c 4. b
5. d 6. d 7 d 8. d
9. c 10. d 11. d 12. d
13. c 14. c 15. d 16. 2
17. 4 18. 2 19. 3 20. 4
21. 1 22. 3 23. 3 24. 1
25. 4 26. a 27. c 28. c
29. b 30. c 31. b 32. a
33. d 34. a 35. a 36. c
37. d 38. d 39. c 40. b
41. a 42. b 43. b 44. b
45.c 46.a 47.a 48.d
49. b 50. b
Paper 1 UGC NET
1. “Because you deserve to know” is the punch-line of which newspaper?
a. The Hindu.
b. The Times of India.
c. The Indian Express.
d. The Hindustan Times.
(The answer, apparently is The Hindustan Times. Source)
2. Which Article of the Constitution of India protects the rights of minorities to establish and administer educational institutions of their own choice?
a. Article 29.
b. Article 26.
c. Article 30.
3. Which committee’s recommendation lead to the establishment of the University Grants Commission?
a. S Radhakrishnan Committee.
b. Mudaliar Committee.
4. Which of the following pair is incorrectly matched?
a. N. Ram : The Hindu.
b. Barkha Dutt : Zee News.
c. Pranav Roy : NDTV 24×7.
d. Prabhu Chawla : Aaj Tak.
5. Which is the following is a 24 hours English business news channel?
a. CNBC.
b. Zee News.
c. India News.
d. NDTV 24×7.
6. Which number will come in the series 8, 24, 12, ? , 18, 54:
a. 26.
b. 32.
c. 36.
7. What is a modem?
a. Operating System.
b. Digital to analog signal converter.
8. Gave a series of pH values 4, 5, 7 and 8 and asked each pH to be correctly matched with the correct comments - moderate acid, alkaline, neutral, dangerous.
9. Absorption of carbon dioxide in seawater leads to:
a. Salinity.
b. Raising sea level.
c. Increased plankton growth.
10. What is largest contributor to carbon dioxide emission in India?
a. Burning coal.
b. Firewood.
11. In which year was the United Nations established?
a.1944.
b.1945.
c. 1946.
12. The sides of triangle are in the ratio of 1/2 : 2/3 : 3/4 . The area of this triangle is 54 cm. What is the length of its shortest side?
[The following three question was based on a graph. The X axis carried the name of companies A, B, C, D, E and F. The Y axis represented their profits; 10, 20, 30, 40, 50, 60 and so on. On this was plotted the lines of profit, one each representing the year 2001 and the year 2001. This was followed by three questions. * Here’s a rough sketch.]
13. Which company earned maximum profit in the year 2001?
14. Which company earned minimum profit in the year 2000?
15.Which company earned maximum average profit over the years 2000 and 2001?
16. The question provided for five sections of a class, the number of students in each section and the mean of marks for each section.
Section - No. of Students in the Section - Mean marks of the Section #
A - 10 - 30
B - 40 - 20
C - 10 - 15
D - 15 - 20
E - 20 - 10
What is the overall mean marks of all the students?
[Next three questions were from a passage on movies followed by three straightforward question. Of course the questions won’t make any sense here, without the passage itself. Suffice it to say that they were child's play. Remember that the answers were from the passage itself, and not what the candidate thought correct or latest information as a matter of fact.]
17. What word could Yash Chopra not pronounce?
a. Zeistgeist.
18. What was the costume of the heroine in Veer Zarra?
19 .Which is the latest Yash Chopra movie?
20. Who made the movie Lamhe?
21. With which movie is associated?
a. Desh Ki Dharti
22.What dooes LAN stand for?
a. Local Area Network
23. What is the URL of an email?
a. www@mail.com
b. WWW@mail.com
c. www_mail.com
d. www.mail.com
24. Which of the following is not a research method?
a. Philosophy
b. Observation
25. Research can be grouped as the following kinds, except (options gave types of research)
a. Action method.
b. Philosophical & historical method.
26. What is necessary to become a researcher?
a. A post-graduation degree.
b. Analytical and reasoning mind.
27. Which of the following is am not instructional tool?
a. Overhead projector.
b. Transparency.
c. Cassette.
d. Printed material.
28. Which of the following about lecture method is not correct?
a. It is passive.
b. It can give knowledge.
c. It can develop reasoning.
d. It is a one way process.
29. What is the aim of higher education; to enable students to?
a. Take decisions.
b. Pass exams.
c. Ask questions in lecture.
30. Which of the following is incorrect?
a. Sharmila Tagore is the Chairperson of National Films Development Corporation.
b. Preity Zinta, Yash Chopra are recipients of Dada Sahib Phalke award.
c. Yash Chopra is a member of Certification Board.
d. Hema Malini is the Chairperson of Children’s Film Society of India.
31. Which of the following statements about computers is correct:
a. Fast and accurate processing of qualitative and qualitative data.
b. Processing quantitative data only.
c. Processing qualitative data only.
a. The Hindu.
b. The Times of India.
c. The Indian Express.
d. The Hindustan Times.
(The answer, apparently is The Hindustan Times. Source)
2. Which Article of the Constitution of India protects the rights of minorities to establish and administer educational institutions of their own choice?
a. Article 29.
b. Article 26.
c. Article 30.
