Crack The Cutoff's

Executiv Programs in India

2007-01-13T05:34:00.000-08:00

Institute	Symbiosis Institute of Management
Course Name & Duration	Executive MBA – 2 ½ Years
Approx Fee	Rs 45,000 P.A., Rs. 75,000/- for sponsored candidates
Eligibility	Graduate with 5 years experience
Selection Process	Written Test and Interview
Res./ Non Residential	Non Residential

Institute	IIM Ahmedabad
Course Name & Duration	PGPX (Post Graduate Program for Executives ) 1 Year
Approx Fee	10 Lakh
Eligibility	Graduate, Minimum 27 years of age
Selection Process	GMAT Scores
Res./ Non Residential	Residential

Institute	IIM Bangalore
Course Name & Duration	Executive General Management Program Duration 7 to 8 Months
Approx Fee	1.8 Lakh
Eligibility	Graduate, Minimum 5 years experience
Selection Process	CV and Interview
Res./ Non Residential	Non Residential

Institute	IIM Bangalore
Course Name & Duration	Advanced Management Program
Approx Fee	Not Available
Eligibility	Graduate, Minimum 10 years experience
Selection Process	CV and Interview
Res./ Non Residential	Non Residential

Institute	IIM Bangalore
Course Name & Duration	Advanced Financial Risk Management Program
Approx Fee	1.6 Lakh
Eligibility	Graduate, Minimum 2 years experience
Selection Process	CV and Interview
Res./ Non Residential	Non Residential

Institute	IIM Bangalore
Course Name & Duration	Advanced Financial Risk Management Program
Approx Fee	1.6 Lakh
Eligibility	Graduate, Minimum 2 years experience
Selection Process	CV and Interview
Res./ Non Residential	Non Residential

Institute	IIM Calcutta
Course Name & Duration	PGPX (Post Graduate Program for Executives )1 Year
Approx Fee	8 Lakh
Eligibility	Graduate, Minimum 5 years experience
Selection Process	GMAT Scores
Res./ Non Residential	Residential

Institute	IIM Calcutta
Course Name & Duration	19 Program for Executives - 1 Year
Approx Fee	varies
Eligibility	Varies
Selection Process	Varies
Res./ Non Residential	Residential

Institute	IIM Lucknow
Course Name & Duration	Post Graduate MBA Program (Part Time) - 3 Years
Approx Fee	1.5 Lakh
Eligibility	Graduate (50%), Minimum 2 years experience
Selection Process	Written test, GD and interview
Res./ Non Residential	Non Residential

Institute	IIM Indore
Course Name & Duration	Executive Post Graduate Program (Part Time) – 18 Months
Approx Fee	4Lakh
Eligibility	Graduate, Minimum 5 years experience
Selection Process	CAT/GMAT Scores and interview
Res./ Non Residential	Non Residential / Residential

Institute	FACULTY OF MANAGEMENT STUDIES (FMS) UNIVERSITY OF DELHI
Course Name & Duration	MBA (Part-Time) – 3 Years
Approx Fee	Rs 10,000 p.a.
Eligibility	Graduate, Minimum 3 years experience – Employer Sponsorship Required
Selection Process	Written Test and interview
Res./ Non Residential	Non Residential

Institute	FACULTY OF MANAGEMENT STUDIES (FMS) UNIVERSITY OF DELHI
Course Name & Duration	MBA (Health Care Administration: Part-Time) – 3 Years
Approx Fee	Rs 10,000 p.a.
Eligibility	MBBS or Minimum 5 years experience in Hospital Administration - – Employer Sponsorship Required
Selection Process	Written Test and interview
Res./ Non Residential	Non Residential

Institute	Jamnalal Bajaj Institute of Management studies (JBIMS)
Course Name & Duration	Management Development Programs – Marketing, Finance, Operations, Personnel, Systems Management
Approx Fee	Fee varies
Eligibility	Graduate and work experience (for middle to senior level employees only)
Selection Process	Test / interview or both
Res./ Non Residential	Non Residential

Institute	Jamnalal Bajaj Institute of Management studies (JBIMS)
Course Name & Duration	MBA (Part-time) - 4 programs with different specialization – 3 Years
Approx Fee	17000 per annum
Eligibility	Graduate and Minimum 2 years experience
Selection Process	Test , Group Discussion & interview
Res./ Non Residential	Non Residential

Institute	XLRI Jamshedpur
Course Name & Duration	Graduate Management Program – 1 Year
Approx Fee	2.25 Lakh
Eligibility	Graduate and Minimum 3 years experience
Selection Process	XAT Test & interview
Res./ Non Residential	Residential

Institute	XLRI Jamshedpur
Course Name & Duration	Executive Post Graduate Program– 3 Years
Approx Fee	3.05 Lakh
Eligibility	Graduate and Minimum 3 years experience
Selection Process	XAT Test & interview
Res./ Non Residential	Residential

Institute	XLRI Jamshedpur
Course Name & Duration	Executive Fellowship Program in Management – 4 Years
Approx Fee	0.90 Lakh
Eligibility	MBA, Managerial / Supervisory experience Minimum 3 years experience
Selection Process	Personal Interview
Res./ Non Residential	Residential / Non Residential

Institute	XLRI Jamshedpur
Course Name & Duration	Satellite Program in Management – 14 Months
Approx Fee	1.8 Lakh
Eligibility	MBA, Managerial / Supervisory experience Minimum 3 years experience
Selection Process	Interview
Res./ Non Residential	Non Residential

Institute	Indian Institute of Foreign Trade - IIFT
Course Name & Duration	MBA(International Business) – 3 Years
Approx Fee	0.85 Lakh
Eligibility	Graduate with 3 years experience (Company sponsorship or No Objection Certificate)
Selection Process	Essay, GD and Interview
Res./ Non Residential	Non Residential

Institute	Indian Institute of Foreign Trade - IIFT
Course Name & Duration	Executive Masters in International Business – 18 Months
Approx Fee	1 Lakh
Eligibility	Graduate with 5 years managerial experience or PG degree with 3 years managerial experience
Selection Process	Essay, GD and Interview
Res./ Non Residential	Non Residential

Institute	Indian Institute of Foreign Trade - IIFT
Course Name & Duration	Executive Masters in International Business (Via VSAT)– 18 Months
Approx Fee	1.4 Lakh
Eligibility	Graduate with 5 years managerial experience or PG degree with 3 years managerial experience
Selection Process	Essay, GD and Interview
Res./ Non Residential	Non Residential

Institute	Indian School of Business ISB Hyderabad
Course Name & Duration	MBA 1 Year
Approx Fee	15 Lakh
Eligibility	Graduate, Work experience desirable
Selection Process	GMAT Scores Plus Personal Interview
Res./ Non Residential

SPJIMR PGDM batch signs off with Rs 24 lakhs highest salary

2007-01-09T07:32:00.000-08:00

he one-year PGDM program of the S. P. Jain Institute of Management & Research scripted a fantastic success story with placements touching dizzying heights for the Class of 2007. The placement for the participants was conducted from December 6 to 8, 2006 and has been a resounding success with 33 companies giving a total of 151 offers to 57 participants.
The highlight of the placements was the first offer of the first day being the highest salary offer of Rs 24.35 Lakhs. The booming and the fast growing economy saw an unprecedented number of companies vying to recruit the experienced professionals of the one-year program.

The Class of 2007 has 58 students, of which 57 participated in the Placements Process. 55 companies showed initial interest in participating in the placement process and finally 41 companies participated in the placement process with 33 companies making a total of 151 offers. The average salary offered to the participants was INR 11.35 Lakhs. A significant number of the participants saw phenomenal rise in their salaries from their previous professional portfolios. The average increase in salaries for the participants was 70%, which translates into an average salary increase of Rs 5.15 Lakhs, a little less than the program fee of Rs 5.53 Lakhs. The four women participants of the program also saw a roaring success with more than 15 confirmed offers to choose from.

Several of the blue chip companies, like Infosys, Satyam, Reliance Retail, Mphasis, ICICI and Covansys offered more than 10 offers each to the participants. Some of the conglomerates participating in the placement process were IBM, McKinsey KC, SAP, Cognizant Technologies, L & T and TCS.

