BY CATguruji(Vinay Sir)

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150 MUST DO VERBAL ABILITY AND READING
COMPREHENSION QUESTIONS
DIRECTION for the questions 01 to 04: Read the information given below and answer the
question that follows.
The understanding that the brain has areas of specialization has brought with it the
tendency to teach in ways that reflect these specialized functions. For example, research
concerning the specialized functions of the left and right hemispheres has led to left and
right hemisphere teaching. Recent research suggests that such an approach neither reflects
how the brain learns, nor how it functions once learning has occurred. To the contrary, in
most ‘higher vertebrates’ brain systems interact together as a whole brain with the external
world. Learning is about making connections within the brain and between the brain and
outside world.
What does this mean? Until recently, the idea that the neural basis for learning resided in
connections between neurons remained a speculation. Now, there is direct evidence that
when learning occurs, neuro – chemical communication between neurons is facilitated, and
less input is required to activate established connections over time. This evidence also
indicates that learning creates connections between not only adjacent neurons but also
between distant neurons, and that connections are made from simple circuits to complex
ones and from complex circuits to simple ones
As connections are formed among adjacent neurons to form circuits, connections also begin
to form with neurons in other regions of the brain that are associated with visual, tactile,
and even olfactory information related to the sound of the word. Meaning is attributed to
‘sounds of words’ because of these connections. Some of the brain sites for these other
neurons are far from the neural circuits that correspond to the component sounds of the
words; they include sites in other areas of the left hemisphere and even sites in the right
hemisphere. The whole complex of interconnected neurons that are activated by the word
is called a neural network.
In early stages of learning, neural circuits are activated piecemeal, incompletely, and weakly.
It is like getting a glimpse of a partially exposed and blurry picture. With more experience,
practice, and exposure, the picture becomes clearer and more detailed. As the exposure is
repeated, less input is needed to activate the entire network. With time, activation and
recognition become relatively automatic, and the learner can direct her attention to other
parts of the task. This also explains why learning takes time. Time is needed to establish new
neutral networks and connections between networks. This suggests that the neutral
mechanism for learning is essentially the same as the products of learning. Learning is a
process that establishes new connections among networks. The newly acquired skills or
knowledge are nothing but formation of neutral circuits and networks.
1. It can be inferred that, for a nursery student, learning will ...
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(a) comprise piecemeal ideas and disconnected concepts.
(b) be a pleasant experience due to the formation of improved connections among neurons.
(c) lead to complex behavior due to formation of new connections among neurons.
(d) be better if discrete subjects are taught than a mix of subjects.
2. Read the following statements and answer the question that follows.
I. The two hemispheres of the brain are responsible for learning autonomously.
II. Simultaneous activation of circuits can take place in different areas of the brain.
III. There are specific regions of the brain associated with sight, touch and smell.
IV. The brain receives inputs from multiple external sources.
V. Learning is not the result of connections between neurons.
Which of the above statements are consistent with ideas expressed in the passage?
(a) I, V
(b) II, III
(c) III, V
(d) IV, V
3. Which of the following proverbs best describes the passage?
(a) When student is ready, the master appears.
(b) Child is the father of the man.
(c) All’s well that ends well.
(d) Many a mickle makes a muckle.
4. A father and son aged 60 and 25 respectively, have been learning paragliding for quite
some time. Based on the passage above, which of the following would be true?
(a) The son would always learn more.
(b) The father might learn more, if both of them started at the same time.
(c) The son would learn more, if both of them started at the same time.
(d) If both of them have been learning since the age of 15, the son would learn more.
DIRECTION for the questions 05 to 08: Read the information given below and answer the
question that follows.
Certain variants of key behavioral genes, “risk allele” make people more vulnerable to
certain mood, psychiatric, or personality disorders. An allele is any of the variants of a gene
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that takes more than one form. A risk allele, then, is simply a gene variant that increases
your likelihood of developing a problem.
Researchers have identified a dozen - odd gene variants that can increase a person’s
susceptibility to depression, anxiety and antisocial, sociopathic, or violent behaviors, and
other problems - if, and only if, the person carrying the variant suffers a traumatic or
stressful childhood or faces particularly trying experiences later in life. This hypothesis, often
called the “stress diathesis” or “genetic vulnerability” model, has come to saturate
psychiatry and behavioral science.
Recently, however, an alternate hypothesis has emerged from this one and is turning it
inside out. This new model suggests that it’s a mistake to understand these “risk” genes only
as liabilities. According to this new thinking, these “bad genes” can create dysfunctions in
unfavorable contexts - but they can also enhance function in favorable contexts. The genetic
sensitivities to negative experience that the vulnerability hypothesis has identified, it
follows, are just the downside of a bigger phenomenon: a heightened genetic sensitivity to
all experience.
This hypothesis has been anticipated by Swedish folk wisdom which has long spoken of
“dandelion” children. These dandelion children - equivalent to our “normal” or “healthy”
children, with “resilient” genes - do pretty well almost anywhere, whether raised in the
equivalent of a sidewalk crack or well - tended garden. There are also “orchid” children, who
will wilt if ignored or maltreated but bloom spectacularly with greenhouse care. According
to this orchid hypothesis, risk becomes possibility; vulnerability becomes plasticity and
responsiveness. Gene variants generally considered misfortunes can instead now be
understood as highly leveraged evolutionary bets, with both high risks and high potential
rewards.
In this view, having both dandelion and orchid kids greatly raises a family’s (and a species’)
chance of succeeding, over time and in any given environment. The behavioral diversity
provided by these two different types of temperament also supplies precisely what a smart,
strong species needs if it is to spread across and dominate a changing world. The many
dandelions in a population provide an underlying stability. The less - numerous orchids,
meanwhile, may falter in some environments but can excel in those that suit them.
And even when they lead troubled early lives, some of the resulting heightened responses
to adversity that can be problematic in everyday life - increased novelty - seeking,
restlessness of attention, elevated risk - taking, or aggression - can prove advantageous in
certain challenging situations: wars, social strife of many kinds, and migrations to new
environments. Together, the steady dandelions and the mercurial orchids offer an adaptive
flexibility that neither can provide alone. Together, they open a path to otherwise
unreachable individual and collective achievements.
5. The passage suggests ‘orchids’:
(a) are insufficient in number.
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(b) are limited to greenhouses.
(c) end up weaker as compared to dandelions.
(d) thrive in anaesthetised conditions.
6. Which of the following statements correctly echoes the author’s view?
(a) Persons carrying risk allele end up being self - destructive and antisocial.
(b) Orchids possess humankind’s phenomenal adaptability and evolutionary success.
(c) With a bad environment and poor parenting, all children will have a normal life.
(d) Children born with genetic vulnerability need not necessarily be sociopaths.
