Paper – 1

NATIONAL TESTING AGENCY (NTA)

PAPER – 1 || VOLUME – 3

D.I, ICT, People, Development & Environment

and Higher Education System
 UGC NET PAPER – 1
S.N. Content P.N.
UNIT – VII DATA INTERPRETATION
1. 1. Data Mapping 1
2. Qualitative Data Interpretation 2
3. Quantitative Data Interpretation 2
4. Data and Governance 3
5. Data Interpretation 5
6. DI Questions 36
UNIT – VIII
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
2. 7. Introduction 43
8. Concept of Internet 44
9. Digital Initiatives in Higher Education 56
10. E – Governance 97
11. Practice Questions 100
UNIT – IX PEOPLE, DEVELOPMENT & ENVIRONMENT
3. 12. Dimensions of Sustainable Development 110
13. Human and Environment Interaction 111
14. Impacts of Pollutants on Human Health 114
15. Natural and Energy Resources 115
16. Natural Hazards and Disaster 116
17. Environmental Protection Act 116
18. Practice Question 118
UNIT – X HIGHER EDUCATION SYSTEM
4. 19. Institutions of Higher Learning and Education in Ancient India 126
20. Conventional Learning Programs 130
21. Non - Conventional Learning 130
22. Professional, Technical and skill Based Education 130
23. Value education and Environment Education 131
24. Components of Environmental education 132
25. Practice Question 133
 7 DATA Interpretation
UNIT

DATA MAPPING
Data mapping is the process of mapping data fields from a source file to their related target fields. The
accessibility to required data can make some organization more successful. Somehow, data is easier to
use when it can be visualized as well.
Visual data help people to understand how different concepts originate and their relation with each
other.
Data mapping helps in all these. For example, "Name, "Email,' and 'Phone' fields from an Excel source
are mapped to the relevant fields in a delimited file, which is our destination.
Data mapping helps by providing organizations with procedure links to show how certain tasks are to be
utilized. Forty per cent of our nerve fibres linking to the brain are in the retina only. Data mapping helps
us to see what makes different pieces of data useful and helpful
The customer trends can be traced in the real time The causes of trends and past data numbers can be
analysed and other calculations of information and variables can be done. We can also use data mapping
software to compare our date with that of competitors. This should make it easier for your business to
grow when chosen right.
They also work by establishing larger maps. Salesforce of any organization has a particularly strong data
mapping software program that can be put to use. This helps in real time also. We can get connected to
a cloud network to get information in real time.
Data mapping works for all businesses. For example, if we were in the retail sector, then we can use data
mapping to calculate how discount sales can influence the overall sales totals in our business. Similarly,
financing, investment type decisions can also be made.
Data may be internal or external, but it is getting more dispersed and voluminous, then its data leverage
is important and actionable insights are developed.
There are array of data points to collect information. Their language may be quite different. We can
develop separate data models.
Data mapping tasks vary in complexity, depending on the hierarchy or disparity between the structure
of the source and the target. Every application, on-premise or cloud basis uses metadata to explain data
fields.
Microsoft Share Point, Inet Soft Style Intelligence and IBM Congos Business Intelligence help us to review
information by generating simple charts and graphs. Depending on the number and schema of the data
sources, database mappings can have a varying degree of complexity.
In general, data mapping helps with the following activities.

Data Integration
Data mapping tools to cover differences in the schemas of data source and destination, allowing
businesses to consolidate information from different data points easily.

1
Data Migration
It is moving data from one database to another. Here, using a code-free data mapping solution that can
automate the process is important to migrate data to the destination successfully.

Data Warehousing
Data mapping in a data warehouse is the process of creating a connection between the source and target
tables or attributes.

Data Transformation
It is essential to break information silos and draw insights. Data mapping is the first step in data
transformation.

Data Mapping Techniques

Although an essential step in any data management process, data mapping can be complex and time
consuming. Based on the level of automation, data mapping techniques can be divided into two types
and they are as follows.
1. Manual data mapping: Although hand-coded, manual data mapping process offers unlimited
flexibility.
2. Semi-automated data mapping: Schema mapping is often classified as a semi-automated data
mapping technique. The process involves identifying two data objects that are semantically related
and then building mappings between them.