The participant with the highest salary offer and more than a decade of experience in the process industry had this to say, “After having worked in the industry for so many years, I had a feeling that my career was progressing at a slower pace than I would have liked to and this drove me to join SPJIMR. My one-year at the institute has been one of intense academic rigour and I am specially impressed by the innovative program architecture and the structured approach of SPJIMR to the one-year PGDM program. I am especially enthralled by the fact that my decision to join SPJIMR over other foreign B Schools has been proved so correct. I am excited about the forthcoming challenge and the responsibility and looking forward to use my learnings.”

The participant with the highest quantum jump in salary package of 342% over the last package, says, “Working for a leading industrial house in the field of Manufacturing was a pleasant experience, but I strongly felt the need for a Business Management education for an accelerated growth of my professional track. Today I am thrilled & excited to have received an offer from one of the leading global consultancy firms, where I would be able to leverage my previous experience and contribute effectively on a global platform.”

Professor Sunil Rai, Chairperson of the PGDM program, had this to say; “A number of participants had chosen to join SPJIMR’s PGDM program looking for value addition at a critical juncture of their professional careers. The PGDM program architecture was designed on the SPJIMR ethos of value based and dynamically innovative pedagogy. This is the only one-year program in the country to offer specialisations in Information Management and Operations & Manufacturing. This makes the SPJIMR PGDM program a sought after program to help professionals to explore advancements and career shifts successfully. Some of the dramatic career shifts made by participants of the program include: A lady participant from the Merchant Navy joining one of the retail giant”.

The lady participant from the Merchant Navy, Sonika Joshi, the first woman Officer Cadet from India, had this to say, “I feel that this dramatic career shift from the Merchant Navy to high growing Retail Business area would not had been possible without the extremely valuable inputs and training I received at S. P. Jain. I feel that my people and project management skills from my professional experience and the business knowledge from SPJIMR will propel me to great heights.”

Prof. Abbasali Gabula, Chairperson, External Relations and Placements said, “SPJIMR plans to drive the one-year program to a greater milieu of professionals by adding diverse but relevant courses as elective from Jan 2008. The institute strongly feels that the huge growth of economy and the rapid industrialisation will need an unprecedented number of managers empowered with the learnings of a management education and endeavours to meet a significant number of these requirements of the industry.”

The PGDM program at SPJIMR has received the appreciation of the industry and has lived up to its promise of providing the corporate with highly experienced and focussed mid-level managers with modern outlook.

The Below Average Student's Guide to Cracking the CAT

2007-01-09T07:23:00.000-08:00

Here’s a survivor’s guide to cracking the CAT. In this article, our contributor tells you all you need to know about scoring well in the Mock CAT's, the big CAT, and all that follows:

Originally I was going to title this “The average student’s guide to cracking the CAT” .Then I realized I wasn’t average. This could hardly be called a guide. And I hadn't even cracked the CAT. So I modified the title. I was going to rip-off Five Point Someone's opening line and modify it to read “I am pretty sure lots of other people could write this better if only they’d get off their asses. They didn’t. I did. So sit up straight, press Ctrl+D and let’s move on.”

Before we go any further, remember that I am going to be giving a lot of examples based on my experience. What worked (or didn’t work) for me may not(or may) work for you. The important thing is, you have to decide what to do and be flexible about it. Lately, with the number of students appearing for CAT going up, the starting period of students preparing for the CAT seems to be getting more and more ridiculous. I’ve seen requests from kids in their first year of Engineering asking for tips/strategies to crack the CAT. So first off, if you are thinking about starting that early, forget it. There’s no point. Honestly speaking, the best time to start preparing for the CAT is in May of the year you are going to take the exam. Seven months is more than sufficient time. I know because I managed a 94.5 percentile in CAT 2k3 (I told you I didn’t crack the CAT. In my defense, the paper was leaked in this year and I had done a whole lot better in the leaked paper).

However, there is plenty you can do if you want to start early.

1) If you notice, more often than not, the Verbal section seems to be horror of most students. So, start reading. If you don’t already, there’s no time like now. Get rid of that vernacular paper. Take in The Hindu, on weekdays and the Economic Times on weekends. Read the editorials. Chuck that SportsStar in favour of a good B (Business for the uninitiated) magazine .Read, Read and then Read some more. Did you know that our contributor himself read over 2000 books before his 12th. He exhausted his local library doing that. Believe me, it shows. How many of you even have a membership to a library??

2) Improve your academic performance. Now is never too late to start. Academics play an important role to some extent, so it helps.

3) Go out and make a difference. Join a social service community.

4) Do some all round improvement. Get into shape, work out, learn to play a musical instrument, improve your relationship with God/Parents/Family members/Friends……. When things get tough these are the people who’ll be there.

5) Make friends with Google.

6) Practice for Group Discussions and interviews. Improve your communication skills.

Its May and you’ve joined some institute. They’ve given you material and hopefully you’ve opened them and seen them. Now here’s the thing—when I was preparing for the CAT in 2k3, at one of the student meets, one of students asked a faculty member whether the material provided would be enough or whether they should look for more material from other places. The director replied that that particular institute provided 5000 pages of material, and in all his years of teachings, no one had ever gotten through it all. This is true. Most kids have so much material piled up at the end of year its ridiculous. That said, there are a few books I think you should get and go through. Vedic math, Arun Sharma/Guhati, last ten years CAT papers. Vedic mathematics maybe a lot of work on its own but can also be a lot of fun.

Discipline yourself. Pace yourself. Draw up a flexible timetable. Contrary to what most people think, a time-table needn't bind you down. Instead it gives you the time to do what you really want without letting you take your eyes off your goal. For instance, when I started prep, I used to wake up at 4 in the morning, study till 5:40 or so and then get ready for class at 6:30. Class finished by 8 and I had to rush back home to grab my bag, a quick bite and run for the college bus. Now my college was an hour and a half away which I spent in sleeping. My classmate on the other had, spent his time reading the editorials which we would then discuss on the trip back home. My VA skills, if I may say so myself , are rather strong so we'd discuss the topic and I'd help him with grammar and correction of sentences. My friend's QA was strong so he'd help me out with that

Form a study group. You are competing with over 1.5lakh students, so your group will just be a sample of what to expect. Make sure your group members are the serious sort-- not the types who run off to watch a movie after every mock. Well ok, they needn't be that serious too because it’s important to relax and enjoy the whole experience of preparing but its also important not to get carried away. A study group is very handy when it comes to taking sectional tests, mocks, FLT’s et al. Compare your scores with theirs. Find out what questions they attempted in QA that you didn’t and why they attempted them. Find out the approach and if there's a way of doing them that you didn’t know about. Check those errors in VA. Find out what the easy sets in DI were.

Google has this project for which the tag-line is "Standing on the Shoulders of Giants". Given the competition, every little thing helps. Go ahead, find your Giants.

Majority of you who go for coaching will mostly go 3 times a week, say Monday, Wednesday and Friday. Right now, the mocks haven’t started yet, so that means you have 3-4 study sessions before the next class. STUDY!! Four sessions is a lot!!

Let's say you were taught numbers on Monday morning. On Monday evening, study what you were taught and solve the problems from the material. Tuesday morning and evening, solve the problems from whichever book you've picked up. Wednesday morning, have a dekko at the topic that's going to be taught (don’t most institute's give you a schedule of sorts??). Above all, make sure you become really thorough with what you are studying. For e.g. all of us know the area of a triangle. Off the top of your head, can you tell me how many such formulae are there? Learn to analyse. It'll be very helpful when it comes to D.I.

Whatcha waiting for?? Go crack that CAT

Getting into 'shape' with Munira Lokhandwala: Love thy Triangles

2007-01-09T07:19:00.000-08:00

She of the 100 percentile fame is back with a series on Geometry! In this part, Munira Lokhandwala writes a quick fix to help you make sense of triangles and remember their intricate rules and formulae easily.

Hello Everyone,

It feels good to finally write an article on Math. As the title correctly suggests, this is all about geometry. I do like Geometry but I am not one of those people who can balance vague 3-D structures all in the mind and come out with answers that go like "obviously the volume has to be 3500 cubic meters". If you do wake me up in the night to ask about the 'sine rule', I will just ask for forgiveness for I have not sinned. So jokes apart, what is the purpose of this article?