3. Which committee’s recommendation lead to the establishment of the University Grants Commission?
a. S Radhakrishnan Committee.
b. Mudaliar Committee.
4. Which of the following pair is incorrectly matched?
a. N. Ram : The Hindu.
b. Barkha Dutt : Zee News.
c. Pranav Roy : NDTV 24×7.
d. Prabhu Chawla : Aaj Tak.
5. Which is the following is a 24 hours English business news channel?
a. CNBC.
b. Zee News.
c. India News.
d. NDTV 24×7.
6. Which number will come in the series 8, 24, 12, ? , 18, 54:
a. 26.
b. 32.
c. 36.
7. What is a modem?
a. Operating System.
b. Digital to analog signal converter.
8. Gave a series of pH values 4, 5, 7 and 8 and asked each pH to be correctly matched with the correct comments - moderate acid, alkaline, neutral, dangerous.
9. Absorption of carbon dioxide in seawater leads to:
a. Salinity.
b. Raising sea level.
c. Increased plankton growth.
10. What is largest contributor to carbon dioxide emission in India?
a. Burning coal.
b. Firewood.
11. In which year was the United Nations established?
a.1944.
b.1945.
c. 1946.
12. The sides of triangle are in the ratio of 1/2 : 2/3 : 3/4 . The area of this triangle is 54 cm. What is the length of its shortest side?
[The following three question was based on a graph. The X axis carried the name of companies A, B, C, D, E and F. The Y axis represented their profits; 10, 20, 30, 40, 50, 60 and so on. On this was plotted the lines of profit, one each representing the year 2001 and the year 2001. This was followed by three questions. * Here’s a rough sketch.]
13. Which company earned maximum profit in the year 2001?
14. Which company earned minimum profit in the year 2000?
15.Which company earned maximum average profit over the years 2000 and 2001?
16. The question provided for five sections of a class, the number of students in each section and the mean of marks for each section.
Section - No. of Students in the Section - Mean marks of the Section #
A - 10 - 30
B - 40 - 20
C - 10 - 15
D - 15 - 20
E - 20 - 10
What is the overall mean marks of all the students?
[Next three questions were from a passage on movies followed by three straightforward question. Of course the questions won’t make any sense here, without the passage itself. Suffice it to say that they were child's play. Remember that the answers were from the passage itself, and not what the candidate thought correct or latest information as a matter of fact.]
17. What word could Yash Chopra not pronounce?
a. Zeistgeist.
18. What was the costume of the heroine in Veer Zarra?
19 .Which is the latest Yash Chopra movie?
20. Who made the movie Lamhe?
21. With which movie is
a. Desh Ki Dharti
22.What dooes LAN stand for?
a. Local Area Network
23. What is the URL of an email?
a. www@mail.com
b. WWW@mail.com
c. www_mail.com
d. www.mail.com
24. Which of the following is not a research method?
a. Philosophy
b. Observation
25. Research can be grouped as the following kinds, except (options gave types of research)
a. Action method.
b. Philosophical & historical method.
26. What is necessary to become a researcher?
a. A post-graduation degree.
b. Analytical and reasoning mind.
27. Which of the following is am not instructional tool?
a. Overhead projector.
b. Transparency.
c. Cassette.
d. Printed material.
28. Which of the following about lecture method is not correct?
a. It is passive.
b. It can give knowledge.
c. It can develop reasoning.
d. It is a one way process.
29. What is the aim of higher education; to enable students to?
a. Take decisions.
b. Pass exams.
c. Ask questions in lecture.
30. Which of the following is incorrect?
a. Sharmila Tagore is the Chairperson of National Films Development Corporation.
b. Preity Zinta, Yash Chopra are recipients of Dada Sahib Phalke award.
c. Yash Chopra is a member of Certification Board.
d. Hema Malini is the Chairperson of Children’s Film Society of India.
31. Which of the following statements about computers is correct:
a. Fast and accurate processing of qualitative and qualitative data.
b. Processing quantitative data only.
c. Processing qualitative data only.
Friday, April 17, 2009
8086 programs
; Program to Add, Subtract, Divide and multiply to unsigned numbers
Data1 Segment
Addition DB 02H,82H
Subtraction DB 02H,02H
Multiplication DB 03H,03H
Division DB 09H,03H
ResultA DB ?
ResultS DB ?
ResultM DB 2 DUP (?)
ResultD DB 2 DUP (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start : Mov AX, Seg data1
Mov DS, AX
;Addition
Mov SI, Offset Addition
Mov AL, [SI]
Mov AH, [SI+01]
Add AL, AH
Mov [ResultA], AL
;Subtraction
Mov SI, Offset Subtraction
Mov AL, [SI]
Mov AH, [SI+01]
Sub Al, AH
Mov [ResultS],AL
;Multiplication
Mov SI, Offset Multiplication
Mov AL, [SI]
Mov AH, [SI+01]
IMul AL
Mov [ResultM],Al
Mov [ResultM+1], AH
;Division
Mov SI, Offset Division
Mov AL, [SI]
Mov AH, 00H
Mov BL, [SI+01]
IDiv BL
Mov [ResultD], AL
Mov [ResultD+1], AH
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
;Program to convert BCD to BINARY
Data1 Segment
HEX DB (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov AL, 15H
Mov BL, AL
AND BL, 0FH
Mov CL, 04
SHR AL, CL
Mov BH, 0AH
MUL BH
ADD AL, BL
Mov SI, Offset HEX
Mov [SI], AL
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
; Program to convert Binary to BCD
Data1 Segment
DEC1 DB 3 DUP (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov SI, Offset DEC1
Mov AL, 0FFH
Mov AH, 00H
Mov BL, 64H
DIV BL
Mov [SI], AL
Mov AL, AH
Mov AH, 00
Mov BL, 0AH
DIV BL
INC SI
Mov [SI], AL
INC SI
Mov [SI], AH
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C5E:0000 02. 05. 05.