7. The word ‘diathesis’ means:
(a) susceptible disease
(b) two - prolonged hypothesis
(c) connected with two kidneys
(d) missing part of the body
8. Mr. Good and Mr. Evil were batch - mates during the college. Five years after graduating,
Mr.Evil was put behind bars for financial fraud while Mr. Good was running a successful
NGO, working for orphans. Mr. Good was raised in a protective environment while Mr. Evil
was a self - made man. Based on the above information, which of the following statements
is definitely correct?
(a) It can be concluded that Mr. Evil is a ‘dandelion,’ but nothing can be conclude about Mr.
Good.
(b) It can be concluded that Mr. Evil is an ‘orchid’, but nothing can be concluded about Mr.
Good.
(c) It can be concluded that Mr. Good is a ‘dandelion’, but nothing can be concluded about
Mr. Evil.
(d) It is not possible to conclude about ‘children typology’ of the two batch mates.
DIRECTION for the questions 09 to 12: Read the information given below and answer the
question that follows.
Alone – he was alone again – again condemned to silence – again face to face with
nothingness! Alone! – never again to see the face, never again to hear the voice of the only
human being who united him to earth! Was not Faria’s fate the better, after all – to solve
the problem of life at its source, even at the risk of horrible suffering? The idea of suicide,
which his friend had driven away and kept away by his cheerful presence, now hovered like
a phantom over the abbe’s dead body.
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“If I could die,” he said, “I should go where he goes, and should assuredly find him again. But
how to die? It is very easy,” he went on with a smile; “I will remain here, rush on the first
person that opens the door, strangle him, and then they will guillotine me.” But excessive
grief is like a storm at sea, where the frail bark is tossed from the depths to the top of the
wave. Dantes recoiled from the idea of so infamous a death, and passed suddenly from
despair to an ardent desire for life and liberty.
“Die? Oh, no,” he exclaimed – “not die now, after having lived and suffered so long and so
much! Die? yes, had I died years ago; but now to die would be, indeed, to give way to the
sarcasm of destiny. No, I want to live; I shall struggle to the very last; I will yet win back the
happiness of which I have been deprived. Before I die I must not forget that I have my
executioners to punish, and perhaps, too, who knows, some friends to reward. Yet they will
forget me here, and I shall die in my dungeon like Faria, ” As he said this, he became silent
and gazed straight before him like one overwhelmed with a strange and amazing thought.
Suddenly he arose, lifted his hand to his brow as if his brain were giddy, paced twice or
thrice round the dungeon, and then paused abruptly by the bed.
“Just God!” he muttered, “whence comes this thought? Is it from thee? Since none but the
dead pass freely from this dungeon, let me take the place of the dead!” Without giving
himself time to reconsider his decision, and, indeed, that he might not allow his thoughts to
be distracted from his desperate resolution, he bent over the appalling shroud, opened it
with the knife which Faria had made, drew the corpse from the sack, and bore it along the
tunnel to his own chamber, laid it on his couch, tied around its head the rag he wore at
night around his own, covered it with his counterpane, once again kissed the ice - cold brow,
and tried vainly to close the resisting eyes, which glared horribly, turned the head towards
the wall, so that the jailer might, when he brought the evening meal, believe that he was
asleep, as was his frequent custom; entered the tunnel again, drew the bed against the wall,
returned to the other cell, took from the hiding – place the needle and thread, flung off his
rags, that they might feel only naked flesh beneath the coarse canvas, and getting inside the
sack, placed himself in the posture in which the dead body had been laid, and sewed up the
mouth of the sack from the inside.
9. How was the protagonist planning to resolve his problem?
(a) To give up and surrender.
(b) To commit suicide in the dungeon.
(c) To fight the jailor and escape.
(d) To exchange places with the dead.
10. Which one of the following options is nearest in meaning to that implied by the phrase
‘sarcasm of destiny’ in this passage?
(a) Destiny makes one a laughing stock.
(b) Destiny ultimately asserts itself.
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(c) Triumph of the struggles gone through.
(d) A mockery of the forces of destiny.
11. Among the options given below, which phrase specifically captures the change of mood
of the protagonist?
(a) To be or not to be
(b) Despair and hope
(c) Depression to daring
(d) Darkness to light
12. Which of the above ‘related words’ on the right - hand side are correctly matched with
‘words’ on the left - hand side?

Words Related Words

i Counterpane a Burial
Ii Dungeon b Bed
Iii Guillotine c Execution
iv Shroud d Cell

(a) i - b, ii - d, iii - c, iv - a
(b) i - a, ii - d, iii - b, iv - c
(c) i - a, ii - d, iii - c, iv - b
(d) i - d, ii - b, iii - a, iv - c
DIRECTION for the questions 13 to 16: Read the information given below and answer the
question that follows.
An effective way of describing what interpersonal communication is or is not, is perhaps to
capture the underlying beliefs using specific game analogies.
Communication as Bowling: The bowling model of message delivery is probably the most
widely held view of communication. I think that’s unfortunate. This model sees the bowler
as the sender, who delivers the ball, which is the message. As it rolls down the lane (the
channel), clutter on the boards (noise) may deflect the ball (the message). Yet if it is aimed
well, the ball strikes the passive pins (the target audience) with a predictable effect. In this
one - way model of communication, the speaker (bowler) must take care to select a
precisely crafted message (ball) and practice diligently to deliver it the same way every time.
Of course, that makes sense only if target listeners are interchangeable, static pins waiting
to be bowled over by our words - which they aren’t.
This has led some observers to propose an interactive model of interpersonal
communication.
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Communication as Ping - Pong: Unlike bowling, Ping - Pong is not a solo game. This fact
alone makes it a better analogy for interpersonal communication. One party puts the
conversational ball in play, and the other gets into position to receive. It takes more
concentration and skill to receive than to serve because while the speaker (server) knows
where the message is going, the listener (receive) doesn’t. Like a verbal or nonverbal
message, the ball may appear straightforward yet have a deceptive spin. Ping - Pong is a
back - and - forth game; players switch roles continuously. One moment the person holding
the paddle is an initiator; the next second the same player is a responder, gauging the
effectiveness of his or her shot by the way the ball comes back. The repeated adjustment
essential for good play closely parallels the feedback process described in a number of
interpersonal communication theories.
Communication as Dumb Charades The game of charades best captures the simultaneous
and collaborative nature of interpersonal communication. A charade is neither an action,
like bowling a strike, nor an interaction, like a rally in Ping - Pong. It’s a transaction.
Charades is a mutual game; the actual play is cooperative. One member draws a title or
slogan from a batch of possibilities and then tries to act it out visually for teammates in a
silent mini drama. The goal is to get at least one partner to say the exact words that are on
the slip of paper. Of course, the actor is prohibited from talking out loud. Suppose you drew
the saying “God helps those who help themselves.” For God you might try folding your
hands and gazing upward. For helps you could act out offering a helping hand or giving a leg
- up boost over a fence. By pointing at a number of real or imaginary people you may elicit a
response of them, and by this point a partner may shout out, “God helps those who help
themselves.” Success.