Qualitative Data Interpretation

Qualitative data analysis can be summed up in one word - categorical. With qualitative analysis, data is
not described through numerical values or patterns, but through the use of descriptive context (i.e.,
text). Typically, narrative data is gathered by employing a wide variety of person-to-person techniques.
These techniques include:
 Observations: detailing behavioral patterns that occur within an observation group. These patterns
could be the amount of time spent in an activity, the type of activity, and the method of
communication employed.
 Focus groups: Group people and ask them relevant questions to generate a collaborative discussion
about a research topic.
 Secondary Research: much like how patterns of behavior can be observed, different types of
documentation resources can be coded and divided based on the type of material they contain.
 Interviews: one of the best collection methods for narrative data. Inquiry responses can be grouped
by theme, topic, or category. The interview approach allows for highly-focused data segmentation.

Quantitative Data Interpretation

If quantitative data interpretation could be summed up in one word (and it really can't) that word would
be "numerical." There are few certainties when it comes to data analysis, but you can be sure that if the
research you are engaging in has no numbers involved, it is not quantitative research. Quantitative
analysis refers to a set of processes by which numerical data is analyzed. More often than not, it involves
the use of statistical modeling such as standard deviation, mean and median. Let's quickly review the
most common statistical terms:

2
 Mean: a mean represents a numerical average for a set of responses. When dealing with a data set
(or multiple data sets), a mean will represent a central value of a specific set of numbers. It is the
sum of the values divided by the number of values within the data set. Other terms that can be used
to describe the concept are arithmetic mean, average and mathematical expectation.
 Standard deviation: this is another statistical term commonly appearing in quantitative analysis.
Standard deviation reveals the distribution of the responses around the mean. It describes the
degree of consistency within the responses, together with the mean, it provides insight into data
sets.
 Frequency distribution: this is a measurement gauging the rate of a response appearance within a
data set. When using a survey, for example, frequency distribution has the capability of determining
the number of times a specific ordinal scale response appears (ie., agree, strongly agree, disagree,
etc.). Frequency distribution is extremely keen in determining the degree of consensus among data
points.

DATA AND GOVERNANCE

Data governance is a requirement in today's fast-moving and highly competitive enterprise environment.
Now that organizations have the opportunity
to capture massive amounts of diverse internal and external data, they need a discipline to maximize
their value, manage risks and reduce cost.
Data governance is a collection of processes, roles, policies, standards, and metrics that ensure the
effective and efficient use of information in enabling an organization to achieve its goals. Data
governance defines who can take what action, upon what data, in what situations, using what methods.
Data governance ensures that roles related to data are clearly defined, and that responsibility and
accountability are agreed upon across the enterprise. A well-planned data governance framework covers
strategic, tactical, and operational roles and responsibilities.
While crafting data and governance strategy, we need to be careful.
Data Governance is not data management: Data management refers to the management of the full data
lifecycle needs of an organization. Data governance is the core component of data management such as
data warehousing.
1. Data Governance is not master data management: Master data management focuses on identifying
an organization's key entities and then improving the quality of this data.
2. Data Governance is not data stewardship: Data stewards take care of data assets, making certain
that the actual data is consistent with the data governance plan, linked with other data assets and in
control in terms of data quality, compliance, or security.

Benefits of Data Governance

An effective data governance strategy provides many benefits to an organization, where it includes the
following
 There is a common understanding of data.
 There is improved quality of data, such as data accuracy, completeness and consistency.
 Data map is available.
 Holistic view: A 360-degree view of each customer and other business entities basically a single
version of the truth'.

3
 Consistent compliance: Data governance provides a platform for meeting the demands of
government regulations.
 Improved data management: It brings the human dimension into a highly automated and data-
driven world.
We can use technology as the enabler for the same.
Open source and cloud are the basic strategies for data governance tools. iPaas is also closely linked with
them. These tools also help us achieve the following.
1. Capture and understand our data,
2. Improve the quality of our data.
3. Managing data: With metadata-driven ETL and ELT, and data integration applications.
4. Controlling data.
5. Document our data.
6. Empower the people that know the data best: To contribute to the data stewardship.
7. Protecting sensitive data.
We need to understand that data governance is not optional.
The implementation known as a 'data lake' necessarily requires processes that allow you to keep the
data you need in a way that eliminates technical barriers and gives new capabilities to process that data.