Geometry is all about a lot of formulae, but it is difficult to remember them. What we will try to do is come up with some ways to understand and hence memorize formulae. We can also look at some general techniques that can help us solve a wide range of problems. To kick off the series we will start with Lines and Triangles followed by Polygons and Circles in the next part. Finally we shall look at Mensuration.

Parallel Lines

When you have a transversal cutting two parallel lines you can have two cases.

Case I: The transversal cuts the lines perpendicularly in this case all angles are equal to each other.
Case II: If the transversal does not cut perpendicularly then the angles formed are either acute or obtuse. Now all angles can be related in the following manner:
1. All acute angles are equal to each other
2. All obtuse angles are equal to each other
3. Any acute angle + any obtuse angle = 180

Triangle Inequality

Let’s say you have two sides ‘a’ and ‘b’. If you place them at an angle of 180 degrees, then you will get a straight line of length ‘a+b’, which will not lead to a triangle. To get a triangle you will have to nudge one of the sides up or down, hence the third side will always be less than the straight line ‘a+b’. In a similar fashion if you put one line on the top of another then the length between the two points is |a-b| again this will not be a triangle. To get a triangle you will need to nudge one of the sides again hence the third side will always be more than |a-b|. You do not need to check this with all combinations of sides, any two sides will do.

Interior and Exterior Angle Bisection Theorem

It is very easy to remember the interior angle bisection theorem because the ratio is of sides on the same side of the bisector. If you have a triangle ABC where angle A is bisected by AD then on one side of AD you have AB and BD on the other side you have AC and CD and guess what, their ratios are equal.

But unhappily on cursory observation, the exterior angle bisection theorem does not appear as beautiful. So in the same triangle if angle A is bisected externally and the angle bisector cuts line BC at X you will have AX lying outside the triangle. Now imagine this angle bisector actually pivoting inside and becoming the internal angle bisector then you will have AB/BX = AC/CX which is how it actually looks. So it is very easy to get the external bisection ratio by considering it to be an internal bisection.

Along with this you will need to know the Appollonius Theorem and the various methods for finding the area of a triangle.

Important Points

There are four different lines we can draw in a triangle, these lines are centered around a vertex and its bisection, perpendicularity and mid-point of opposite sides.

1. Vertices and mid-point of opposite sides give you medians.
2. Vertices and perpendicularity to the opposite sides give you altitudes.
3. Vertices and bisection of the angle at the vertex give you angle bisectors.
4. Perpendicular at the mid-point of sides give perpendicular bisectors.
5. Medians intersect to give us the centroid where centroid divides each median in the ratio 2:1.
6. Altitudes intersect to give you the orthocenter.

Now the major property of angle bisectors is that any point on the angle bisector is equidistant from the two sides of the vertex. So the intersection of the angle bisectors will be equidistant from the three sides. Hence you get the incenter which will be equidistant from the sides, that distance is the inradius and you can draw the incircle.

Similarly any point on the perpendicular bisector will be equidistant from the end-points of the segment. Hence the intersection will be equidistant from the vertices so that gives you the circumcenter and you can draw the circumcircle from the same point.

Important Triangles

Equilateral Triangle

Know all the following things inside out.
1. Area, height
2. It is composed of two 30-60-90 triangles
3. Circumradius = side / root(3)
4. Inradius = side / 2xsquareroot (3)
5. The only triangle where all points that is, incenter, circumcenter, orthocenter, centroid intersect.

Right angled triangle

Circumradius can be found as half of hypotenuse, Inradius can be found using the area formula i.e. 0.5xbxh = 0.5 (inradius)x(semi-perimeter).

Pay special attention to these triangles.
1. 3-4-5 know its inradius (1), its circumradius = 1/2 of hypotenuse = 2.5, its area.
2. 5-12-13 triangle, here inradius is 2, circumradius = 6.5.
3. 30-60-90 triangle can be seen as half of an equilateral triangle so sides opposite the respective angles bear the ratio of 1: squareroot(3):2.
4. 45-45-90 can be seen as half of a square so in a similar fashion sides bear the ratio of 1:1:squareroot(2).

How does knowing all these triangles help?

Good Question. A lot of times I have solved tougher triangle problems which was based on sides a,b,c and changed that to an equilateral triangle or if the sides are distinct to a 3-4-5 triangle got the required answer and re-substituted a,b,c with the required numbers. Believe me it is much faster. Also comfort with these basic triangles means a lot of on-paper solving reduces. So lets hope this was helpful. I will start looking squarely at polygons and circles now.

Munira Lokhandwala is an alumna from IIM Calcutta, batch of 1999. She has been associated with CAT coaching since 2001. In 2005, she started Catalyst Group tuitions for CAT. (www.catalyst4cat.com) she is a regular CAT taker herself. These are her scores:
Year - Overall percentile
2005 - 100 %ile
2004 - 99.99 %ile
2003 - 99.98 %ile

CAT 06 results available at an alternative link

2007-01-02T17:22:00.000-08:00

The following is the CAT result link:
http://202.41.76.206/scriouns2006xnbuosp2x.php

Need to keep trying for a while since its a sneak peek to ur results thru the IIM A server..

Good Luck!!

MAT, IBSAT, IIFT and CAT results

2007-01-02T10:02:00.000-08:00

IBSAT Results

For admission to the ICFAI Business School - PG Program

IIFT-Delhi Results

MAT 03 December 2006 Results

For Management Aptitude Test (MAT) held on December 03, 2006

CAT 06 December 2006 Results

As per a press release at IIM Lucknow, CAT 2006 results have been delayed till 6th Jan 2007.

http://www.iiml.ac.in/delay.php

XAT 2003 analysis

2006-12-30T22:49:00.000-08:00

Analysis of XAT-2003

Shock, anger, surprise were some of the words used by the students coming out of the Examination centre after taking XAT 2003. "Shock" was used to explain the incredibly simple English questions and also for the untouchable Maths ones. The GK section was surprisingly easy and the most unpopular cum mind-boggling Maths questions threw students totally off their balance. They found themselves in a totally hapless condition as they could solve very few Maths questions despite being given "ample" time for the section. It was a three-section paper just like last year with sectional timings. The English and GK sections were a walkover as compared to last year but the Maths section gave students an unforgettable jolt. The optimum number of attempts was in the range of 120 to 130.

As far as the individual sections are concerned English was the one which would fetch the maximum score followed by GK.

Sectional Breakup:

Section	No. Of Questions	Difficulty Level
1. English	80	Average
2. Reasoning & Quantitative Ability		Difficult
3. General Awareness 60		Average

English Section:

Area Tested	No. Of Questions	Difficulty Level
RC ( 1 Passage)	10	Easy
Analogies	20	Average
Fill in the Blanks	20	Average
Synonyms	10	Average
Antonyms	20	Average

A total of 80 questions were to be solved in 40 minutes. Here the ideal number of attempts would be 70+ and the cutoff would be 50+.

Section 2: Maths

A total of 6 Caselets with 10 questions each to be solved in 50 minutes, which were extremely difficult. A total of 12 to 16 attempts would be considered ideal. The cut off for this section would be 8+ if there is any.

Section 3: GK

A total of 60 questions to be solved in 30 minutes

The ideal number of attempts would be 40+ and the cut off would be in the range of 25+.

Essay:

To give real service, one needs to add something, which cannot be bought or measured, like sincerity and integrity.

Total cut-off safely pegged at 85+ by CF

XAT 2004 analysis

2006-12-30T22:31:00.000-08:00

Analysis of XAT-2004

The paper was perceived more or less as a pushover. Due to the jolt given by the Math section last year, most of the test-takers were bracing themselves for staggering questions. There were a sizeable number of single questions unlike caselets that were predominant last year. The English section as usual gave some reasons to relax. The change was brought in by the poetry, which hobbled the performance added by deceptively close options in analogies. The GK section had a mix of questions based on science, management, famous quotes, et al.

It was a three-section paper just like last year with sectional timings and had a total of 200 questions to be attempted in two hours followed by a 20-minute essay.

The optimum number of attempts was in the range of 120 to 130 (for XLRI).

As far as the individual sections are concerned, English was the one, which would fetch the maximum score, followed by Maths.