Like charades, interpersonal communication is a mutual, on - going process of sending,
receiving, and adapting verbal and nonverbal messages with another person to create and
alter images in both of our minds. Communication between us begins when there is some
overlap between two images, and is effective to the extent that overlap increases. But even
if our mental pictures are congruent, communication will be partial as long as we interpret
them differently. The idea that “God helps those who help themselves’ could strike one
person as a hollow promise, while the other might regard it as a divine stamp of approval
for hard work. Dumb Charade goes beyond the simplistic analogy of bowling and ping pong.
It views interpersonal communications as a complex transaction in which overlapping
messages simultaneously affect and are affected by the other person and multiple other
factors.
13. The meaning CLOSEST to ‘interchangeable’ in the ‘Communication as Bowling’
paragraph is:
(a) Complementary
(b) Contiguous
(c) Conforming
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(d) Comparable
14. Which of the following options is the CLOASEST to the necessary condition of
communication:
(a) Threshold overlap of shared images
(b) Simultaneous exchange
(c) Ability to stimulate affect
(d) Ability to enact a drama
15. The two inherent LIMITATIONS of Ping - Pong as a metaphor for communication are:
(a) It is governed by conventions with possibility for appeal; it has clear rules.
(b) The operating model is win - lose because only one individual or team can win; the
receiver can always predict the spin.
(c) The number of players is limited as very few can be meaningfully engaged at a time; the
rules of the game are fixed by the regulators.
(d) It demands more skills of the receiver than of the speaker; it is as passive as bowling.
16. Action, interaction and transaction is CLOSEST to:
(a) Advertising, Buyer negotiating with a seller, Bidding for a player in Indian Premier
League.
(b) Preparing an election manifesto, Addressing a public gathering, Engaging in door to door
canvassing.
(c) Preparing for MBA entrance exam, Writing the MBA entrance exam, Facing an interview
for business school.
(d) Applying for learner licence, Negotiating with a driving school, Driving a Car.
DIRECTION for the questions 17 to 20: Read the information given below and answer the
question that follows.
The base of Objectivism according to Ayan Rand is explicit: “Existence exists – and the act of
grasping that statement implies two corollary axioms: that something exists which one
perceives and that one exists processing consciousness, consciousness being the faculty of
perceiving that which exists.”
Existence and consciousness are facts implicit in every perception. They are the base of all
knowledge (and the precondition of proof): knowledge presupposes something to know and
someone to know it. They are absolutes which cannot be questioned or escaped: every
human utterance, including the denial of these axioms, implies their use and acceptance.
The third axiom at the base of knowledge – an axioms true, in Aristotle’s words, of “being
qua being” – is the Law of Identity. This law defines the essence of existence: to be is to be
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something, a thing is what it is; and leads to the fundamental principle of all action, the law
of causality. The law of causality states that a thing’s actions are determined not by chance,
but by its nature, i.e. by what it is. It is important to observe the interrelation of these three
axioms. Existence is the first axiom. The universe exists independent of consciousness. Man
is able to adapt his background to his own requirements, but “Nature, to be commanded,
must be obeyed” (Francis Bacon). There is no mental process that can change the laws of
nature or erase facts. The function of consciousness is not to create reality, but to
apprehend it. “Existence is Identity, Consciousness is Identification.”
17. Which of the following is DEFINITELY CORRECT according to the passage:
(a) Only what can be perceived exists.
(b) What exists is perceived.
(c) All that exists does not have consciousness.
(d) Consciousness makes perception of being possible.
18. Which of the following is the ESSENCE of ‘The law of Causality’?
(a) To be is to be something; ‘being qua being’.
(b) Wishing to become something else denies the nature of that being.
(c) The law of identity is the same as the law of causality.
(d) Actions of a being are determined by its nature.
19. Which of the following can be best captured as ‘Identity’ and ‘Identification,?
(a) College as identity; perception of cultural events as identification.
(b) Twitter as identity; perception of Twitter as identification.
(c) Government as identity; perception of taxation of citizens as identification.
(d) Marriage as identity; perception of children as identification.
20. The author would interpret Francis Bacon’s “Nature, to be commanded, must be
obeyed” as:
(a) Reality should not to be modified or escaped but faced.
(b) Man’s existence depends on nature’s whims.
(c) Essentially and objectively nature is superior to humans.
(d) Before channeling nature one must first comply with it.
DIRECTION for the questions 21 to 23: Read the information given below and answer the
question that follows.
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If history doesn’t follow any stable rules, and if we cannot predict its future course, why
study it? It often seems that the chief aim of science is to predict the future - meteorologists
are expected to forecast whether tomorrow will bring rain or sunshine; economists should
know whether devaluing the currency will avert or precipitate an economic crisis; good
doctors foresee whether chemotherapy or radiation therapy will be more successful in
curing lung cancer. Similarly, historians are asked to examine the actions of our ancestors so
that we can repeat their wise decisions and avoid their mistakes. But it never works like that
because the present is just too different from the past. It is a wast of time to study
Hannibal’s tactics in the Second Punic War so as to copy them in the Third World War. What
worked well in cavalry battles will not necessarily be of much benefit in cyber warfare.
Science is not just about predicting the future, though. Scholars in all fields often seek to
broaden our horizons, thereby opening before us new and unknown futures. This is
especially true of history. Though historians occasionally try their hand at prophecy (without
notable success), the study of history aims above all to make us aware of possibilities we
don’t normally consider. Historians study the past not in order to repeat it, but in order to
be liberated from it. Each and every one of us has been born into a given historical reality,
ruled by particular norms and values, and managed by a unique economic and political
system. We take this reality for granted, thinking it is natural, inevitable and immutable. We
forget that our world was created by an accidental chain of events, and that history shaped
not only our technology, politics and society, but also our thoughts, fears and dreams. The
cold hand of the past emerges from the grave of our ancestors, grips us by the neck and
directs our gaze towards a single future. We have felt that grip from the moment we were
born, so we assume that it is a natural and inescapable part of who we are. Therefore we
seldom try to shake ourselves free, and envision alternative futures. Studying history aims to
loosen the grip of the past. It enables us to turn our head this way and that, and begin to
notice possibilities that our ancestors could not imagine, or didn’t want us to imagine. By
observing the accidental chain of events that led us here, we realise how our very thoughts
and dreams took shape - and we can begin to think and dream differently. Studying history
will not tell us what to choose, but at least it gives us more options.
21. Based on the passage, which of the following options would be the most appropriate for
citizens to learn history?
(a) British names of streets in India should not be changed.
(b) Every street in India should display a plaque that lists all its previous names.
(c) British names of streets in India should be changed to Indian names along with an
explanation of their history.
(d) Names of Indian streets should be based on suggestions generated through an opinion
poll.
22. Which of the following options is the closest to the essence of the passage?
(a) History, unlike Physics, does not help predict future.
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(b) History deals with long time periods.
(c) History documents the past events related to specific people.
(d) History has the potential to make us eclectic.
23. Read the following sentences:
1. A historian successfully predicted a political crisis based on similar events of the last
century.