;Program to find that the given string is Palindrome or not..
Data1 segment
CR EQU 36
Len DW (?)
B1 DB 'MADAM','$'
B2 DB 'Given String is not Palindrome','$'
B3 DB 'Given String is Palindrome','$'
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg data1
Mov DS, AX
; To find length of string(caps)
Mov SI, Offset B1
Mov BX, 00
STRLEN: Mov AL, [SI]
Cmp AL, CR
JE Skip
INC SI
INC BX
JMP STRLEN
Skip: Mov Len, BX
Mov CX, BX
SHR CX, 0001
Mov SI, Offset B1
Add SI, Len
Mov DI, SI
Dec DI
Mov SI, Offset B1
Again: Mov AL, [SI]
Mov BL, [DI]
Cmp AL, BL
JNZ GO
INC SI
Dec DI
Loop Again
JMP LAST
GO: Mov DX, Offset B2
Mov AH, 09
INT 21H
ROT: Mov AH, 4CH
INT 21H
LAST: Mov DX, Offset B3
Mov AH, 09
INT 21H
JMP ROT
Code1 Ends
END Start
OUTPUT:
Given String is Palindrome
; Program to arrange the data in decending order.
Data1 segment
B1 DB 01, 02, 03, 04, 05, 06, 07, 08
Len DB 08
Data1 Ends
Code1 segment
Assume CS: Code1, DS: Data1
Start : Mov AX, Seg data1
Mov DS, AX
Mov SI, Offset len
Mov BL, [SI]
Mov CL, BL
Mov SI, Offset B1
Back : DEC CL
Again: Mov AL, [SI]
INC SI
CMP AL, [SI]
JNC Noexc
Mov DL, [SI]
Mov [SI], AL
Dec SI
Mov [SI], DL
INC SI
Noexc: Dec CL
JNZ Again
Mov SI, Offset B1
Mov CL, BL
Dec BL
JNZ Back
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C5F:0000 08. 07. 06. 05. 04. 03. 02. 01.
0C5F:0008 08.
; Program to arrange the data in ascending order.
Data1 segment
B1 DB 08, 07, 06, 05, 04, 03, 02, 01
Len DB 08
Data1 Ends
Code1 segment
Assume CS: Code1, DS: Data1
Start : Mov AX, Seg data1
Mov DS, AX
Mov SI, Offset len
Mov BL, [SI]
Mov CL, BL
Mov SI, Offset B1
Back : DEC CL
Again: Mov AL, [SI]
INC SI
CMP AL, [SI]
JC Noexc
Mov DL, [SI]
Mov [SI], AL
Dec SI
Mov [SI], DL
INC SI
Noexc: Dec CL
JNZ Again
Mov SI, Offset B1
Mov CL, BL
Dec BL
JNZ Back
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0c5f:0000
0C5F:0000 01. 02. 03. 04. 05. 06. 07. 08.
0C5F:0008 08.
; Program to find GCD of Two numbers
Data1 Segment
B1 DB 05, 17H
B2 DB (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start : Mov Ax, Seg data1
Mov DS, AX
Mov SI, Offset B1
Mov AL, [SI+01]
Mov BL, [SI]
Back : Mov AH, 00
DIV BL
CMP AH, 00
JZ next
Mov AL, BL
Mov BL, AH
Jmp back
Next : Mov B2, BL
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C5F:0000
0C5F:0000 05. 17. 01.
; Program to compute LCM
Data1 segment
B1 DB 5, 11h
B2 DB (?)
Data1 Ends
Code1 SEgment
Assume CS:code1, DS: Data1
Start : Mov AX, Seg data1
Mov DS,AX
Mov SI, Offset B1
Mov AL, [SI+01]
Mov BL,[SI]
Back : Mov AH, 00
Div BL
CMP AH,00
JZ Go
Mov AL, BL
Mov BL, AH
JMP Back
Go : Mov AL, [SI]
Mul Byte ptr[SI+01]
Div BL
Mov B2, AL
Mov AH, 4CH
INT 21H
Code1 Ends
End start
OUTPUT:
0C5F:0000
0C5F:0000 05. 11. 55. 00.
;Program to generate 1st N numbers of Fibonacci series.
Data1 Segment
RB DB 8 DUP (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov SI, Offset RB
Mov BYTE PTR [SI], 01
INC SI
Mov BYTE PTR [SI], 01
Mov AL, 01
Mov BL, 01
Mov CX, 0006
Back: ADD AL, BL
INC SI
Mov [SI], AL
Mov DL, AL
Mov AL, BL
Mov BL, DL
Loop Back
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C5C:0000 01. 01. 02. 03. 05. 08. 0D. 15.
;program to determine printer status.
