NAT IIO Oriental & Islamic Studies Verbal Preparation Online Test for Pakistani Students

MCQ's Test For NAT II Oriental & Islamic Studies Verbal

Try The MCQ's Test For NAT II Oriental & Islamic Studies Verbal

  • Total Questions20

  • Time Allowed20

NAT II Oriental & Islamic Studies Verbal

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Question # 1

VACILLATE

Question # 2

BEHOLD

Question # 3

EBULLIENT

Question # 4

INEXORABLE

Question # 5

As ---------- of the Sindh supreme selection board, Allah Bachayo had free --------- to all Government rest houses throughout the country.

Question # 6

The waiter hasn't bought the coffee_______ I've been here an hour already.

Question # 7

JAUNDICED

Question # 8

Don :

Question # 9

The second Islamic Conference of the heads of states took place in which city of Pakistan.

Question # 10

WANE:

Question # 11

OSSIFY : BONE

Question # 12

ABRUPT

Question # 13

The incident of Fall of Dhakka took place in.

Question # 14

LIKELY : PROBABILITY::

Question # 15

FASTIDIOUS : VULGARITY::

Question # 16

MAUDLIN : DISPASSION

Question # 17

TEEMING

Question # 18

We were amazed that a man who had been heretofore the most______ of public speakers could in a single speech electrify an audience and bring them cheering.

Question # 19

Abdicate :

Question # 20

ARCHITECT : BLUE PRINT::

Prepare Complete Set Wise NAT II Oriental & Islamic Studies Verbal MCQs Online With Answers


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    ajisha shiekh 28 - Mar - 2024 11 Min 59 Sec 3/20
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    Wasif Hameed Butt 28 - Feb - 2018 00 Min 21 Sec 1/20

NAT-II Verbal Chapter 0 Important MCQ's

Sr.# Question Answer
1

Educational planning should aim at meeting the educational needs of the entire population of all age groups. While the traditional structure of education as a three layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery which is equally important. Under modern conditions, workers need to rewind, or renew their professor. The retired and the aged have their needs as well. Educational planning, in their words, should take care of the needs of everyone.

Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report, titled “Learning to be” prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future adult for various forms of self-learning. A viable education system of the future should consist of modules with different kinds of functions serving a diversity of constituents. And performance, not the period of study, should be the basis for credentials. The writing is already on the wall.

In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For, to move in that direction means much more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing Open University programs for older learners of different categories and introducing extension services in the conventional colleges and schools. Also, these institutions should learn to cooperate with numerous community organizations such as libraries, museums, municipal recreational programs, health services etc.

Q: What should be the major characteristic of the future educational system?

A. Different modules with same function
B. Same module for different groups
C. No modules but standard compulsory program for all
D. None of these.
2

A great deal of discussion continues as to the real extent of global environment degradation and its implications. What few people challenge however is that the renewable natural resources of developing countries are today subject to stresses of unprecedented magnitude. These pressures are brought about, in part, by increased population and the quest for an ever expanding food supply. Because the health, nutrition and general well-being of the poor majority are directly dependent on the integrity and productivity of their natural resources, the capability of government to manage them effectively over the long term becomes of paramount important.

Developing countries are becoming more aware of the ways in which present and future economic development must built upon a sound and sustainable natural resource base. Some are looking at our long tradition in environmental protection and are receptive to U.S. assistance which recognizes the uniqueness of the social and ecological system in these tropical countries. Developing countries recognize the need to improve their capability to analyze issues and their own natural resource management. In February 1981, for example, AID funded a national Academy of Sciences panel to advise Nepal on its severe natural resource degradation problems. Some countries such as Senegal, India, Indonesia and Thailand, are now including conservation concerns in their economic development planning process.

Because so many governments of developing nations have recognized the importance of these issues, the need today is not merely one of raising additional consciousness, but for carefully designed and sharply focused activities aimed at management regimes that are essential to the achievement of sustained development.

Q: Technical know-how developed in the USA

A. Cannot be easily assimilated by the technocrats of the developing countries
B. Can be properly utilized on the basis of developing countries being able to launch an in-depth study of their specific problems
C. Can be easily borrowed by the developing countries to solve the problem of environmental degradation
D. Can be very effective in solving the problem of resource management in tropical countries
3 INCRIMINATE
A. Exculpate
B. Sporadic
C. Appropriate
D. Exhume
4

Through the U.S. prides itself on behing a leader in the world community, a recent report shows that it lags far behind other industrialized countries in meeting the needs of its youngest and most vulnerable citizens. The U.S. has a higher infant mortality rate, a higher proportion of low birth weight babies, a smaller proportion of babies immunized against childhood diseases and a much higher rate adolescent pregnancies. These findings, described as a quiet crisis requiring immediate and far-reaching action, appeared in a report prepared by a task force of educators, doctors, politicians and business people. According to the report, a fourth of the nation’s 12 infants and toddlers live in poverty. As many as half confront risk factors that could harm their ability to develop intellectually, physically and socially. Child immunizations are too low, more children are born into poverty, more are in substandard care while their parents work and more are being raised by single parents When taken together, these and other risk factor can lead to educational and health problems that are much harder and more costly to reverse.

The crisis beings in the womb with unplanned parenthood. Women with unplanned pregnancies are less likely to seek pre-natal care. In the U.S. 80% of teenage pregnancies and 56% of all pregnancies are unplanned. The problems continue after birth where unplanned pregnancies and unstable partnerships often go hand in hand. Since 1950, the number of single parent families had nearly tripled. More than 25 percent of all births today are to unmarried mothers. As the number of single parent families grows and more women enter the work force, infants and toddlers are increasingly in the care of people other than their parents.

Most disturbingly, recent statistics show that American parents are increasingly neglecting or abusing their children. In only four years from 1987-1991, the number of children in foster care increased by over 50 percent. Babies under the age of one are the fastest growing category of children entering foster care. The crisis affects children under the age of three most severely the report says. Yet, it is this period-from infancy through preschool years- that sets the stage for a child’s future.

Children falling in which age group are most severely affected by the quite crisis?

A. Between 2 & 3 years
B. Between 1 & 3 years
C. Below 1 year
D. Below 3 years
5 CALIBER : RIFLE::
A. Army : ammunition
B. Compass : bore
C. Quality : shoot
D. Gauge : rails
6 ALWAYS : NEVER::
A. Often : Rarely
B. Frequently : Mostly
C. Constantly : Subsequently
D. Intermittently : Causally
7 Nobody has come to see us _______ we bought these fierce dogs
A. Since
B. For
C. When
D. Till
8 There are _____ views on the issue of getting bonus to the employees.
A. Modest
B. Adverse
C. Independent
D. Divergent
9 His ------------ painting style made it siddicult to follow his thought processes - no surprise to his contemporaries, who were familiar with his ----------- manner of talking.
A. Hypnotic ... attractive
B. Complex ... affected
C. Laborious ... tedious
D. Convoluted ... circumlocutory
10 SOOTHE
A. Simmer
B. Eat greedily
C. Excite
D. Purify

Test Questions

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