Sectional Breakup

Section	No. Of Questions	Time Limit	Difficulty Level
English (Verbal Ability + Reading Comprehension)	80	40	Average
Reasoning & Quantitative Ability	60	40	Average
General Awareness	60	40	Tough

Section 1: English

Verbal Ability

Area Tested	No. Of Questions	Difficulty Level	Comments
Analogies	20	Average	Tricky
Fill in the Blanks	10	Average
Synonyms	20	Average
Total	50	Average

Reading Comprehension

Passage No Of Questions Type Comments

King Henry IV's speech 7 Avg Poem

Hamlet 6 Avg Poem

Indians Building American

Economy 7 Easy Conventional

Painter 10 Easy Antonyms Based

Total 30 Questions : Overall Average

Total of 80 questions were to be solved in 40 minutes. Here the ideal number of attempts would be 60+ and the cutoff would be 45+(for XLRI)

Section 2 : Reasoning & Quantitative Ability

Total of 60 questions to be solved in 40 minutes. Compared to last year, Quantitative ability questions were easier.

TYPE - # Of Ques - Difficulty

Functions 10 Avg
Probability 10 Avg
Spring Balance
(Reasoning) 6 Tricky
Number Series 8 Tough
Pie Chart (DI) 5 Easy
Table (DI) 6 Average
Others 15 Very Easy
Total 60 Average

Ideal attempts would be 40+ and cutoff would be30+(for XLRI).

Section 3: General

A total of 60 questions to be solved in 40 minutes. The ideal number of attempts would be 35+and the cut off would be in the range of 20+(for XLRI).

Essay:

When asked which of his works was a masterpiece, the 83-year-old architect Frank Llyod Wright replied" my next one."

Total cut-off could be safely pegged at 95+ for XLRI as per CF.

XAT 2005 analysis

2006-12-30T22:11:00.000-08:00

XLRI Admission Test January 09, 2005

Bird's eye view

Total Number of Questions

Total Time

The Marking Scheme

Number of options Sectional Break-up

175 Objective type questions + 1 Essay type question 120 minutes + 20 minutes for essay question

The marks for each question were same but the weightage of marks was not declared.

Negative marking was 33% of the weightage of each question

FOUR

There were no SECTIONAL TIME LIMITS as in last year's XAT.

Sections	Topic	No. Of Questions
A B C	Quantitative and Analytical Ability General Awareness Verbal and Logical Ability	75 35 65
Total		175 Question

Quantitative and Analytical Ability In this section there were 29 questions on Arithmetic, 17 on Higher Maths, 5 questions on 4 option (twister) type DS and 24 questions were on DI. In DI there were three tables, one line graph, one pie chart and one radar graph and in all 24 questions were asked.

Topics	No. Of Questions	Topics	No. Of Questions
Arithmetic		Higher Maths
Numbers	10	Co-ordinate Geometry	1
Two Dimensions Geometry	5	Differentiation	4
Mensuration - 3D	1	Binomial Theorem	1
Inequalities	5	Vector	1
Quadratic Equations	2	Set Theory	6
Probability	2	Progression	4
Profit and Loss	1	Integration	1
Averages	1	Data Sufficiency
Miscellaneous	3	4 Options (twister)	3
Data Interpretation
Table (3)		9
Line Graph (1)		6
Pie Charts (1)		5
Radar (1)		4

Ideally a student must have spent approx. 55-60 minutes on this section.

General Knowledge

There were 35 questions of easy to moderate level of difficulty in this section. There was shift from last year's module the section had a mixture of questions from current and business GK, Economics and Traditional GK. The topic wise break up of GK part is as follows:

Topic	No. Of Questions
History	5
Geography	4
Science	6
Business Awareness	17
Traditional GK	3

Ideally a student must have spent approx. 15-20 minutes on this section.

Verbal and Logical Ability

There were 12 questions on Logical Ability, 32 questions on Reading Comprehension and 21 questions on English usage in this section.

The detailed break- up of this section is as follows

Topics		No. Of Questions
Logical Reasoning		12
Synonyms and Antonyms		12
Para Jumbles		4
Critical Reasoning		5
Reading Comprehension
Passage	Topic	No. Of Questions
I	Need of leisure in civilization for creative thoughts	6
II	Inter-relational between patrons and creators	7
III	Human Ecology	4
IV	Learn ability in child and adult	4
V	Phrenology	7
VI	Taxonomy	4

Ideally a student must have spent approx. 35-40 minutes on this section.

Essay topic: More than one billion Indians: A gigantic problem or a sea of opportunities

Cut-offs

As the scores of this test are used a lot of institutes thus an exact cut-off cannot be provided.

The following can be the approx. expected cut-offs for the following institutes as per PT:

XLRI -	82+
XIM -	75+
SIBM-	72+
GIM -	65+

XAT 2006 analysis

2006-12-30T21:52:00.000-08:00

XLRI Admission Test January 08, 2006

We are pleased to present you the detailed analysis of XAT held on January 8, 2006.

The Mathematical Aptitude section was the toughest and had questions from Higher Maths too. In the Verbal Ability sections the path was not sleek and one had to read the directions for each set of questions. The DI and LR part was comparatively easy than the MA and VA part. In the LR part there were five sets of Data Arrangement while in DI there were questions based on tables and Pie charts. Overall the paper was TOUGH.

The weightage of each question was same although it was not declared. 33% negative marking was declared for first 5 questions that one gets wrong in every section and there after 50% for the rest of the questions going wrong. Thus, while taking the test, students had to concentrate more on accuracy.

It was clearly instructed in the paper that candidate has to answer questions from all the three sections and expected to maximize the score in each section, that means there were sectional cut-offs in the paper. Comparing with the last year's XAT

1. Total number of questions reduced to 127 from 175.

2. General Awareness section eliminated.

3. 50% negative marking for more than five questions wrong in each section.

4. Declared that there will sectional cut-offs in the paper.

It was announced by the XAT that the result will be declared in the last week of January.

Bird's eye view:
Total questions 127 Objective type questions + One essay

Total time 120 minutes + 20 minutes

Total marks not declared

Sectional Break-up not declared

Section	Topic	Number of Questions	Difficulty Level
I	Mathematical Aptitude	44	Tough
II	Verbal Ability	40	Tough
III	Data Interpretation & Logical Reasoning	43	Moderate
	Total	127	Moderate

Number of Options : Four

Disclaimer:. We are merely reproducing a few of them here in fragments to ensure that the huge community of students eagerly waiting to see an objective comparison of their performance gets the right picture.

Detailed Analysis

SECTION I MATHEMATICAL APTITUDE

There were total 44 questions in these sections. The questions were tough and most of the questions were from Higher Maths, like Definite Integration, Co-ordinate Geometry, Probability, Permutation & Combination, Functions, Inequalities etc. Some questions were on Data Sufficiency and Arithmetic. The topic wise breakup of the questions is as follows.

Topics	Number of Questions	Level of Difficulty
Arithmetic (5)
Numbers	1	Moderate
Compound Interest	1
Time Speed and Distance	1
Mathematical Reasoning	2
Geometry (8)
Co-ordinate Geometry	1	Tough
Trigonometry	2
Circles	2
Triangles	2
Mensuration	1
Algebra (11)
Probability and permutation and Combination	4	Moderate
Maxima and Minima	2
Inequalities	2
Quadratic Equations	2
Logarithm	1
Functions and Sets	15	Moderate
Data Sufficiency	4
Sequence and Series	1
Limits and Definite Integral	1
Total	44

An attempt of 16-20 questions in a time limit of 40-45 minutes with 85% accuracy will be a decent one. Expected cut-off likely to be around 10 marks (if one mark is given for each correct answer).