Data1 Segment
LF EQU 0AH
CR EQU 0DH
PMSG DB 'Program is printed',CR,LF
PMSGLEN DW $-PMSG
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov AH, 02
Mov DX, 0001
AND AH, 20H
JZ Ahead
JMP Exit
Ahead: Mov CX, PMSGLEN
Mov SI, Offset PMSG
Mov AH, 05H
Again: Mov DL, [SI]
INT 21H
INC SI
Loop Again
Exit: Mov AH, 4CH
INT 21H
Code1 Ends
End Start
;Program to rename file.
Data1 Segment
OLD DB 'Naveen1.ASM',0
NEW DB 'Roopa1.ASM',0
SUCMSG DB 'Naveen1.ASM RENAMED, AS Roopa1.ASM','$'
FAILMSG DB 'ERROR1 TATA1.ASM IS NOT RENAMED','$'
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov ES, AX
LEA DX, OLD
LEA DI, NEW
Mov AH, 56H
INT 21H
JC ERROR
LEA DX, SUCMSG
JMP DISPLAY1
ERROR: LEA DX, FAILMSG
Display1: Mov AH, 09H
INT 21H
Exit: Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
-g
Naveen1.ASM RENAMED, AS Roopa1.ASM
;Program to detrmine user memory size.
Data1 Segment
CR EQU 13
LF EQU 10
MSG DB 'Memory Size in KB='
ASCRES DB 4 DUP (?),'HEX',CR,LF,'$'
RES DW ?
HEXCODE DB '0123456789ABCDEF'
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
HEX_ASC PROC
Mov DL, 10H
Mov AH, 0
Mov BX, 0
DIV DL
Mov BL, AL
Mov DH, HEXCODE [BX]
Mov BL, AH
Mov DL, HEXCODE [BX]
RET
HEX_ASC ENDP
Start: Mov AX, Seg Data1
Mov DS, AX
INT 12H
Mov RES, AX
Mov AL, BYTE PTR RES
CALL HEX_ASC
Mov ASCRES+2, DH
Mov ASCRES+3, DL
Mov AL, BYTE PTR RES+1
CALL HEX_ASC
Mov ASCRES, DL
Mov DX, Offset MSG
Mov AH, 09
INT 21H
Mov AH, 4Ch
INT 21H
Code1 Ends
End Start
OUTPUT:
Memory Size in KB=2 80HEX
; Program to add two multi byte numbers
Data1 Segment
D1 DB 02h,05H,06H,03H
D2 DB 85H,67H,83H,47H
Result DB 5 dup(?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov SI, Offset D1
Mov DI, Offset D2
Mov CX, 0004
Mov BX, Offset result
CLC ;Clear carry
Back: Mov AL, [SI]
ADC AL, [DI]
Mov [BX], AL
Inc SI
Inc DI
Inc BX
Loop Back
Jnc GO
Mov Byte ptr[BX], 01
Again: Mov AH, 4ch
INT 21H
Go: Mov Byte ptr[BX], 00
Jmp again
Code1 Ends
End start
OUTPUT:
0C5F:0000 02. 05. 06. 03. 85. 67. 83. 47.
0C5F:0008 87. 6C. 89. 4A.
;Program to display ASCII code and character
Data1 Segment
X DB ?
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov AH, 01
INT 21H
Mov SI, Offset X
Mov [SI], AL
CALL DISP1
Mov AL, [SI]
AND AL, 0F0H
Mov CL, 04H
ROR AL, CL
ADD AL, 30H
Mov DL, AL
Mov AH, 02H
INT 21H
Mov AL, [SI]
AND AL, 0FH
CMP AL, 0AH
JC SUB1
ADD AL, 07H
Sub1: ADD AL, 30H
Mov AH, 02H
Mov DL, AL
INT 21H
Mov AH, 4CH
INT 21H
DISP1 PROC NEAR
Mov AH, 02H
Mov DL, 20H
INT 21H
Mov AH, 02H
Mov DL, 3DH
INT 21H
Mov AH, 02H
Mov DL, 20H
INT 21H
RET
DISP1 Endp
Code1 Ends
End Start
OUTPUT:
-g
2 = 32
-g
a = 61
-g
e = 65
-g
1 = 31
;Program to display a string on console using BIOS call
Data1 Segment
MSG DB 'HELLO WORLD USING BIOS','$'
LEN EQU 22
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov CX, LEN
Mov SI, Offset MSG
Next: Mov AH, 0EH
Mov AL, [SI]
INT 10H
INC SI
Loop Next
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
HELLO WORLD USING BIOS
;Program to compute factorial of a number recursively.
Data1 Segment
RB DW (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov AX, 0005H
CALL FACT
Mov AH, 4CH
INT 21H
FACT PROC
CMP AX, 01H
JE Exit
PUSH AX
DEC AX
CALL FACT
POP AX
MUL RB
Mov RB, AX
RET
Exit: Mov RB, 01
RET
FACT ENDS
Code1 Ends
End Start
OUTPUT:
0C5C:0000 78. 00.
;Program to read character from keyboard and echo it.