2. Using the latest technology, doctors could decipher the microbe causing the disease.
3. Students who prepared for an examination by perusing past 10 years' question papers did
not do well in the examination.
4. A tribe in Andaman learns to predict epidemic outbreaks by listening to the stories of how
their ancestors predicted the past outbreaks.
Which of the statement(s) above, if true would contradict the view of the author?
(a) 1 and 2 only
(b) 3 and 4 only
(c) 2 and 3 only
(d) 1 and 4 only
DIRECTION for the questions 24 to 27: Read the information given below and answer the
question that follows.
Rene Descartes’ assertion that ideas may be held true with certainty if they are “clear and
distinct” provides the context for Peirce’s title, “How to Make Our Ideas Clear.” Peirce
argued that an idea may seem clear if it is familiar. Distinctness depends on having good
definitions, and while definitions are desirable they do not yield any new knowledge or
certainty of the truth of empirical propositions.
Peirce argues that thought needs more than a sense of clarity; it also needs a method for
making ideas clear. Once we have made an idea clear, then we can begin the task of
determining its truth. The method that Peirce offers came to be known as the pragmatic
method and the epistemology on which it depends is pragmatism. Peirce rejected
Descartes’ method of doubt. We cannot doubt something, for the sake of method, that we
do not doubt in fact. In a later essay, he would state as his rule “Dismiss make-believes.”
This refers to Descartes’ method of doubting things, in the safety of his study, such things as
the existence of the material world, which he did not doubt when he went out on the street.
Peirce proposed that a philosophical investigation can begin from only one state of mind,
namely, the state of mind in which we find ourselves when we begin. If any of us examines
our state of mind, we find two kinds of thoughts: beliefs and doubts. Peirce had presented
the interaction of doubt and belief in an earlier essay “The Fixation of Belief”.
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Beliefs and doubts are distinct. Beliefs consist of states of mind in which we would make a
statement; doubts are states in which we would ask a question. We experience a doubt as a
sense of uneasiness and hesitation. Doubt serves as an irritant that causes us to appease it
by answering a question and thereby fixing a belief and putting the mind to rest on that
issue. A common example of a doubt would be arriving in an unfamiliar city and not being
sure of the location of our destination address in relation to our present location.
We overcome this doubt and fix a belief by getting the directions. Once we achieve a belief,
we can take the necessary action to reach our destination. Peirce defines a belief
subjectively as something of which we are aware and which appeases the doubt.
Objectively, a belief is a rule of action. The whole purpose of thought consists in overcoming
a doubt and attaining a belief. Peirce acknowledges that some people like to think about
things or argue about them without caring to find a true belief, but he asserts that such
dilettantism does not constitute thought. The beliefs that we hold determine how we will
act. If we believe, rightly or wrongly, that the building that we are trying to reach sits one
block to our north, we will walk in that direction. We have beliefs about matters of fact,
near and far. For example, we believe in the real objects in front of us and we believe
generally accepted historical statements. We also believe in relations of ideas such as that
seven and five equal twelve. In addition to these we have many beliefs about science,
politics, economics, religion and so on. Some of our beliefs may be false since we are
capable of error. To believe something means to think that it is true.
24. According to Peirce, for a particular thought, which of the following statements will be
correct?
(a) A belief always leads to a doubt.
(b) A doubt always leads to a belief.
(c) A doubt and a belief may co-exist.
(d) A doubt may lead to a belief.
25. "A candidate has applied for XAT". According to Peirce, it indicates that:
(a) The candidate has a belief in the XAT application process.
(b) The candidate has a belief that XAT is a good test of ability.
(c) The candidate is doubtful about her/his performance in XAT.
(d) The candidate believes that s/he will perform well in XAT.
26. Which of the following words is the closest in meaning to "dilettantism"?
(a) Belief
(b) Doubt
(c) Guess
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(d) Surety
27. A person thinks that s/he has to keep awake for twenty hours in a day to score well in an
examination, but is awake for only fifteen hours.
For the above statement, which of the following options will be right, according to Peirce?
(a) This person believes in a minimum sleep of 10 hours.
(b) This person does not have a true belief.
(c) It is a counter-argument of Pierce theory.
(d) It is only a thought, a pure thought, nothing to do with action.
DIRECTION for the questions 28 to 30: Read the information given below and answer the
question that follows.
It is sometimes said that consciousness is a mystery in the sense that we have no idea what
it is. This is clearly not true. What could be better known to us than our own feelings and
experiences? The mystery of consciousness is not what consciousness is, but why it is.
Modern brain imaging techniques have provided us with a rich body of correlations
between physical processes in the brain and the experiences had by the person whose brain
it is. We know, for example, that a person undergoing stimulation in her or his ventromedial
hypothalamus feels hunger. The problem is that no one knows why these correlations hold.
It seems perfectly conceivable that ventromedial hypothalamus stimulation could do its job
in the brain without giving rise to any kind of feeling at all. No one has even the beginnings
of an explanation of why some physical systems, such as the human brain, have
experiences. This is the difficulty David Chalmers famously called ‘the hard problem of
consciousness’.
Materialists hope that we will one day be able to explain consciousness in purely physical
terms. But this project now has a long history of failure. The problem with materialist
approaches to the hard problem is that they always end up avoiding the issue by redefining
what we mean by ‘consciousness’. They start off by declaring that they are going to solve
the hard problem, to explain experience; but somewhere along the way they start using the
word ‘consciousness’ to refer not to experience but to some complex behavioural
functioning associated with experience, such as the ability of a person to monitor their
internal states or to process information about the environment. Explaining complex
behaviours is an important scientific endeavour. But the hard problem of consciousness
cannot be solved by changing the subject.
In spite of these difficulties, many scientists and philosophers maintain optimism that
materialism will prevail. At every point in this glorious history, it is claimed, philosophers
have declared that certain phenomena are too special to be explained by physical science -
light, chemistry, life - only to be subsequently proven wrong by the relentless march of
scientific progress.
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Before Galileo it was generally assumed that matter had sensory qualities: tomatoes were
red, paprika was spicy, flowers were sweet smelling. How could an equation capture the
taste of spicy paprika? And if sensory qualities can’t be captured in a mathematical
vocabulary, it seemed to follow that a mathematical vocabulary could never capture the
complete nature of matter. Galileo’s solution was to strip matter of its sensory qualities and
put them in the soul (as we might put it, in the mind). The sweet smell isn’t really in the
flowers, but in the soul (mind) of the person smelling them … Even colours for Galileo aren’t
on the surfaces of the objects themselves, but in the soul of the person observing them. And
if matter in itself has no sensory qualities, then it’s possible in principle to describe the
material world in the purely quantitative vocabulary of mathematics. This was the birth of
mathematical physics.
But of course Galileo didn’t deny the existence of the sensory qualities. If Galileo were to
time travel to the present day and be told that scientific materialists are having a problem
explaining consciousness in purely physical terms, he would no doubt reply, “Of course they
do, I created physical science by taking consciousness out of the physical world!”