SECTION II VERBAL ABILITY

The section comprised 40 questions on Reading Comprehension and English Usage. 24 questions from RC and 16 questions from EU. There were five passages of which one was based on a conversation. In English usage there were questions on Para Jumbling, Identify the type of passage, Phrases, Critical Reasoning and Fill in the Blanks. Two new types were introduced, identification of the type of passage and the other was Vocabulary based. The bird's eye view of the section is as follows

Topics		Number of Questions	Level of Difficulty
Reading Comprehension (24)
Passage I	Difficulties in patenting of the discoveries of different bacterium	3	Moderate
Passage II	Authentic Democracy	6
Passage III	Report on a book	7
Passage IV	Cosmological Episodes	6
Passage V	Conversation between an American and a Japanese	2
English Usage (16)
Identify the type of passage		1	Moderate
Meaning and replacement of word		3
Meaning of a phrase		1
Synonyms		2
Fill in the blanks		2
Para Jumble		3
Critical Reasoning		4
Total		40

An attempt of 20-22 questions in a time limit of 35-40 minutes with 85% accuracy will be a decent one for this section. Expected cut-off likely to be around 13 marks (if one mark is given for each correct answer).

Previous years XAT essays!!

2006-12-30T12:15:00.000-08:00

List of Essay topics that occurred in XAT in previous years

1996
There is no right way of doing a wrong thing.

1997
“By the third or fourth week of the term, business school had succeeded in afflicting me with a variation of the Stockholm syndrome, named after the incident in which a hostage in a Stockholm bank robbery fell in love with one of her captors.” (Peter Robinson in Snapshots from Hell : The making of an MBA)

1998
Max Weber, a German Sociologist, defined state as an entity that has a monopoly over legal violence. India proves that the converse is also true; if criminals cannot be punished by the law, its effect they become the state. (The Economist September 27, 1997)

1999
That is what a Television really is; it is another eye so you can see anywhere; another part of your heart so you can feel and care about things you never felt and cared about before; another ear to hear strange music … the first and only International language. (Allan Sherman in “A Gift of Language”).

2000
Ships in harbor are safe; but that is not what they are built for.

2001
Economic growth without distributive justice will lead to violence.

2002
Indian Economy in the post WTO regime.

2003
To give real service, one needs to add something which cannot be bought or measured, like sincerity and integrity.

2004
When asked which of his works was a masterpiece, the 83-year-old architect Frank Llyod Wright replied” my next one.”

2005
One billion Indians: Sea of opportunities, or India’s biggest problem.

XAT Essay Questions during the last few years

2006-12-30T09:57:00.000-08:00

Analysis of past year questions and tips to approach them

The short essays that appear in XAT can be classified into the following two types:

Short essays on contemporary topics related to economy/polity/society of India. It could be a burning international issue as well.

E.g. The US Presidential Election provides better entertainment than many Bollywood blockbusters! Or serious ones like the impact of 9/11 on India.

The student should not worry much about these, if he/ she has been merely glancing through headlines or even half-heartedly listening to news. He can safely attempt most of these, with reasonable confidence.

The most important thing to be kept in mind is that students are not supposed to write research papers on such topics. If they can approximately capture few major correlates of the topic, the job is done for them. Even if they miss few points, it should not bother them much.

The only suggestion is that out of the allotted 20 minutes, spend at least 5 minutes to recall, plan and organize what you intend to write. Use remaining 15 minutes to write 150-200 words in a cogent and coherent manner using grammatically correct English. Avoid flowery, bombastic language.

To elaborate, the 2002 essay is discussed below

Indian economy in the post WTO era

The answer should elaborate on the following key points (which the student must identify in the first 5 minutes):

What is WTO? What is its role? (25-30 words)
First, the student should identify what all should come in Indian economy, and then discuss the impact on each of these one by one. Following sectors/areas are important in this context

The three sectors viz. manufacturing, agriculture and service sector.
Divide the three sectors into industries for example manufacturing into pharmaceutical, automobile, steel, textile etc., service sector into IT, education entertainment, tourism, etc.
Now discuss impact on each of these. For example in case of pharmaceutical sector, Indian companies will have to shift to product patenting from process patenting, under the TRIPS (Trade Related Intellectual Property Rights) obligations of WTO

After impact, also briefly discuss, what is the Indian government and industry doing to adjust to new realities.
Lastly, conclude with your suggestions what should be done to rise to the challenges and to make best use of emerging opportunities.

Abstract topics like those, which appeared in 2003 and 2004 (discussed in detail later). The major problem with them is that students get in awe of the flowery and twisted language used in them, and cannot figure out what should he write in them.

Following guidelines may be helpful:

Once again spend 5-7 minutes to interpret and understand what the author implies? Are there any subtle nuances intended?
It is very important to understand that there may be more than one interpretation possible for the given topic. But all interpretations are equally valid provided the student rationally explains it, and logically takes it forward.
Thus the student should clarify how he understands/ interprets the given topic, clearly stating his reasons for doing so, right in the very beginning. The student may also disagree with the given statement.
Next the student should build his case in support of his interpretation. Use of anecdotes, daily life examples. Fables etc., are very helpful in this regard.
Lastly, the student should conclude, and end on a definite and concrete note.

To elaborate, the 2003 and 2004 topics are discussed below.

To give real service, one needs to add something, which cannot be bought or measured like sincerity and integrity. (2003)

Following tips may be helpful here:

You clarify how do you construe real service. Is the author excluding materialistic service?
You also clarify whether you agree with the author or not. Clearly understand that you can take either stand or even the middle path. Important thing is how you support it.
Now, proceed by giving reasons and examples to support the stance you have taken. e.g., in case you want to support the argument, give the example of the myth of Ramayana in which Shabri offers berries to Lord Ram. Or elaborate on the life of Mother Teresa.
Keep on building your answer and conclude with a definite statement.
Once again avoid flowery English, and use grammatically correct English with a lucid style.

Asked which of his works would he select as his master piece, architecture, Frank Lloyd Wright at the age of 83 remarked, ‘ my next one’ (2004)

It is based on a direct quotation and the students are expected to elaborate the idea intended. Following guidelines should be helpful:

Write something on the creative urge that is unique to mankind.
If you come from humanities background and are aware of Karl Marx and his works, stress on his concept of creative humanism, that man feels incomplete without the products of his creation and sees his reflection in them, just as a father sees his reflection in his son.
Also elaborate on the idea that it is the body, which gets older, the mind can remain as young as it wants to, immune to fluctuations in time.
Also stress on the fact that most creative works in the field of art and architecture have come from people towards the end of their life. e.g. Goethe wrote Faust at the age of 70.
You can also stress on the desire to ever improve in certain people, which constantly keeps them restless.
You can also show your disagreement with Frank by, observing that some people never feel contentment, irrespective of their age and remain restive
Similarly, you can develop new dimensions in the topic and write 150- 200 words.

To practice, few sample abstract topics are suggested below:

Asked what is the essence of science, French philosopher Auguste Comte replied,
” to know is to predict and to predict is to control”
If youth knew, if age could!
I am great; God may be great as well!
“Power corrupts and absolute power corrupts absolutely”
Lord Acton.
The hand that rocks the cradle rules the world.

Some Numbers and their Specialities!!

2006-12-23T00:36:00.000-08:00

1 is the multiplicative identity.

2 is the only even prime.

3 is the number of spatial dimensions we live in.

4 is the smallest number of colors sufficient to color all planar maps.

5 is the number of Platonic solids.

6 is the smallest perfect number.

7 is the smallest number of faces of a regular polygon that is not constructible by straightedge and compass.

8 is the largest cube in the Fibonacci sequence.

9 is the maximum number of cubes that are needed to sum to any positive integer.

10 is the base of our number system.

11 is the largest known multiplicative persistence.

12 is the smallest abundant number.

13 is the number of Archimedian solids.

14 is the smallest number n with the property that there are no numbers relatively prime to n smaller numbers.

15 is the smallest composite number n with the property that there is only one group of order n.

16 is the only number of the form xy = yx with x and y different integers.

17 is the number of wallpaper groups.

18 is the only number that is twice the sum of its digits.

19 is the maximum number of 4th powers needed to sum to any number.

20 is the number of rooted trees with 6 vertices.

21 is the smallest number of distinct squares needed to tile a square.

22 is the number of partitions of 8.

23 is the smallest number of integer-sided boxes that tile a box so that no two boxes share a common length.

24 is the largest number divisible by all numbers less than its square root.

25 is the smallest square that can be written as a sum of 2 squares.

Geometry

2006-12-22T23:17:00.000-08:00

The area of a square is one-half the the square of the length of a diagonal

A line parallel to a side of a triangle that intersects the other two sides divides them proportionally.