Data1 Segment
MSG DB 'Enter Character from the keyboard(# to End)','$'
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov AH, 09
Mov DX, Offset MSG
INT 21H
Nextchar: Mov AH, 08H
INT 21H
Mov AH, 02H
Mov DL, AL
INT 21H
CMP AL,'#'
JNE Nextchar
Mov AH, 4CH
Mov AL, 00H
INT 21H
Code1 Ends
End Start
OUTPUT:
Enter Character from the keyboard(# to End)Naveen#
;Program to multiply two 16 bit binary number.
Data1 Segment
Result DD (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov AX, 00FFH
Mov BX, 00FEH
MUL BX
Mov SI, Offset Result
Mov WORD PTR [SI], AX
Mov WORD PTR [SI+02], DX
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C54:0000 02. FD. 00.
;Program to count number of 1's and 0's in a given 16 bit data.
Data1 Segment
R1 DB (?)
R0 DB (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov AX, 0FFFFH
Mov CX, 0010H
Mov BL, 00
Rep1: ROR AX, 01
JNC Go
INC BL
GO: Loop Rep1
Mov R1, BL
Mov DH, BL
SUB DH, BL
Mov R0, DH
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C5C:0000 10. 00.
;Program to addition of 2 square matrices.
Data1 Segment
MA1 DB 01,02,03
MA2 DB 04,05,06
MA3 DB 07,08,09
MB1 DB 01,02,03
MB2 DB 04,05,06
MB3 DB 07,08,09
MR1 DB ?,?,?
MR2 DB ?,?,?
MR3 DB ?,?,?
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov SI, Offset MA1
Mov DI, Offset MB1
Mov BX, Offset MR1
Mov CX, 0009
Back: Mov AL, [SI]
ADD AL, [DI]
Mov [BX], AL
INC AL
INC BX
INC SI
INC DI
Loop Back
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C54:0000 01. 02. 03. 04. 05. 06. 07. 08.
0C54:0008 09. 01. 02. 03. 04. 05. 06. 07.
0C54:0010 08. 09. 02. 04. 06. 08. 0A. 0C.
0C54:0018 0E. 10. 12. 00.
;Program to addition of 2 square matrices.
Data1 Segment
MA1 DB 01,02,03
MA2 DB 04,05,06
MA3 DB 07,08,09
MB1 DB 01,02,03
MB2 DB 04,05,06
MB3 DB 07,08,09
MR1 DB ?,?,?
MR2 DB ?,?,?
MR3 DB ?,?,?
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov SI, Offset MA1
Mov DI, Offset MB1
Mov BX, Offset MR1
Mov CX, 0009
Back: Mov AL, [SI]
ADD AL, [DI]
Mov [BX], AL
INC AL
INC BX
INC SI
INC DI
Loop Back
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C54:0000 01. 02. 03. 04. 05. 06. 07. 08.
0C54:0008 09. 01. 02. 03. 04. 05. 06. 07.
0C54:0010 08. 09. 02. 04. 06. 08. 0A. 0C.
0C54:0018 0E. 10. 12. 00.
;Program to search an number in an array
Data1 segment
B1 DB 01,02,03,04,05,06,07,08,09,10,11
B2 DB 'NUMBER IS PRESENT','$'
B3 DB 'NUMBER IS NOT PRESENT','$'
Data1 Ends
Code1 Segment
Assume CS:Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov CX, 00AH
Mov SI, Offset B1
Mov AL, 05
Again: CMP AL, [SI]
JZ NO_OP
INC SI
Loop Again
Mov AH, 09
Mov DX, Offset B3
INT 21H
Last: Mov AH, 4CH
INT 21H
NO_OP: Mov AH, 09
Mov DX, Offset B2
INT 21H
JMP Last
Code1 Ends
End Start
OUTPUT:
NUMBER IS PRESENT
; Program to generate Multiplication Table.
Data1 Segment
B1 DB 10 DUP (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov CX, 000AH
Mov SI, Offset B1
Mov DL, 02
Mov AX, 0000
Mov BL, 01
Next: Mov AL, DL
MUL BL
Mov [SI], AL
INC BL
INC SI
Loop Next
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C5E:0000 02. 04. 06. 08. 0A. 0C. 0E. 10.
0C5E:0008 12. 14. 00. ;Program to convert Binary to BCD.
Data1 segment
DEC1 DB 3 DUP (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg data1
Mov DS, AX
Mov SI, Offset DEC1
Mov AL, 0FFH
Mov AH, 00H
Mov BL, 64H
DIV BL
Mov [SI], AL
Mov AL, AH
Mov AH, 00
Mov BL, 0AH
DIV BL
INC SI
Mov [SI], AH
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C5E:0000 02. 05. 05. 00.
Data1 Segment
Addition DB 02H,82H
Subtraction DB 02H,02H
Multiplication DB 03H,03H
Division DB 09H,03H
ResultA DB ?
ResultS DB ?
ResultM DB 2 DUP (?)