28. Which of the following statements captures the essence of the passage?
(a) Materialists redefine the hard problem by changing the issues.
(b) The hard problem cannot be solved by materialists.
(c) Materialists can explain the reasons humans see a particular colour.
(d) Materialists and philosophers agree on the concept of consciousness.
29. Which of the following options would most likely be an example of the hard problem?
(a) Feeling the heat while holding a glass of hot water
(b) Experiencing joy after doing well in an examination
(c) What makes us tired after walking for 20 kilometres?
(d) Why do humans take birth?
30. Which of the following statements can be inferred from the passage?
(a) The passage argues that science could uncover all mysteries of the world.
(b) The passage argues that science could uncover all mysteries of the world by giving
alternative explanations.
(c) The passage argues that science could never uncover all the mysteries of nature.
(d) The passage argues that science and consciousness are two different domains.
DIRECTION for the questions 31 to 33: Read the information given below and answer the
question that follows.
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Labor and capital are the opposite poles of capitalist society. This polarity begins in each
enterprise and is realized on a national and even international scale as a giant duality of
classes which dominates the social structure. And yet this polarity is incorporated in a
necessary identity between the two. Whatever its form, whether as money or commodities
or means of production, capital is labor: it is labor that has been performed in the past, the
objectified product of preceding phases of the cycle of production which becomes capital
only through appropriation by the capitalist and its use in the accumulation of more capital.
At the same time, as living labor which is purchased by the capitalist to set the production
process into motion, labor is capital. That portion of money capital which is set aside for the
payment of labor, the portion which in each cycle is converted into living labor power, is the
portion of capital which stands for and corresponds to the working population, and upon
which the latter subsists. Before it is anything else, therefore, the working class is the
animate part of capital, the part which will set in motion the process that yields to the total
capital its increment of surplus value. As such, the working class is first of all, raw material
for exploitation. This working class lives a social and political existence of its own, outside
the direct grip of capital. It protests and submits, rebels or is integrated into bourgeois
society, sees itself as a class or loses sight of its own existence, in accordance with the forces
that act upon it and the moods, conjunctures, and conflicts of social and political life. But
since, in its permanent existence, it is the living part of capital, its occupational structure,
modes of work, and distribution through the industries of society are determined by the
ongoing processes of the accumulation of capital. It is seized, released, flung into various
parts of the social machinery and expelled by others, not in accord with its own will or self-
activity, but in accord with the movement of capital.
31. While labor is capital, it is poles apart from each other because:
(a) Labor does not have a will of its own.
(b) The will of capital overpowers the will of labor.
(c) Capital is labor performed in the past.
(d) Labor exists outside the direct grip of capital.
32. According to the passage, what does the working class subsists on?
(a) The benevolence of the bourgeois society
(b) The living labor
(c) Capital which is same as labor
(d) Living labor purchased by the capitalist
33. Which of the following statements will be true, according to the passage?
(a) Capital exploits the working class.
(b) Working class when converted into capital is exploited by the bourgeois.
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(c) Working class is exploited by the conflicts of social and political life.
(d) The pursuit of capital accumulation results in exploitation of the working class.
DIRECTION for the questions 34 to 36: Read the information given below and answer the
question that follows.
Advances in economic theory in the 1970s and 1980s illuminated the limits of markets; they
showed that unfettered markets do not lead to economic efficiency whenever information
is imperfect or markets are missing (for instance, good insurance markets to cover the key
risks confronting individuals). And information is always imperfect and markets are always
incomplete. Nor do markets, by themselves, necessarily lead to economic efficiency when
the task of a country is to absorb new technology, to close the “knowledge gap”: a central
feature of development. Today, most academic economists agree that markets, by
themselves, do not lead to efficiency; the question is whether government can improve
matters. While it is difficult for economics to perform experiments to test their theories, as
a chemist or a physicist might, the world provides a vast array of natural experiments as
dozens of countries try different strategies. Unfortunately, because each country differs in
its history and circumstances and in the myriad of details in the policies – and details do
matter – it is often difficult to get a clear interpretation. What is clear, however, is that
there have been marked differences in performance, that the most successful countries
have been those in Asia, and that in most of the Asian countries, government played a very
active role. As we look more carefully at the effects of particular policies, these conclusions
are reinforced: there is a remarkable congruence between what economic theory says
government should do and what the East Asian governments actually did. By the same
token, the economic theories based on imperfect information and incomplete risk markets
that predicted that the free flow of short-term capital – a key feature of market
fundamentalist policies – would produce not growth but instability have also been borne
out.
34. “… whether government can improve matters”. Here ‘matters’ indicates
(a) Economic efficiency
(b) Information imperfectness
(c) Knowledge gaps
(d) Good insurance markets
35. Which of the following options CANNOT be inferred from the above passage?
(a) Free flow of short - term capital might fail to ensure economic growth.
(b) Insurance market is a proof that ‘markets, by themselves, do not lead to efficiency’.
(c) It is difficult to interpret the success of economic policies of Asian countries.
(d) State intervention and imperfect information can never go hand - in - hand.
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36. Which of the following statements BEST captures the ESSENCE of the two paragraphs in
the above passage?
(a) Paragraph I and paragraph II are parallel arguments that are unrelated.
(b) Paragraph I describes markets in general whereas Paragraph II describes market failures
in Asian economics in particular.
(c) Paragraph I explains why markets fail. Paragraph II spells out why market based
economic theories fail to explain success of Asian economics.
(d) Paragraph I raises question and paragraph II answers it.
DIRECTION for the questions 37 to 40: Read the information given below and answer the
question that follows.
Turning the business involved more than segmenting and pulling out of retail. It also meant
maximizing every strength we had in order to boost our profit margins. In re-examining the
direct model, we realized that inventory management was not just core strength; it could be
an incredible opportunity for us, and one that had not yet been discovered by any of our
competitors.
In Version 1.0 the direct model, we eliminated the reseller, thereby eliminating the mark-up
and the cost of maintaining a store. In Version 1.1, we went one step further to reduce
inventory inefficiencies. Traditionally, a long chain of partners was involved in getting a
product to the customer. Let’s say you have a factory building a PC we’ll call model #4000.
The system is then sent to the distributor, which sends it to the warehouse, which sends it
to the dealer, who eventually pushes it on to the consumer by advertising, “I’ve got model
#4000. Come and buy it.” If the consumer says, “But I want model #8000,” the dealer
replies, “Sorry, I only have model #4000.”
Meanwhile, the factory keeps building model #4000s and pushing the inventory into the
channel.
The result is a glut of model #4000s that nobody wants. Inevitably, someone ends up with
too much inventory, and you see big price corrections. The retailer can’t sell it at the
suggested retail price, so the manufacturer loses money on price protection (a practice
common in our industry of compensating dealers for reductions in suggested selling price).