4
 Data Interpretation
Data Interpretation refers to the process of reviewing the data provided and using these data to
calculate the required value.
Data can be provided in various forms such as tables, line diagrams, bar diagrams, pie charts,
radar graphs, compound graphs and caselets. Also, check the data adequacy concepts once
through the data interpretation concepts.
Data Interpretation Methodology is a way of analyzing and helping people make sense of
numerical data that has been collected, analyzed and presented. When the data is collected, it
usually remains in the form of a row which can be difficult for the lay person to understand and
that is why analysts always divide the collected information so that others can understand it. For
example, when founders present their pitches to or to their potential investors, they may seek a
better understanding of the market.
The following concepts are useful for solving data interpretation –
● Average
● Ratio and Proportion
● Percent

Average
The average or arithmetic mean or mean of two or more quantities is equal to their sum divided
by the number of those quantities.
Sum of all quantities
Average 
Number of quantities
It is defined as the central value of the values of all quantities. It is the result of the sum of the
values of all the quantities divided by the number of quantities. The average is always between
the highest and lowest values of all quantities. It is necessary that the quantities taken into
account have the same features and must be expressed either in the same unit or in comparable
units. In order to calculate the average, students must learn the various properties related to the
average.

Ratio and Proportion

The comparative relation between two quantities of the same type by division is called ratio. In
other words, ratio means how much of one quantity belongs to another.
The ratio is always between the same units like kg : kg, hour : hour, litre : litre etc.
Let us consider two quantities x and y in the ratio x : y or x/y or x y.
The two quantities being compared here are called terms. The first quantity 'x' is called
antecedent. The second quantity 'y' is called the resultant.

Percent
Percent means every hundred. It is a ratio with a base of 100. Percentage calculation is the most
important aspect in representation as well as in the interpretation of data.
Percentage increase = (Final value - Initial value) / (Initial value) × 100
Percentage reduction = Initial value - Final value) / (Initial value) × 100

5
 Tips and Tricks for data interpretation
Read the question asked carefully
Firstly, before going through the given data, go through all the questions asked. Now, you get
some information about the given topic.
Try to analyze the given data
Start reading the given data and analyze it carefully keeping in mind the questions.
Don't make assumptions
Do not try to make any assumptions while answering the questions. Answer it when you are
absolutely sure that it is correct. There is a risk of negative marking if you answer with guesses.
(Questions with negative marking cases)
The approximation of values can be considered:
When making calculations, consider approximate values to make simplification easier.
Learn to calculate fast and maintain accuracy
Instead of using a calculator or lengthy methods when simplifying, try to calculate in your mind.
Initially, it may take some time but with regular practice you can master it. Everyone can solve a
problem but those who have time management and efficiency, they succeed in the exam are
eligible for.
Identify the questions that are time consuming and skip them
Try to identify the questions that are time consuming, even if you think you can get the answers,
skip them because of the lengthy calculations. It can waste your time and you may miss solving
simple questions left with you. If you have time after covering all the questions then come back
to such questions and give an attempt.
Master these techniques by regularly practicing on various model questions
Once you have all the concepts of Data Interpretation in your mind, get clarity on those topics
by solving various example problems. Now, start applying your knowledge on Data
Interpretation to solve various model questions and then try to solve previous year question
papers.
Data Interpretation is broadly classified as follows -
1. Table
2. Line diagram
3. Bar graph
4. Pie chart
5. Radar graph
6. Mixed graph
7. Caselet

6
 Table

In tabular method, data is arranged in vertical and horizontal rows. It is the easiest way to
represent statistics but not the easiest way to interpret statistics. Generally, questions based on
tabular method include data related to production/profit/sales of different companies in a year,
list of students in a class, list of defective goods, income of different persons etc. In the tabular
method, either row is used to represent discrete non-connected data.

How to Solve Tabular Method

Generally, there are two types of tables in the Table Data Interpretation (DI) : (i) Complete Data
Tables (ii) Missing data tables.
Missing Data Tables
While solving the missing data table, try to complete the data in the table if it can be completed
initially, as it will help you solve the questions.
To solve the question, first of all, note down all the variables against which you have to extract
the data from the table.
Example :
Directions: Read the following information carefully and answer questions accordingly.
The table shows the population (in thousands) of six different cities and the percentage of
males, females and children in them. It is also given that there is no other person who is outside
the category of men, women and children. Furthermore, children are exclusive of man and
woman.
City Population Male Women Children
A 36 45% 33% 22%
B 54 36% , ,
C 72 24% 52% ,
D 28 , 25% ,
E 86 , , 42%
F 94 44% 25% ,