ResultD DB 2 DUP (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start : Mov AX, Seg data1
Mov DS, AX
;Addition
Mov SI, Offset Addition
Mov AL, [SI]
Mov AH, [SI+01]
Add AL, AH
Mov [ResultA], AL
;Subtraction
Mov SI, Offset Subtraction
Mov AL, [SI]
Mov AH, [SI+01]
Sub Al, AH
Mov [ResultS],AL
;Multiplication
Mov SI, Offset Multiplication
Mov AL, [SI]
Mov AH, [SI+01]
IMul AL
Mov [ResultM],Al
Mov [ResultM+1], AH
;Division
Mov SI, Offset Division
Mov AL, [SI]
Mov AH, 00H
Mov BL, [SI+01]
IDiv BL
Mov [ResultD], AL
Mov [ResultD+1], AH
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
;Program to convert BCD to BINARY
Data1 Segment
HEX DB (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov AL, 15H
Mov BL, AL
AND BL, 0FH
Mov CL, 04
SHR AL, CL
Mov BH, 0AH
MUL BH
ADD AL, BL
Mov SI, Offset HEX
Mov [SI], AL
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
; Program to convert Binary to BCD
Data1 Segment
DEC1 DB 3 DUP (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov SI, Offset DEC1
Mov AL, 0FFH
Mov AH, 00H
Mov BL, 64H
DIV BL
Mov [SI], AL
Mov AL, AH
Mov AH, 00
Mov BL, 0AH
DIV BL
INC SI
Mov [SI], AL
INC SI
Mov [SI], AH
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C5E:0000 02. 05. 05.
;Program to find that the given string is Palindrome or not..
Data1 segment
CR EQU 36
Len DW (?)
B1 DB 'MADAM','$'
B2 DB 'Given String is not Palindrome','$'
B3 DB 'Given String is Palindrome','$'
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg data1
Mov DS, AX
; To find length of string(caps)
Mov SI, Offset B1
Mov BX, 00
STRLEN: Mov AL, [SI]
Cmp AL, CR
JE Skip
INC SI
INC BX
JMP STRLEN
Skip: Mov Len, BX
Mov CX, BX
SHR CX, 0001
Mov SI, Offset B1
Add SI, Len
Mov DI, SI
Dec DI
Mov SI, Offset B1
Again: Mov AL, [SI]
Mov BL, [DI]
Cmp AL, BL
JNZ GO
INC SI
Dec DI
Loop Again
JMP LAST
GO: Mov DX, Offset B2
Mov AH, 09
INT 21H
ROT: Mov AH, 4CH
INT 21H
LAST: Mov DX, Offset B3
Mov AH, 09
INT 21H
JMP ROT
Code1 Ends
END Start
OUTPUT:
Given String is Palindrome
; Program to arrange the data in decending order.
Data1 segment
B1 DB 01, 02, 03, 04, 05, 06, 07, 08
Len DB 08
Data1 Ends
Code1 segment
Assume CS: Code1, DS: Data1
Start : Mov AX, Seg data1
Mov DS, AX
Mov SI, Offset len
Mov BL, [SI]
Mov CL, BL
Mov SI, Offset B1
Back : DEC CL
Again: Mov AL, [SI]
INC SI
CMP AL, [SI]
JNC Noexc
Mov DL, [SI]
Mov [SI], AL
Dec SI
Mov [SI], DL
INC SI
Noexc: Dec CL
JNZ Again
Mov SI, Offset B1
Mov CL, BL
Dec BL
JNZ Back
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C5F:0000 08. 07. 06. 05. 04. 03. 02. 01.
0C5F:0008 08.
; Program to arrange the data in ascending order.
Data1 segment
B1 DB 08, 07, 06, 05, 04, 03, 02, 01
Len DB 08
Data1 Ends
Code1 segment
Assume CS: Code1, DS: Data1
Start : Mov AX, Seg data1
Mov DS, AX
Mov SI, Offset len
Mov BL, [SI]
Mov CL, BL
Mov SI, Offset B1
Back : DEC CL
Again: Mov AL, [SI]
INC SI
CMP AL, [SI]
JC Noexc
Mov DL, [SI]
Mov [SI], AL
Dec SI
Mov [SI], DL
INC SI
Noexc: Dec CL
JNZ Again
Mov SI, Offset B1
Mov CL, BL
Dec BL
JNZ Back
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0c5f:0000
0C5F:0000 01. 02. 03. 04. 05. 06. 07. 08.
0C5F:0008 08.
; Program to find GCD of Two numbers
Data1 Segment
B1 DB 05, 17H
B2 DB (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start : Mov Ax, Seg data1
Mov DS, AX
Mov SI, Offset B1
Mov AL, [SI+01]
Mov BL, [SI]
Back : Mov AH, 00
DIV BL
CMP AH, 00
JZ next
Mov AL, BL
Mov BL, AH
Jmp back
Next : Mov B2, BL
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C5F:0000
0C5F:0000 05. 17. 01.
; Program to compute LCM
Data1 segment
B1 DB 5, 11h
B2 DB (?)
Data1 Ends
Code1 SEgment
Assume CS:code1, DS: Data1
Start : Mov AX, Seg data1
Mov DS,AX
Mov SI, Offset B1
Mov AL, [SI+01]
Mov BL,[SI]
Back : Mov AH, 00
Div BL
CMP AH,00
JZ Go
Mov AL, BL
Mov BL, AH
JMP Back
Go : Mov AL, [SI]
Mul Byte ptr[SI+01]
Div BL
Mov B2, AL
Mov AH, 4CH
INT 21H
Code1 Ends
End start
OUTPUT:
0C5F:0000
0C5F:0000 05. 11. 55. 00.
;Program to generate 1st N numbers of Fibonacci series.