The angle bisector of an angle divides the opposite side proportional to the other two sides.

The angle bisectors intersect at a point called the incenter, that is the center of the inscribed circle.

The length of the radius of the inscribed circle is equal to the area of the triangle divided by the

semiperimeter.

The perpendicular bisectors meet at a point, called the circumcenter, that is the center of the circumscribed

circle.

The altitudes meet at a point called the orthocenter.

The medians intersect at a point (called the centroid) that is two-thirds of the distance from each vertex to the

midpoint of the opposite side.

The coordinates of the centroid can be found by averaging the coordinates of the vertices.

(Ceva’s Theorem) In triangle ABC, with J on AB, K on BC, and L on CA, the segments AK, BL and CJ are

concurrent (intersect in one point) if and only if (AJ/JB)(BK/KC)(CL/LA) = 1.

(Ceva’s Theorem Trig Form) In triangle ABC, with J on AB, K on BC, and L on CA, the segments AK, BL

and CJ are concurrent (intersect in one point) if and only if

(sin(BAK)/sin(KAC))(sin(CBL)/sin(LBA))(sin(ACJ)/sin(JCB)) = 1.

The height of an equilateral triangle is sÃ3/2 (So the area is s2 Ã3/4)

A regular hexagon inscribed in a circle can be divided into six congruent equilateral triangles, where the

length of a side is equal to the radius of the circle. Therefore the area of a regular hexagon inscribed in a

circle of radius r is: A=r23Ã3/2.

The midpoint of the hypotenuse of a right triangle is equidistant to all three vertices.

When an altitude is drawn to the hypotenuse of a right triangle, three similar triangles are formed, and the

following hold:

The square of the length of the altitude is equal to the product of the lengths of the segments of the

hypotenuse.

When the length of each leg is squared it equals the product of the hypotenuse and the segment on the

hypotenuse adjacent to that leg.

The sum of the exterior angles of a polygon, one at each vertex, is 360.

The interior angles of a regular polygon with n sides are 180-(360/n) each.

Two tangent segments drawn to a the same circle from the same point are equal.

The figure made by connecting a common external tangent, two radii, and a segment connecting the two

centers is a trapezoid with two right angles. (Often you divide into a rectangle and a right triangle to solve for

missing lengths.)

Two chords are have the same lengths if and only if they cut off equal length arcs.

Two chords are have the same lengths if and only if they are the same distance from the center.

A diameter drawn through a chord is perpendicular to the chord if and only if it bisects the chord and the arc.

The measure of an angle with its vertex at the center of a circle is equal to the measure of the intercepted arc.

The measure of an inscribed angle (that is an angle with its vertex on the circle) is one-half the intercepted arc.

If two inscribed angles intercept the same arc, then the angles have the same measure.

The measure of the angle made by a chord and a tangent is one-half the measure of the intercepted arc.An angle inscribed in a semicircle is a right angle.

A triangle inscribed in a circle is a right triangle if and only if one of the sides is a diameter.

The measure of the angle formed by two intersecting chords is equal to one-half the sum of the measures of the intercepted arcs of the angle and its vertical angle.

The measure of the angle formed by two secants, two tangents, or a secant and a tangent drawn from a point outside a circle is equal to one-half the difference of the measures of the intercepted arcs.

If two chords intersect, the product of the lengths of the two parts of one chord is equal to the product of the lengths of the parts of the other chord.

When two secant segments are drawn to a circle from an external point, the product of the lengths of one secant segment and its external segment equals the product of the lengths of the other secant segment and its external segment.

When a secant segment and a tangent segment are drawn to a circle from an external point, the product of the lengths of the secant segment and its external segment is equal to the square of the length of the tangent segment.

In a cyclic quadrilaterals (If a quadrilateral is inscribed in a circle, it is called a cyclic quadrilateral),

opposite angles are supplementary.(Hence, rectangles or squares are the only parallelograms that can be inscribed in a circle.)

(Ptolemey’s Theoren) The product of the lengths of the diagonals is equal to the sum of the products of the lengths of the two pairs of opposite sides.

When a circle is circumscribed about an equilateral triangle, and chords are drawn from any point on the circle to the three vertices of the triangle, then the length of the longest chord is equal to the sum of the lengths of the other two chords.

Logarithms, Divisibility rules & Number theory

2006-12-22T23:14:00.000-08:00

A number is divisible by 2 if and only if the last digit is divisible by 2.

A number is divisible by 3 if and only if the sum of the digits is divisible by 3.

A number is divisible by 4 if and only if the last 2 digits is a number divisible by 4.

A number is divisible by 5 if and only if the last digit is divisible by 5.

A number is divisible by 6 if and only if it is divisible by 2 and 3.

A number is divisible by 8 if and only if the last 3 digits is a number divisible by 8.

A number is divisible by 9 if and only if the sum of the digits is divisible by 9.

A number is divisible by 10n if and only if the number ends in n zeros.

A number is divisible by 11 iff the sum of every other digit minus the sum of the rest of the digits is divisible by 11.

To find out if a number is divisible by seven, take the last digit, double
it, and subtract it from the rest of the number.

Example: If you had 203, you would double the last digit to get six, and

subtract that from 20 to get 14. If you get an answer divisible by 7

(including zero), then the original number is divisible by seven. If you

don't know the new number's divisibility, you can apply the rule again.

Number Theory:

The greatest common divisor is found by looking at the prime factorizations or using the Euclidean algorithm.

The least common multiple of a and b is found by looking at the prime factorizations or (ab)/gcd(a,b).

Two numbers are said to be relatively prime in the greatest common factor is 1.

If gcd(a, b)=d, then there exist integers x and y so that ax+by=d.

If d divides both a and b, then d divides a+b and d divides a-b.

a=b mod m iff m divides a-b iff a and b both have the same remainder when divided by m.

ap-1 = 1 mod p (a is not a multiple of p)

af(m)=1 mod m ( gcd(a, m) =1)

If a probability experiment is repeated n times and the probability of success in one trial is p, then the

probability of exactly r successes in the n trials is nCr (p)r(1-p)(n-r).

Rules of Logarithms:

loga(M)=y if and only if M=ay

loga(MN)=loga(M)+loga(N)

loga(M/N)=loga(M)-loga(N)

loga(Mp)=p*loga(M)

loga(1)=0

loga(ap)=p

loga(M)=logb(M)/logb(a)

The number of zeros at the end of n! is determined by the number of 5’s. To find this you do the following

process: n/5 = n1 and some remainder. Drop the remainder and compute n1/5 = n2 plus some remainder. Drop

the remainder and compute n2/5 = n3 plus some remainder, etc. The number of zeros is n1+n2+n3+n4...

The sum of any consecutive integers k through n, with n being the larger,

simply use this equation:

(n+k)(n-k+1)

Problems based on Clocks and calender

2006-12-22T23:11:00.000-08:00

CLOCKS.

• Here “#” means degrees.

• Normal clock has 60 divisions and each division =6 #
• In 60 minutes , minute hand moves 60 divisions whereas hour hand covers 5 divisions whereas hour hand covers 5 divisions, therefore minute hand overtakes 55 divisions in 60 minutes, so to overtake 1 division it needs 12/11 minutes.
• Minute hand covers 12 times the no. of divisions covered by hour hand in same time.
• Whenever u need to imagine; imagine the position of hand at exact hour, because u know the gap between the hour hand and minute hand=( hour*5) and minute hand is behind
• Angle between hands – (11m-60h)/2, If the angle calculated does not exists in the ans. options, then subtract your ans. from 360#
• Whatever position comes 1 in an hour, it takes place 11 times in 12 hrs.
• When u get ans. in decimals then remember base is 60.
• For every hour the gap is 60/13
• I f two watches move at different speeds, then they show the same time when the gap is 12hrs. or 720 minutes.
• We use the concept of ratio to find time.
In a normal watch hands coincide every 65 5/11 minutes. If it is written that hands are coinciding every 65 minutes. it means, true time is 65 minutes but watch is giving 65 5/11 minutes, so it is gaining 5/11 minutes every 65 minutes, therefore to calculate the variance , we find the number of time periods of 65 minutes and multiply it by 5/11

Q. when will there be an angle of 30# between 5 and 6?
Method- 5*5= 25
30/6= 5, 6 here means 6 divisions.
Now we get 2 answers-
i. 25-5=20 so 20*(12/11)
ii. 25+5=30 so 30*(12/11)

Q. what time between 5 and 6 in a railway clock both hands will be together.

Q. Between 7 and 8 , what time will the minute hand and the hour hand be pointing towards each other.

Q. Between 5 and 6 both the hour hand and the minute hand are equidistant from 5, but they r not together. What is the time?