Q. What is the average number of children in cities A, C, E and F ?

Sol: Number of children in city A = 22% of 36000 = 7920
Number of children in city E = 42% of 86000 = 36120
Percentage of children in city C = (100 – 24 – 52) = 24%
Number of children in city C = 24% of 72000 = 17280
Percentage of children in city F = (100 – 44 – 25) = 31%
Number of children in city F = 31% of 94000 = 29140
Average number of children = (total number of children in city A, C, E, F) × 100 / 4
7920 + 36120 +17280 +29140 90460
 = = 22615 Children
4 4
7
 Practice Questions with Their Solution
Instructions (Q.1-3): Study the given table carefully to answer the following questions.
Number of students studying in five different sections of five institutes -
Discipline Arts Commerce Science Management Computer
Institutes Science
A 350 260 450 140 300
B 240 320 400 180 320
C 460 300 360 160 380
D 440 480 420 120 340
E 280 360 340 200 330

Q.1 What is the average number of students studying in commerce institute from all the
institutes together?
(a) 356 (b) 360 (c) 348 (d) 344
Sol: (d)
Sum of all institutes of students
Average of students =
Total number of institutes
260 + 320 + 300 + 480 + 360
=
 A +B + C +D +E 
1720
=
5
Average of students = 344

Q.2 The total number of students studying Arts section from institutes A and B together is
what percent of the total number of students studying Computer Science section from
these two institutes together?
(a) 84 (b) 85 (c) 88 (d) 95
Sol: (d)
Number of students of arts from institute A & B = (350 + 240) = 590
Number of computer science students from institute A & B = (300 + 320) = 620
590
Required percentage   100
620
= 96.61  95%

Q.3 What is the respective ratio of the total number of students studying in science section
from institutes C and D together to the total number of students studying in Computer
Science section from these two institutes together?
(a) 13 : 12 (b) 12 : 13 (c) 13 : 15 (d) 15 : 13
Sol: (a)
Total number of students form the section C and D of science = (360 + 420) = 780
Total number of students form the section C and D of computer = (380 + 340) = 720
Required ratio = 780 : 720
= 13 : 12

8
Direction (Question 4-6): The following table shows the total number of students appeared in
an entrance examination from six schools in different years and the ratio of passed students
to failed students. Answer the given questions on the basis of this table.
Note - Total Attended = Total Passed + Total Failed in a given year
2010 2011 2012
School Total Passed : Fail Total Passed : Fail Total Passed : Fail
Attendance Attendance Attendance
A 646 11 : 8 754 7:6 672 3:5
B 847 4:7 845 8:5 952 9:8
C 810 8:7 792 7:4 637 4:3
D 876 7:5 828 11 : 7 988 7 : 12
E 870 3:2 726 7:4 725 8:5
F 986 17 : 12 867 12 : 5 924 8 : 13

Q.4 What is the difference between the total number of failed students from school Q in the
year 2010 and 3/4th of the failed students from school B in the year 2012?
(a) 165 (b) 176 (c) 175 (d) 180
Sol: (c)
The total attendance of the school in the year 2010 was 876, out of which passed
7
 876   511
12
The total attendance of the school in the year 2012 was 952, out of which failed
8
= 952× = 448
17

Q.5 What is the total number of failed students in schools A and D together in all the three
years together?
(a) 1036 (b) 1311 (c) 2351 (d) 2446
Sol: (c)
8 6 5
Failed from school A  646   754   672   1040
19 13 8
5 7 12
Failed from school D  876   828   988   1311
12 18 19
Total failed = 1040 + 1311 = 2351

Q.6 What is the difference between the number of passed students in the year 2011 from
A, B and D together and the number of failed students in the year 2012 from A, C and F
together?
(a) 167 (b) 177 (c) 217 (d) 157

9
Sol: (a)
7
Passed in year 2011 from A  754   406
13
7 8
Passed in year 2011 from B  754   406  845   520
13 13
11
Passed in year 2011 from D  828   506
18
Total passed = 1432
Failed in 2012
5
A  672   420
8
3
C  637   273
7
13
F  924   572
21
Total failed = 1265
Required difference = 1432 – 1265 = 167

Directions (Q.7-9): Study the given table carefully to answer the following questions
Friend Salary Incentives Expenditure (In rupees) Savings
(In rupees) (In rupees) Journey Party Home Marketing (In rupees)

Babu 46000 6900 13035 5480 5290 7935 21160

Gaurav 48000 7200 7640 8500 6200 10730 22080
Anand 42000 6300 5796 3864 13524 5796 19320
Mohit 44000 6600 9846 7560 4554 8400 20240
Kamal 40000 6000 2300 15480 4200 5620 18400
Mohan 30000 5700 4200 3496 11664 6860 17480

Q.7 Find the total amount (in Rs.) spent by all the friends on the journey together?
(a) 42817 Rs. (b) 42871 Rs. (c) 41817 Rs. (d) 41781 Rs.
Sol: (a)
Total spent in journey = 1350 + 7640 + 5796 + 9846 + 2300 + 4200
= 42817 Rs.