Companies with long, multi-step distribution systems will often fill their distribution
channels with products in an attempt to clear out older targets. This dangerous and
inefficient practice is called “channel stuffing”. Worst of all, the customer ends up paying for
it by purchasing systems that are already out of date
Because we were building directly to fill our customers’ orders, we didn’t have finished
goods inventory devaluing on a daily basis.
Because we aligned our suppliers to deliver components as we used them, we were able to
minimize raw material inventory.
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Reductions in component costs could be passed on to our customers quickly, which made
them happier and improved our competitive advantage. It also allowed us to deliver the
latest technology to our customers faster than our competitors.
The direct model turns conventional manufacturing inside out. Conventional manufacturing,
because your plant can’t keep going. But if you don’t know what you need to build because
of dramatic changes in demand, you run the risk of ending up with terrific amounts of
excess and obsolete inventory. That is not the goal. The concept behind the direct model
has nothing to do with stockpiling and everything to do with information. The quality of
your information is inversely proportional to the amount of assets required, in this case
excess inventory. With less information about customer needs, you need massive amounts
of inventory. So, if you have great information – that is, you know exactly what people want
and how much - you need that much less inventory. Less inventory, of course, corresponds
to less inventory depreciation. In the computer industry, component prices are always
falling as suppliers introduce faster chips, bigger disk drives and modems with ever-greater
bandwidth. Let’s say that Dell has six days of inventory. Compare that to an indirect
competitor who has twenty-five days of inventory with another thirty in their distribution
channel. That’s a difference of fortynine days, and in forty-nine days, the cost of materials
will decline about 6 percent.
Then there’s the threat of getting stuck with obsolete inventory if you’re caught in a
transition to a next- generation product, as we were with those memory chip in 1989. As the
product approaches the end of its life, the manufacturer has to worry about whether it has
too much in the channel and whether a competitor will dump products, destroying profit
margins for everyone. This is a perpetual problem in the computer industry, but with the
direct model, we have virtually eliminated it. We know when our customers are ready to
move on technologically, and we can get out of the market before its most precarious time.
We don’t have to subsidize our losses by charging higher prices for other products.
And ultimately, our customer wins. Optimal inventory management really starts with the
design process. You want to design the product so that the entire product supply chain, as
well as the manufacturing process, is oriented not just for speed but for what we call
velocity. Speed means being fast in the first place. Velocity means squeezing time out of
every step in the process.
Inventory velocity has become a passion for us. To achieve maximum velocity, you have to
design your products in a way that covers the largest part of the market with the fewest
number of parts. For example, you don’t need nine different disk drives when you can serve
98 percent of the market with only four. We also learned to take into account the variability
of the lost cost and high cost components. Systems were reconfigured to allow for a greater
variety of low-cost parts and a limited variety of expensive parts. The goal was to decrease
the number of components to manage, which increased the velocity, which decreased the
risk of inventory depreciation, which increased the overall health of our business system.
We were also able to reduce inventory well below the levels anyone thought possible by
constantly challenging and surprising ourselves with the result. We had our internal skeptics
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when we first started pushing for ever-lower levels of inventory. I remember the head of
our procurement group telling me that this was like “flying low to the ground 300 knots.” He
was worried that we wouldn’t see the trees.
In 1993, we had $2.9 billion in sales and $220 million in inventory. Four years later, we
posted $12.3 billion in sales and had inventory of $33 million. We’re now down to six days
of inventory and we’re starting to measure it in hours instead of days. Once you reduce your
inventory while maintaining your growth rate, a significant amount of risk comes from the
transition from one generation of product to the next. Without traditional stockpiles of
inventory, it is critical to precisely time the discontinuance of the older product line with the
ramp-up in customer demand for the newer one. Since we were introducing new products
all the time, it became imperative to avoid the huge drag effect from mistakes made during
transitions. E&O; – short for “excess and obsolete” - became taboo at Dell. We would
debate about whether our E&O; was 30 or 50 cent per PC. Since anything less than $20 per
PC is not bad, when you’re down in the cents range, you’re approaching stellar
performance.
37. Find out the TRUE statement:
(a) According to the passage, the working of the direct model was being heavily exploited by
all players in the software business.
(b) Analysis of the supply chain of the product reveals that the product is sent to the
warehouse by the dealer, and any delay at that stage leads to an obvious increase in cost.
(c) The nature of the computer industry is such that the production decision at factory level
is usually undertaken after getting the customer demand feedback from the distributors.
(d) Whenever the production of some old- fashioned model of a product by a company
exceeds the existing demand, the market forces create a downward pressure on its prices.
38. Find out the FALSE statement:
(a) The company mentioned in the passage could attain efficiency on raw material inventory
management because they were procuring components only in line with their timely
requirement.
(b) Generally the more the amount of quality information about the consumer needs and
the market a firm possess, the less is its inventory requirement.
(c) In order to serve the market more efficiently, the firm mentioned here reconfigured their
computers with increased proportion of low- cost parts and a fewer types of high-priced
parts.
(d) The conventional manufacturing system always ensured that no competitor can lower
prices to reduce profit margins for everybody.
39. Choose the option which best matches the following sets:

1 Inventory i Precarious
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2 Conventional ii Warehouse
Manufacturing
3 Distributor iii Stockpile
4 Market iv Velocity

(a) 1 - iv, 2 - ii, 3 - i, 4 - iii

(b) 1 - iii, 2 - i, 3 - iv, 4 - ii
(c) 1 - iv, 2 - iii, 3 - ii, 4 - i
(d) 1 - iii, 2 - ii, 3 - iv, 4 - i
40. Find out the FALSE Statement:
(a) Having less amount of inventory is better in the computer industry as with time better
quality components with enhanced capacity reach the market with lower price.
(b) Before improving the inventory management system under the direct model, the firm
first removed the reseller from its marketing model, which contributed in its cost-cutting
attempt.
(c) The efficient inventory management allowed the firm to enhance productivity as well as
the flexibility to enter or exit a market.
(d) The companies with long distribution network incorporate information-gathering
process within their systems which enable them to market products with latest available
technologies.
DIRECTION for the questions 41 to 44: Read the information given below and answer the
question that follows.
My comrade and I had been quartered in Jamaica, and from there we had been drafting off
to the British settlement of Belize, lying away west and north of the Mosquito Coast. At
Belize there had been great alarm of one cruel gang of pirates (there were always more
pirates than enough in those Caribbean Seas), and as they got the better of our English
cruisers by running into out-of-the-way creeks and shallows, and taking the land when they
were hotly pressed, the governor of Belize had received orders from home to keep a sharp
look-out for them along shore. Now, there was an armed sloop came once a year from Port
Royal, Jamaica, to the Island, laden with all manner of necessaries to eat, and to drink, and
to wear, and to use in various ways; and it was aboard of that sloop which had touched at
Belize, that I was standing, leaning over the bulwarks.