Data1 Segment
RB DB 8 DUP (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov SI, Offset RB
Mov BYTE PTR [SI], 01
INC SI
Mov BYTE PTR [SI], 01
Mov AL, 01
Mov BL, 01
Mov CX, 0006
Back: ADD AL, BL
INC SI
Mov [SI], AL
Mov DL, AL
Mov AL, BL
Mov BL, DL
Loop Back
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C5C:0000 01. 01. 02. 03. 05. 08. 0D. 15.
;program to determine printer status.
Data1 Segment
LF EQU 0AH
CR EQU 0DH
PMSG DB 'Program is printed',CR,LF
PMSGLEN DW $-PMSG
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov AH, 02
Mov DX, 0001
AND AH, 20H
JZ Ahead
JMP Exit
Ahead: Mov CX, PMSGLEN
Mov SI, Offset PMSG
Mov AH, 05H
Again: Mov DL, [SI]
INT 21H
INC SI
Loop Again
Exit: Mov AH, 4CH
INT 21H
Code1 Ends
End Start
;Program to rename file.
Data1 Segment
OLD DB 'Naveen1.ASM',0
NEW DB 'Roopa1.ASM',0
SUCMSG DB 'Naveen1.ASM RENAMED, AS Roopa1.ASM','$'
FAILMSG DB 'ERROR1 TATA1.ASM IS NOT RENAMED','$'
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov ES, AX
LEA DX, OLD
LEA DI, NEW
Mov AH, 56H
INT 21H
JC ERROR
LEA DX, SUCMSG
JMP DISPLAY1
ERROR: LEA DX, FAILMSG
Display1: Mov AH, 09H
INT 21H
Exit: Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
-g
Naveen1.ASM RENAMED, AS Roopa1.ASM
;Program to detrmine user memory size.
Data1 Segment
CR EQU 13
LF EQU 10
MSG DB 'Memory Size in KB='
ASCRES DB 4 DUP (?),'HEX',CR,LF,'$'
RES DW ?
HEXCODE DB '0123456789ABCDEF'
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
HEX_ASC PROC
Mov DL, 10H
Mov AH, 0
Mov BX, 0
DIV DL
Mov BL, AL
Mov DH, HEXCODE [BX]
Mov BL, AH
Mov DL, HEXCODE [BX]
RET
HEX_ASC ENDP
Start: Mov AX, Seg Data1
Mov DS, AX
INT 12H
Mov RES, AX
Mov AL, BYTE PTR RES
CALL HEX_ASC
Mov ASCRES+2, DH
Mov ASCRES+3, DL
Mov AL, BYTE PTR RES+1
CALL HEX_ASC
Mov ASCRES, DL
Mov DX, Offset MSG
Mov AH, 09
INT 21H
Mov AH, 4Ch
INT 21H
Code1 Ends
End Start
OUTPUT:
Memory Size in KB=2 80HEX
; Program to add two multi byte numbers
Data1 Segment
D1 DB 02h,05H,06H,03H
D2 DB 85H,67H,83H,47H
Result DB 5 dup(?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov SI, Offset D1
Mov DI, Offset D2
Mov CX, 0004
Mov BX, Offset result
CLC ;Clear carry
Back: Mov AL, [SI]
ADC AL, [DI]
Mov [BX], AL
Inc SI
Inc DI
Inc BX
Loop Back
Jnc GO
Mov Byte ptr[BX], 01
Again: Mov AH, 4ch
INT 21H
Go: Mov Byte ptr[BX], 00
Jmp again
Code1 Ends
End start
OUTPUT:
0C5F:0000 02. 05. 06. 03. 85. 67. 83. 47.
0C5F:0008 87. 6C. 89. 4A.
;Program to display ASCII code and character
Data1 Segment
X DB ?
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov AH, 01
INT 21H
Mov SI, Offset X
Mov [SI], AL
CALL DISP1
Mov AL, [SI]
AND AL, 0F0H
Mov CL, 04H
ROR AL, CL
ADD AL, 30H
Mov DL, AL
Mov AH, 02H
INT 21H
Mov AL, [SI]
AND AL, 0FH
CMP AL, 0AH
JC SUB1
ADD AL, 07H
Sub1: ADD AL, 30H
Mov AH, 02H
Mov DL, AL
INT 21H
Mov AH, 4CH
INT 21H
DISP1 PROC NEAR
Mov AH, 02H
Mov DL, 20H
INT 21H
Mov AH, 02H
Mov DL, 3DH
INT 21H
Mov AH, 02H
Mov DL, 20H
INT 21H
RET
DISP1 Endp
Code1 Ends
End Start
OUTPUT:
-g
2 = 32
-g
a = 61
-g
e = 65
-g
1 = 31
;Program to display a string on console using BIOS call
Data1 Segment
MSG DB 'HELLO WORLD USING BIOS','$'
LEN EQU 22
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov CX, LEN
Mov SI, Offset MSG
Next: Mov AH, 0EH
Mov AL, [SI]
INT 10H
INC SI
Loop Next
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
HELLO WORLD USING BIOS
;Program to compute factorial of a number recursively.