Q.8 Find the difference between the amount spent by Gaurav on party and marketing
together and the amount spent by Anand on housing.
(a) 5656 (b) 5776 (c) 5756 (d) 5576
Sol: (c)
Total spent by Gaurav in party and marketing = 8500 + 10780 = 19280
Spent by Anand in housing = 13524
Required difference = 19280 – 13524 = 5756 Rs.
10
Q.9 The amount spent by Babu on the journey is what percent of Mohan's salary
(approximately)?
(a) 30% (b) 38% (c) 32% (d) 34%
Sol: (d)
Spent by Babu in journey = 13035 Rs.
Mohan’s salary = 38000 Rs.
Spent by Babu 13035
Required percentage =  100   100  34%
Mohan's salary 38000

Line Graph
It is a type of graph in which the variables do not change according to any rule but change
suddenly. It indicates the variation of one parameter with respect to another (X-axis, Y-axis). It
determines trends and rates of change over time. We can easily see the speed of data in case of
line graph.
This graph can be classified into the following categories -
(i) Straight line graph
(ii) Multiple Line Graphs
(i) Straight Line Graph – It is also known as single dependent variable graph. A straight line
graph is a type of graph that can be drawn with only one line.
Example –
Directions to the questions: Line graph with the questions given below which show the
annual food grain production from 1992 to 1997. Read the line graph and solve the given
question.
140
120
100
80
60
40
20
0
1992 1993 1994 1995 1996 1997

Q. What is the approximate percentage reduction in production from 1993 to 1994?

(a) 87.5% (b) 37.5% (c) 9.09% (d) none of these
Sol: (c)
Here we look at the production values for the first 2 years. Find 1993 on the X-axis, which
represents the years. Move vertically upwards in the direction of Y-axis in 1993 and the
value of output in 1993 is obtained as 110. Similarly, we get the value of production in
1994 as 100.
In calculating % increase and decrease: in this case 1993, it is very important to remember
that the original year is the one that is used as the reference year. First, we calculate the
absolute reduction which is 110 - 100 = 10. Now we have to express 10 as a percentage
of production in 1993, which is 110. So, the required answer is 100 × 10/110 = 9.09%.
11
(ii) Multiple Line Graphs – A multiple line graph is a line graph that is drawn with two or more
lines. It is used to depict two or more variables that change over the same period.
Example:
Directions: The line graph given below shows five dealers A, B, C, D and E who are selling
three different types of cars (in thousands). Swift, Audi and Wagonr. Read the following
line graph and solve the given question.

Q. The number of cars sold by A and B is what percent more than the cars sold by C?
Sol: Cars sold by A and B = (65 + 55) thousand = 1,20,000
Cars sold by C = 90,000
Required percentage = (Cars sold by A and B – Cars sold by C) × 100/ (Cars sold by C)
1,20,000 – 90,000 30,000
= ×100 = ×100
90,000 90,000
= 33.33%

Practice Questions with Solutions

Direction (Q.1-3): Study the following line graph and answer the questions based on it.
Number of vehicles manufactured by the two companies over the years (in thousands),

Q.1 What is the average number of vehicles manufactured by company X in the given
period? (rounded off to the nearest integer)
(a) 119333 (b) 113666 (c) 112778 (d) 111223
Sol: (a)
Average number of vehicles manufactured by company X
1
  119000  99000  141000  78000  120000  159000 
6
= 119333
12
Q.2 In which of the following year the difference between the production of company X and
Y in the given years was maximum ?
(a) 1997 (b) 1998 (c) 1999 (d) 2000
Sol: (d)
The difference between the production of company X and Y in different years is:
For 1997 (139000 – 119000) = 20000
For 1998 (120000 – 99000) = 21000
For 1999 (141000 – 100000) = 41000
For 2000 (128000 – 78000) = 50000
For 2001 (120000 – 107000) = 13000
For 2002 (159000 – 148000) = 11000
So, the maximum difference was in the year 2000.