Q. what is the change in angle from 3:10 to 3:20 pm.?

A train came at 4:15 and left between 4 and 5 and the angle remained same. What is the duration of the halt?

Q. I sent my servant between 3 and 4 and he came back between 4 and 5. hands had interchanged their positions. What time he came back and went out. How much time had the servant gone out?

Q. A watch looses 3 minutes every 2 hrs, it was set at 8:00 am on Sunday. When will it show the same time again.

Q. A watch gains 0.25% in the 1st week then losses 0.5% in the 2nd week. What variance it shows?

Q. In a wall clock, the minute hand is 6 inches long and hour hand is 4 inches long, what is the difference in area swept by both the hands between 2:15 and 4:15?

Q. At 8:00 am on Sunday watch A was behind by 10 minutes and watch B was ahead by 12 minutes. On Monday at 2:00 pm watch A was ahead by 5 minutes and watch B was behind by 6 minutes.

i. When watch A showed the correct time what was the time in watch A.
ii. When watch B showed the correct time what was the time in watch B.
iii. When did watch A and B show the same time?
iv. When watch A and B showed the same time, what was the time in A and B.

Q. A clock takes 6 sec. to strike 6, how much time it will take to strike 12?

CALENDAR.

1. 1st January 0001 was a Monday.
2. Calendar repeats after every 400 years.
3. Leap year- it is always divisible by 4, but century years are not leap years unless they are divisible by 400.
4. Odd days- remainder obtained when no. of days is divided by 7. Normal year has 1 odd day and leap year has 2 odd days.
5. Calendar moves ahead by number of odd days.
6. While checking leap year just analyze whether February falls in that period or not.
7. Century has 5 odd days and leap century has 6 odd days.
8. Take out net odd days.( add all the odd days and again divide by 7)
9. In a normal year 1st January and 2nd July and 1st October fall on the same day. In a leap year 1st January 1st July and 30th September fall on the same day.
10. 1st January 1901 was Tuesday.
11. We calculate odd days on the basis of the previous month.

Example – what day is it on 29th August 1982?
Method- As we know 1/1/1901 was a Tuesday now we take 1982 and 1901
- 1982-1901=81 years.
- 81/4=20…. ( disregard decimal)
- 81+20=101
- 101/7- remainder is 3, so 3 days from Tuesday is Friday.
-Now check whether it is a leap year or not. In this case it is not a leap year. Therefore 2nd July will be Friday
- Now we have to go month wise . 2nd august = 3odd days= so from Friday 3 odd days will be Monday so 29th August will be a Sunday.

Tips on Problems based on Partnership

2006-12-22T23:08:00.000-08:00

PARTNERSHIP

1. Capital = money put in the beginning =investment * months

2. Net Capital or net investment =capital* time

3. Time should always be calculated in months or days.

4. Profits are distributed in the ratio of net capital.

5. If capitals are given in the form of fraction like A=1/3, B = 3/5, C=4/7
Then capitals are in the ratio of 35:63:60 ( using LCM method)

6. Sleeping Partner- who gets share of profit only, after everything is subtracted from the profit.

7. Working partner- he gets some money for working. This money is to be subtracted from the total profit and then he gets his due share from the new profit.

8. If a partner takes loan at a certain interest then interest is added to the profit, but in the end he also gets back his share of interest in share of profit.

9. Taxes are reduced from the original profit before hand. But individual income tax is given after distribution of profits.

Sample Question. 5 kg of rice and 2 kg of tea cost Rs/- 35, prices of rice grew by 10% and tea by 35% and together I could purchase it for Rs.420. What is the price of tea.

(in these type of questions, whatever is asked take reverse of that, here tea is asked so work on rice.)

Method
350+10% of 350=385
420-385=35
There is a difference of 25%(35%-10%)
This is Rs. 35
25% corresponds to Rs. 35
therefore 100%=140
2 Kg=Rs 140. so 1kg =70

Example.- I hired a servant for Rs. 300 per month and a cycle if he works for a year. After 8 months I threw him out and paid him Rs. 50 for that month and the cycle. How much does the cycle cost?

Example- A horse and a carriage were bought for Rs. 12000. the carriage was sold at a loss of 10% , horse was sold at a profit of 20%. Together I received Rs.13500. what is the C.P. and S.P. of each.

Method-Assume everything to be a horse, so I shud have sold everything at 20% profit.20% of 12000+12000= 14400.But I received Rs. 13500 only that makes a difference of 900 or Rs. 900 are less. This also makes a difference of 30% coz we calculated 40% profit (20+20%), but we had [+20%+(-10%)]=10%
I calculated 30% more on carriage.
30% or carriage=900
therefore 100%=3000

so now we have the individual cost of the horse, the carriage is for 9000/-and the S.P. can b calculated now.

Example.- I hired a servant for Rs. 300 per month and a cycle if he works for a year. After 8 months I threw him out and paid him Rs. 50 for that month and the cycle. How much does the cycle cost?

Method- In 8 months the servant has earned 2/3rd (8/12) of the cycle. So he is left with just 1/3rd of the cycle, which we will cut in place of 300 we gave him only 50.
1/3 corresponds to (300-50)=250
therefore 1=750. so the cost of the cycle is Rs. 750.

Equations - Tips

2006-12-22T22:58:00.000-08:00

# For an equation, if all the even powers of x have same sign coefficients and all the odd powers of x have the opposite sign coefficients, then it has no negative roots

# For an equation f(x)=0 , the maximum number of positive roots it can have is the number of sign changes in f(x) ; and the maximum number of negative roots it can have is the number of sign changes in f(-x).

# For a cubic equation ax3+bx2+cx+d=o

· Sum of the roots = - b/a

· Sum of the product of the roots taken two at a time = c/a

· Product of the roots = -d/a

For a bi-quadratic equation ax4+bx3+cx2+dx+e = 0

· Sum of the roots = - b/a

· Sum of the product of the roots taken three at a time = c/a

· Sum of the product of the roots taken two at a time = -d/a

· Product of the roots = e/a

1. Consider the two equations

a1x+b1y=c1

a2x+b2y=c2

Then,

- If a1/a2 = b1/b2 = c1/c2, then we have infinite solutions for these equations.

- If a1/a2 = b1/b2 <> c1/c2, then we have no solution.

- If a1/a2 <> b1/b2, then we have a unique solution.

2. Roots of x2 + x + 1=0 are 1, w, w2 where 1 + w + w2=0 and w3=1

3. |a| + |b| = |a + b| if a*b>=0

else, |a| + |b| >= |a + b|

4. The equation ax2+bx+c=0 will have max. value when a<0 and min. value when a>0. The max. or min. value is given by (4ac-b2)/4a and will occur at x = -b/2a

5. If for two numbers x + y=k (a constant), then their PRODUCT is MAXIMUM if x=y (=k/2). The maximum product is then (k2)/4.

If for two numbers x*y=k (a constant), then their SUM is MINIMUM if
x=y (=root(k)). The minimum sum is then 2*root (k).

6. Product of any two numbers = Product of their HCF and LCM. Hence product of two numbers = LCM of the numbers if they are prime to each other.

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Data Interpretation

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Tips and Strategies

* While viewing a graph, chart or table there can be a possibility of looking at wrong position in the graph, using wrong value from the graph to carry on further calculations, so it is very much a necessity to use your fingers or pencil to point to the correct position before reading it.

* If the question asks for approximation than you can round off the values for calculation purpose.

* During rounding off, follow a standard procedure, eg, if the value is 1.65 i.e > 1.5 than round it off to 2, if it is 1.35 i.e <1.5>

CAUTION: When rounding off fractions, round the numerator and denominator in the same direction (either up or down); otherwise you'll distort the value of the fraction.