Data1 Segment
RB DW (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov AX, 0005H
CALL FACT
Mov AH, 4CH
INT 21H
FACT PROC
CMP AX, 01H
JE Exit
PUSH AX
DEC AX
CALL FACT
POP AX
MUL RB
Mov RB, AX
RET
Exit: Mov RB, 01
RET
FACT ENDS
Code1 Ends
End Start
OUTPUT:
0C5C:0000 78. 00.
;Program to read character from keyboard and echo it.
Data1 Segment
MSG DB 'Enter Character from the keyboard(# to End)','$'
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov AH, 09
Mov DX, Offset MSG
INT 21H
Nextchar: Mov AH, 08H
INT 21H
Mov AH, 02H
Mov DL, AL
INT 21H
CMP AL,'#'
JNE Nextchar
Mov AH, 4CH
Mov AL, 00H
INT 21H
Code1 Ends
End Start
OUTPUT:
Enter Character from the keyboard(# to End)Naveen#
;Program to multiply two 16 bit binary number.
Data1 Segment
Result DD (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov AX, 00FFH
Mov BX, 00FEH
MUL BX
Mov SI, Offset Result
Mov WORD PTR [SI], AX
Mov WORD PTR [SI+02], DX
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C54:0000 02. FD. 00.
;Program to count number of 1's and 0's in a given 16 bit data.
Data1 Segment
R1 DB (?)
R0 DB (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov AX, 0FFFFH
Mov CX, 0010H
Mov BL, 00
Rep1: ROR AX, 01
JNC Go
INC BL
GO: Loop Rep1
Mov R1, BL
Mov DH, BL
SUB DH, BL
Mov R0, DH
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C5C:0000 10. 00.
;Program to addition of 2 square matrices.
Data1 Segment
MA1 DB 01,02,03
MA2 DB 04,05,06
MA3 DB 07,08,09
MB1 DB 01,02,03
MB2 DB 04,05,06
MB3 DB 07,08,09
MR1 DB ?,?,?
MR2 DB ?,?,?
MR3 DB ?,?,?
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov SI, Offset MA1
Mov DI, Offset MB1
Mov BX, Offset MR1
Mov CX, 0009
Back: Mov AL, [SI]
ADD AL, [DI]
Mov [BX], AL
INC AL
INC BX
INC SI
INC DI
Loop Back
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C54:0000 01. 02. 03. 04. 05. 06. 07. 08.
0C54:0008 09. 01. 02. 03. 04. 05. 06. 07.
0C54:0010 08. 09. 02. 04. 06. 08. 0A. 0C.
0C54:0018 0E. 10. 12. 00.
;Program to addition of 2 square matrices.
Data1 Segment
MA1 DB 01,02,03
MA2 DB 04,05,06
MA3 DB 07,08,09
MB1 DB 01,02,03
MB2 DB 04,05,06
MB3 DB 07,08,09
MR1 DB ?,?,?
MR2 DB ?,?,?
MR3 DB ?,?,?
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov SI, Offset MA1
Mov DI, Offset MB1
Mov BX, Offset MR1
Mov CX, 0009
Back: Mov AL, [SI]
ADD AL, [DI]
Mov [BX], AL
INC AL
INC BX
INC SI
INC DI
Loop Back
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C54:0000 01. 02. 03. 04. 05. 06. 07. 08.
0C54:0008 09. 01. 02. 03. 04. 05. 06. 07.
0C54:0010 08. 09. 02. 04. 06. 08. 0A. 0C.
0C54:0018 0E. 10. 12. 00.
;Program to search an number in an array
Data1 segment
B1 DB 01,02,03,04,05,06,07,08,09,10,11
B2 DB 'NUMBER IS PRESENT','$'
B3 DB 'NUMBER IS NOT PRESENT','$'
Data1 Ends
Code1 Segment
Assume CS:Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov CX, 00AH
Mov SI, Offset B1
Mov AL, 05
Again: CMP AL, [SI]
JZ NO_OP
INC SI
Loop Again
Mov AH, 09
Mov DX, Offset B3
INT 21H
Last: Mov AH, 4CH
INT 21H
NO_OP: Mov AH, 09
Mov DX, Offset B2
INT 21H
JMP Last
Code1 Ends
End Start
OUTPUT:
NUMBER IS PRESENT
; Program to generate Multiplication Table.
Data1 Segment
B1 DB 10 DUP (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg Data1
Mov DS, AX
Mov CX, 000AH
Mov SI, Offset B1
Mov DL, 02
Mov AX, 0000
Mov BL, 01
Next: Mov AL, DL
MUL BL
Mov [SI], AL
INC BL
INC SI
Loop Next
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C5E:0000 02. 04. 06. 08. 0A. 0C. 0E. 10.
0C5E:0008 12. 14. 00. ;Program to convert Binary to BCD.
Data1 segment
DEC1 DB 3 DUP (?)
Data1 Ends
Code1 Segment
Assume CS: Code1, DS: Data1
Start: Mov AX, Seg data1
Mov DS, AX
Mov SI, Offset DEC1
Mov AL, 0FFH
Mov AH, 00H
Mov BL, 64H
DIV BL
Mov [SI], AL
Mov AL, AH
Mov AH, 00
Mov BL, 0AH
DIV BL
INC SI
Mov [SI], AH
Mov AH, 4CH
INT 21H
Code1 Ends
End Start
OUTPUT:
0C5E:0000 02. 05. 05. 00.
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