Q. 3 The production of company Y in the year 2000 was approximately what percent of the
production of company X in the same year?
(a) 173 (b) 164 (c) 132 (d) 97
Sol: (b)
Production of company Y in the year 2000 = 128000
Production of company X in the year 2000 = 78000
128000
Required percentage   100
78000
= 164%

Instructions (Q.4-6): The following line graph shows the annual percentage profit earned by
the company during the period 1995 - 2000.

Q.4 If the expenditure in 1996 and 1999 are same then what is the approximate ratio of
income in 1996 and 1999 respectively?
(a) 1:1 (b) 2:3 (c) 13:14 (d) 9:10
Sol: (d)
Let the expenditure in 1996 = x
Also, suppose the incomes in 1996 and 1999 are respectively I1 and I2.
13
 Then, for the year 1996,
l x 55 l1 155x
55  1  100    1  l1  ….(i)
x 100 x 100
l x 70 l2 170x
70  2  100    1  l2  ….(ii)
x 100 x 100
from (i) and (ii),
 155x 
l1  100  155 0.91
    9 : 10
l2  170x  170 1
 
 100 

Q.5 If the income in the year 1998 are 264 crore Rupees. How much did it cost in 1998?
(a) 104 crores Rs. (b) 145 crore Rs. (c) 160 crores Rs. (d) 185 crore Rs.
Sol: (c)
Suppose the expenditure of 1998 is Rs. x
264  x
Then, 65   100
x
65 264
 1
100 x
264  100
x  160
165
Hence expenditure in 1998 = 160 crore Rs.

Q.6 If the profit in 1999 is 4 crore Rs. If so, what was the profit in the year 2000?
(a) 4.2 crores Rs. (b) 6.6 crore Rs. (c) 6.8 crore Rs. (d) cannot be determined
Sol: (d)
The line graph gives us the information of percentage profit only. To find profit in the year
2000, we should have the data of income or expenditure in the year 2000.
Hence profit for 2000 cannot be determined.

Instructions (Q.7-9): The given line graph data interpretation chart shows the sales (in
thousands) of shoes during three consecutive years 2014, 2015 and 2016 from six stores in six
different cities Kolkata, Patna, Dhanbad, Ranchi, Asansol and Gaya.

14
Q.7 What is the ratio of total sales of Patna store for three years to that of Asansol store for
three years?
(a) 33: 17 (b) 17: 33 (c) 32: 17 (d) 17 : 32
Sol: (d)
Number of campus shoes sold at Patna store in 2014 = 80
Number of campus shoes sold at Patna store in 2015 = 120
Number of campus shoes sold at Patna store in 2015 = 140
Total number of campus shoes sold at Patna store in these three years = 80 + 120 + 140 =
340
Number of campus shoe sales at Asansol stores in 2014 = 150
Number of campus shoe sales at Asansol stores in 2015 = 210
Number of sales of campus shoes at Asansol store in 2015 = 280
Total number of campus shoes sold at Asansol store in these three years = 150 + 210 +
280 = 640
So, required ratio
340
  17: 32
640

Q.8 What percent of average sales of campus shoes at Kolkata store, Patna store and
Dhanbad store in 2014 is what is the average sale of campus shoes at Ranchi store,
Asansol store and Gaya store in 2015?
(a) 61.81% (b) 62.23% (c) 62.81% (d) 63.43%
Sol: (a)
Number of campus shoes sold at Kolkata store in 2014 = 120
At Patna store in 2014campus Number of shoes sold = 80
Number of sales of campus shoes at Dhanbad store in 2014 = 140
At Kolkata Store, Patna Store and Dhanbad Store in 2014campus Total number of shoe
sales
= (120 + 80 + 140) = 340
At Kolkata Store, Patna Store and Dhanbad Store in 2014campus Average sales of shoes
340
of   113: 33
3
Number of sales of campus shoes at Ranchi store in 2015 = 180
Number of campus shoes sold at Asansol store in 2015 = 210
Number of campus shoes sold at Gaya store in 2015 = 160
Total number of shoes sold at Ranchi Stores, Asansol Stores and Gaya Stores campus in
2015
= (180 + 210 + 160) = 550
Average sales of campus shoes at Ranchi Stores, Asansol Stores and Gaya Stores in the
year 2015
15