The Island was occupied by a very small English colony. It had been given the name of Silver-
Store. The reason of its being so called, was, that the English colony owned and worked a
silver-mine over on the mainland, in Honduras, and used this Island as a safe and convenient
place to store their silver in, until it was annually fetched away by the sloop. It was brought
down from the mine to the coast on the backs of mules, attended by friendly local people
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and guarded by white men; from thence it was conveyed over to Silver-Store, when the
weather was fair, in the canoes of that country; from Silver-Store, it was carried to Jamaica
by the armed sloop once a-year, as I have already mentioned; from Jamaica, it went, of
course, all over the world.
How I came to be aboard the armed sloop is easily told. Four-and-twenty marines under
command of a lieutenant - that officer’s name was Linderwood - had been told off at Belize,
to proceed to Silver-Store, in aid of boats and seamen stationed there for the chase of the
Pirates. The Island was considered a good post of observation against the pirates, both by
land and sea; neither the pirate ship nor yet her boats had been seen by any of us, but they
had been so much heard of, that the reinforcement was sent. Of that party, I was one. It
included a corporal and a sergeant. Charker was corporal, and the sergeant’s name was
Drooce. He was the most tyrannical noncommissioned officer in His Majesty’s service.
The night came on, soon after I had had the foregoing words with Charker. All the wonderful
bright colours went out of the sea and sky in a few minutes, and all the stars in the Heavens
seemed to shine out together, and to look down at themselves in the sea, over one
another’s shoulders, millions deep.
Next morning, we cast anchor off the Island. There was a snug harbour within a little reef;
there was a sandy beach; there were cocoanut trees with high straight stems, quite bare,
and foliage at the top like plumes of magnificent green feathers; there were all the objects
that are usually seen in those parts, and I am not going to describe them, having something
else to tell about.
Great rejoicings, to be sure, were made on our arrival. All the flags in the place were
hoisted, all the guns in the place were fired, and all the people in the place came down to
look at us. One of the local people had come off outside the reef, to pilot us in, and
remained on board after we had let go our anchor.
My officer, Lieutenant Linderwood, was as ill as the captain of the sloop, and was carried
ashore, too. They were both young men of about my age, who had been delicate in the
West India climate. I thought I was much fitter for the work than they were, and that if all of
us had our deserts, I should be both of them rolled into one. (It may be imagined what sort
of an officer of marines I should have made, without the power of reading a written order.
And as to any knowledge how to command the sloop—Lord! I should have sunk her in a
quarter of an hour!) However, such were my reflections; and when we men were ashore
and dismissed, I strolled about the place along with Charker, making my observations in a
similar spirit.
It was a pretty place: in all its arrangements partly South American and partly English, and
very agreeable to look at on that account, being like a bit of home that had got chipped off
and had floated away to that spot, accommodating itself to circumstances as it drifted
along. The huts of the local people, to the number of five- and-twenty, perhaps, were down
by the beach to the left of the anchorage. On the right was a sort of barrack, with a South
American Flag and the Union Jack, flying from the same staff, where the little English colony
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could all come together, if they saw occasion. It was a walled square of building, with a sort
of pleasure-ground inside, and inside that again a sunken block like a powder magazine,
with a little square trench round it, and steps down to the door.
Charker and I were looking in at the gate, which was not guarded; and I had said to Charker,
in reference to the bit like a powder magazine, “That’s where they keep the silver you see;”
and Charker had said to me, after thinking it over, “And silver ain’t gold. Is it, Gill?”
41. Find out the TRUE statement:
(a) During the time of the narration, the total number of pirates at Belize was much more
than the same in the Caribbean Seas.
(b) From the accounts presented here, when the narrator of the passage made the journey
he already happened to be an experienced sailor with considerable navigating experiences
(c) The author and his friends used to consider Drooce as the most authoritarian non-
commissioned officer in Her Majesty’s service.
(d) While walking with Charker, the narrator came across a barrack like structure where all
the English settlers could assemble and stay together, if there was any necessity for doing
so.
42. Find out the FALSE statement:
(a) According to the passage, the silver that was being stored in the place where the author
went to was being mined in Honduras.
(b) The narrator noted that the silver was being transported from the mine to the coast on
the backs of mules, after which it was being sent to Jamaica in a sloop, from where it was
reaching various destinations.
(c) Although the sea-voyage near Belize was being threatened by the presence of one
notorious pirate fleet, the captain of the patrolling ship was accompanied by less than thirty
soldiers.
(d) The Island the author talks here about was considered to be a good point for surveillance
against the pirates both by land and sea.
43. Find out the TRUE Statement:
(a) The author was initially staying in Jamaica, which is located in the West and North of the
Mosquito Coast.
(b) A casual review of the place by the narrator revealed that the store for keeping the silver
was heavily guarded, fearing a possible pirate attack anytime.
(c) The narrator and his companion noticed the South American Flag and the Union Jack
flying on the port office.
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(d) When the ship entered the harbour, both its Captain and Lieutenant Linderwood was
unwell as the West Indian climate was not suiting them.
44. Mark the FALSE statement:
(a) It was being difficult to capture the pirates because they either used to hide in
uncommon waters whenever the patrolling ships were pursuing them or used to disembark
and flee whenever severely chased.
(b) The local canoes were employed by the miners to bring the silver from the coast to the
island during favourable climatic condition.
(c) The lifestyle of the island was not exactly British as it had to adjust itself with the local
South American culture, but the same seemed quite delightful for the narrator and his
company.
(d) When Corporal Charker and Sergeant Gill were walking around the harbour, they noticed
that the size of the settlement of the local people was not very large.
DIRECTION for the questions 45 to 48: Read the information given below and answer the
question that follows.
We now come to the second part of our journey under the sea. The first ended with the
moving scene in the coral cemetery which left a deep impression on my mind. I could no
longer content myself with the theory which satisfied Conseil. That worthy fellow persisted
in seeing in the Commander of the Nautilus one of those unknown servants who returns
mankind contempt for indifference. For him, he was a misunderstood genius who, tired of
earth’s deceptions, had taken refuge in this inaccessible medium, where he might follow his
instincts freely. To my mind, this explains but one side of Captain Nemo’s character. Indeed,
the mystery of that last night during which we had been chained in prison, the sleep, and
the precaution so violently taken by the Captain of snatching from my eyes the glass I had
raised to sweep the horizon, the mortal wound of the man, due to an unaccountable shock
of the Nautilus, all put me on a new track. No; Captain Nemo was not satisfied with
shunning man. His formidable apparatus not only suited his instinct of freedom, but perhaps
also the design of some terrible retaliation.
That day, at noon, the second officer came to take the altitude of the sun. I mounted the
platform, and watched the operation. As he was taking observations with the sextant, one
of the sailors of the Nautilus (the strong man who had accompanied us on our first
submarine excursion to the Island of Crespo) came to clean the glasses of the lantern. I
examined the fittings of the apparatus, the strength of which was increased a hundredfold
by lenticular rings, placed similar to those in a lighthouse, and which projected their
brilliance in a horizontal plane. The electric lamp was combined in such a way as to give its
most powerful light. Indeed, it was produced in vacuo, which insured both its steadiness and
its intensity. This vacuum economized the graphite points between which the luminous arc
was developed - an important point of economy for Captain Nemo, who could not easily
have replaced them; and under these conditions their waste was imperceptible. When the
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Nautilus was ready to continue its submarine journey, I went down to the saloon. The panel
was closed, and the course marked direct west.