* Think twice before answering DI questions in which the graphs, charts tables are on one page and the questions on back page. I.e the next page. Here there is high possibility of you spending more time than usual for solving the questions coz it urges you to turn your page very often.

* Spend sufficient time in understanding the graphs, charts, tables given. If you feel comfortable then only venture forward in solving the questions..

* Lay more emphasis on checking whether the numbers given on the graph are in percentage form or value form. Otherwise you will tend to get the answers wrong.

* During calculation you can round off numbers for eg. There is a number 199 you can round it off to 200. This will ease your calculation and save precious time. While going on for this rounding off it is very much necessary that the values in the options are not close enough .for eg. The values in the option should be a) 10.2 b) 23.6 c) 52.3 d) 62.4. These values shouldn’t be too close for comfort. Else you will have to go back square one and perform the calculation all over again.

* In DI you can rely on visual approximations for bar graphs and line graphs. The test setters are not out to test your eyesight.

* Last resort is to go by option and eliminate options based on assumptions.

* You can follow top down approach or bottom up approach.

* For questions regarding percentage change, highest, smallest average.. for particular year, itz always advisable to go by option. And perform calculations for only those year mentioned in the option.

* If you are good at visual reasoning than you can eliminate one or two options right away and can concentrate on the remaining two.

Data sufficiency

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Introduction

Data sufficiency questions primary concern is to test how well you can reason quantitatively. This differs widely from quantitative section, Quant section tests your ability of manipulating numbers whereas data sufficiency tests your reasoning ability. What you shouldnt be doing while solving data sufficiency questions is wasting lot of time in manipulating numbers.If you are spending enormous time in solving DS problems then you are going wrong somewhere.
Concepts necessary to solve DS Quest.

The data sufficiency questions covers maths and algebra concepts that are taught in High schools and colleges. In addition to basic arithmetic, you can expect questions testing your knowledge of averages, fractions, decimals, algebra, factoring, and basic principles of geometry such as triangles, circles, and how to determine the areas and volumes of simple geometric shapes.
The Answer Choices

The answer choices are summarized below as you will see them on the CAT exam. Its better to memorise this before taking CAT so that you can devote this time in other sections.

1. Statement 1 alone is sufficient but statement 2 alone is not sufficient to answer the question asked.
2. Statement 2 alone is sufficient but statement 1 alone is not sufficient to answer the question asked.
3. Both statements 1 and 2 together are sufficient to answer the question but neither statement is sufficient alone.
4. Each statement alone is sufficient to answer the question.
5. Statements 1 and 2 are not sufficient to answer the question asked and additional data is needed to answer the statements.

Use Process of Elimination

If statement 1 is insufficient, then choices A and D can immediately be eliminated.

Similarly, if statement 2 is insufficient, then choices B and D can immediately be eliminated.

If either statement 1 or 2 is sufficient on its own, then choices C and E can be eliminated.

Data Sufficiency Tips and Strategies

1. Use only the information given in the questions. The CAT seeks to measure your ability to distinguish facts from careless assumptions. Do not rely on a visual assessment of a diagram accompanying a geometry question to determine angle sizes, parallel lines, etc. In addition, do not carry any information over from one question to the next. Each question in the data sufficiency section of the CAT stands on its own. You can count on seeing at least a few questions where a wrong answer choice tries to capitalize on this common fallacy.

2. Do not get bogged down with complicated or lengthy calculations.

3. Use process of elimination.

4. Be on the lookout for statements that tell you the same thing in different words.

When the 2 statements convey the same exact information, you will know, through process of elimination, that the correct answer choice is either D or E. A favorite ploy of CAT testers is to mix ratios and percentages. Here is an example where Statement 2 simply states backwards the exact same information provided by Statement 1.

1. x is 50% of y
2. the ratio of y:x is 2:1

5. Make real-world assumptions where necessary.

6. Practice, practice, practice.

Remember Nothing is Impossible because the word itself says I am Possible.

Logical Reasoning Tips

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In this very section u need to get 15+ score. A good score will be somewhere
above 20+. For this u need to attempt minimum 25 + questions in 40 mins
with an accuracy above 80%.

Data Interpretation

Usually there are 1-2 line graphs. bar graphs,pie chart etc..

Line Graph

If they ask visual question over here for example which year the sales growth was highest etc.
then its chalk and cheese for you people.Then there are questions like finding the average sales
over the period, here you will have to mentally add up the values and divide it by corresponding
no of years in the said period. Try to avoid questions which needs calculation in abundance.
It isnt wise spending more than 1.5 to 2 minutes over a 1 mark question.

Tips
If the corresponding x axis and y axis values are big than take the round off value.
Try to go by option, if the answer isnt obvious.
If in doubt leave the question.
Dont spend more than a minute over the question.
Avoid questions which requires lot of calculations.

PIE Charts

These are normally given in percentage or value form. You should be good in solving
percentage problems for solving this.Some questions are obvious. Some questions require
calculations to an extent. Some requires mental toughness and ability to out think the
questions.

The tips would be the same as for solving line graph.

Language Tips

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English Section

The english section mainly comprises of Vocabulary i.e Synonyms, Antonyms, Analogies, Fill in the Blanks, Critical Reasoning, Jumbled Paragraph,Spell Checking, Syllogs, Reading comprehension.

In this very section u need to get 20+ score. A good score will be somewhere between 26- 30. For this u need to attempt minimum 35 + questions in 40 mins with an accuracy above 80%. Usually there are 4 -5 Reading Comprehensions out of which 2 are speed breakers. You should develop skills to identify those speed breaker passages, avoid solving those and devote more time to other questions.There are some questions in reading comprehnsions for which u dont need togo through the passages. If you are running out of time in this section, then dont miss attempting these questions.

The way to tackle the reading comprehension section is to first have a look at the questions of the passages. Read the passage once and try to associate thequestions with the appropriate paragraphs. It isnt wise to attempt the questionswhen you are not 100% sure of the answer. Its advisable not to attempt the questionwhich asks for suitable title for the paragraph. 80 out of 100 times u are goingto get it wrong. Because all the title seems to be equally expedient to the passage.

Itz advisable to read Magazines, Newspaper quiodantly so that you get accustomed to reading passages.

Coming on to Vocabulary part, itz either u know it or u dont. Itz one of your innate skills.Dont try to ponder too much on Vocab if you arent good in it.
It will really be too much for the asking. Yes you can improve your vocab by reading newsapaper and magazines and you should have the curiosity in yourselfto find the meanings of the word you arent familiar with. Synonyms, Antonyms,Ananlogy is easy nut to crack if your vocab is strong.

Moving on to Jumbled Paragraph, the best way to tackle is to first identify the premise of the sentence. and then decipher the other statements order accordingly.Other way round is to go by option, and check which combination best forms coherent paragraph. This is the easiest part of the section and can beattempted with 100% accuracy.

Devote Minimum 45 mins for this section, 22+ is an ideal score. Perform SWOT analysis and appropriately plan your course of action.

Critical Reasoning tips

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1. Always read the question stem first (before reading the passage). It will contain useful clues about what to look for and think about as you read the passage.

2. Questions that ask you to identify an assumption behind the argument are similar to those that ask you to select the answer choice the most seriously weakens the argument. In both types of questions, your task is to determine what must be assumed in order for the argument's conclusion to be reasonably inferable. In the latter type of question, your second task is to find the statement among the answer choices that refutes that assumption.

3. If the passage confuses you, try identifying the argument's conclusion (often signaled by terms such as "as a result," "consequently," and "therefore") and its premises�evidence that is given as factual (often signaled by terms such as "because," "since," and "given that.") The passages do not always present the components of an argument in the most coherent sequence. Reasoning linearly from premises to conclusion can help you make sense of it all.

4. In any question that asks which answer choice most effectively either weakens or strengthens the argument, you can be certain that one or two of the answer choices will go the wrong way�by accomplishing just the opposite of what the question asks for. Be on the lookout for them; it's remarkably easy to become confused and go for this type of answer choice under time pressure and during a momentary lapse of concentration.

5. Many passages contain superfluous statements which are irrelevant to the argument and shouldn't come into play at all in responding to the question at hand. Don't be thrown by these red herrings; separate them out from the important logical features of the argument