For I - This argument does not hold strong because this initiative is for girls to get benefited initially but it is not like education will be free for everyone. For II - This argument also holds strong because a law/scheme or bill should not be for any particular gender but it should be for the one who needs it. For III - This is also strong because gender should not be the criterion for free education. It is the poor who should get the benefits.
Statement: C < X ≤ B > E < L < I
Conclusion: I. I > E II. C < I
...What should come in the place of question mark, in the given expressions to make ‘M < J’ always true?
M = N ≤ O = P ? K= J
Statements: D % E, E & A, A @ B, B # C
Conclusions: I. C & A II. D # B
...Statement:X=Y ≥ Z > Q; Y < V ; W < Q
Conclusions:
I. V > W
II. Q > V
Statements: G ≤ H < I = J > K, L < B ≥ V > I ≥ D
Conclusion:
I. G = D
II. K ≤ D
III. B > H
Statement: D < E; I < F > G; I < H > E
Conclusion: I. G ≥ D II. D > G
Given statement shows the relation between different elements followed by two conclusions.
Statement: C1 < L1 > I2 = E1 ≥ N2 > T1
...
Statement: H > G = M > S ; G `>=` T > L; M `<=` F < U
Conclusion: I. L > M II. G < U
...Statement: X > W = P; X > G > F; X < O
Conclusion: I. F < W II. P ≤ F
Statements: P % Q, P $ R, Q # S, R @ T
Conclusions:
I. R $ Q
II. S & T ...