We were furrowing the waters of the Indian Ocean, a vast liquid plain, with a surface of
1,200,000,000 of acres, and whose waters are so clear and transparent that any one leaning
over them would turn giddy. The Nautilus usually floated between fifty and a hundred
fathoms deep. We went on so for some days. To anyone but myself, who had a great love
for the sea, the hours would have seemed long and monotonous; but the daily walks on the
platform, when I steeped myself in the reviving air of the ocean, the sight of the rich waters
through the windows of the saloon, the books in the library, the compiling of my memoirs,
took up all my time, and left me not a moment of ennui or weariness.
From the 21 st to the 23 rd of January the Nautilus went at the rate of two hundred and fifty
leagues in twenty- four hours, being five hundred and forty miles, or twenty-two miles an
hour. If we recognized so many different varieties of fish, it was because, attracted by the
electric light, they tried to follow us; the greater part, however, were soon distanced by our
speed, though some kept their place in the waters of the Nautilus for a time. The morning of
the 24 th , we observed Keeling Island, a coral formation, planted with magnificent cocos,
and which had been visited by Mr. Darwin and Captain Fitzroy. The Nautilus skirted the
shores of this desert island for a little distance. Soon Keeling Island disappeared from the
horizon, and our course was directed to the north- west in the direction of the Indian
Peninsula.
From Keeling Island our course was slower and more variable, often taking us into great
depths. Several times they made use of the inclined planes, which certain internal levers
placed obliquely to the waterline. I observed that in the upper regions the water was always
colder in the high levels than at the surface of the sea. On the 25th of January the ocean was
entirely deserted; the Nautilus passed the day on the surface, beating the waves with its
powerful screw and making them rebound to a great height. Three parts of this day I spent
on the platform. I watched the sea. Nothing on the horizon till about four o’clock then there
was a steamer running west on our counter. Her masts were visible for an instant, but she
could not see the Nautilus, being too low in the water. I fancied this steamboat belonged to
the P.O. Company, which runs from Ceylon to Sydney, touching at King George’s Point and
Melbourne.
At five o’clock in the evening, before that fleeting twilight which binds night to day in
tropical zones, Conseil and I were astonished by a curious spectacle. It was a shoal of
Argonauts travelling along on the surface of the ocean. We could count several hundreds.
These graceful molluscs moved backwards by means of their locomotive tube, through
which they propelled the water already drawn in. Of their eight tentacles, six were
elongated, and stretched out floating on the water, whilst the other two, rolled up flat, were
spread to the wing like a light sail. I saw their spiral-shaped and fluted shells, which Cuvier
justly compares to an elegant skiff. For nearly an hour the Nautilus floated in the midst of
this shoal of molluscs.
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The next day, 26 th of January, we cut the equator at the eighty-second meridian and
entered the northern hemisphere. During the day a formidable troop of sharks
accompanied us. They were “cestracio philippi” sharks, with brown backs and whitish
bellies, armed with eleven rows of teeth, their throat being marked with a large black spot
surrounded with white like an eye. There were also some Isabella sharks, with rounded
snouts marked with dark spots. These powerful creatures often hurled themselves at the
windows of the saloon with such violence as to make us feel very insecure. But the Nautilus,
accelerating her speed, easily left the most rapid of them behind.
About seven o’clock in the evening, the Nautilus, half- immersed, was sailing in a sea of milk.
At first sight the ocean seemed lactified.
Was it the effect of the lunar rays? No; for the moon, scarcely two days old, was still lying
hidden under the horizon in the rays of the sun. The whole sky, though lit by the sidereal
rays, seemed black by contrast with the whiteness of the waters. Conseil could not believe
his eyes, and questioned me as to the cause of this strange phenomenon. Happily I was able
to answer him.
“It is called a milk sea,” I explained. “A large extent of white waves is often to be seen on the
coasts of Amboyna, and in these parts of the sea.” “But, sir,” said Conseil, “can you tell me
what causes such an effect? For I suppose the water is not really turned into milk.”
“No, my boy; and the whiteness which surprises you is caused only by the presence of
myriads of luminous little worm, gelatinous and without colour, of the thickness of a hair,
and whose length is not more than seven-thousandths of an inch. These insects adhere to
one another sometimes for several leagues.”
“Several leagues!” exclaimed Conseil.
“Yes, my boy; and you need not try to compute the number of these infusoria. You will not
be able, for, if I am not mistaken, ships have floated on these milk seas for more than forty
miles.”
Towards midnight the sea suddenly resumed its usual colour; but behind us, even to the
limits of the horizon, the sky reflected the whitened waves, and for a long time seemed
impregnated with the vague glimmerings of an aurora borealis
45. Find the TRUE Sentence:
(a) According to the narrator, the above- mentioned journey was taking place during full
moon period.
(b) According to Conseil, the Captain of the Nautilus in which they were travelling was really
a brilliant person, a fact which had been corroborated by many people.
(c) It is implied from the passage that although the author was witnessing many interesting
events during their journey, he was not always having his way.
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(d) From the chronicle, it is understood that the Nautilus was in the vicinity of the Island of
Crespo on the 25 of January.
46. Find the FALSE sentence:
(a) After entering the Northern Hemisphere, the narrator witnessed several sea creatures,
including several varieties of sharks, who kept bumping on the windows of the submarine.
(b) On 25 th January, the second officer of Nautilus came to the platform for measuring the
altitude of the sun and for that purpose took observations with the sextant.
(c) After January 24 th , Nautilus started travelling at a relatively reduced speed, and some
of the time it was going further away from the sea- surface.
(d) The course of Nautilus took them near the Keeling Island, which had earlier been visited
by Mr. Darwin and Captain Fitzroy.
47. Match the following:

1 Molluscus i Colourless
2 Sharks ii Tentacles
3 Infusia iii Coco
4 Coral iv Snouts

(a) 1-ii, 2-iv, 3-i, 4-iii.

(b) 1-iii, 2-i, 3- iv, 4-ii.
(c) 1-iv, 2-iii, 3-ii, 4-i.
(d) 1-iii, 2-ii, 3-iv, 4-i.
48. Find the TRUE statement:
(a) During 22 nd to 24 th of January, Nautilus was travelling at the rate of two hundred and
fifty leagues in twenty-four hours, which means a speed of twenty-two miles an hour.
(b) On 26 th January for approximately an hour the narrator witnessed a shoal of molluscs,
and he enjoyed watching their spiralshaped and fluted shells.
(c) On the 25 th of January the narrator came across a steamboat, which was owned by PO
Company, which travels between Ceylon to Sydney.
(d) The electric lamp of the submarine was an example of efficiency and effective fixtures.
DIRECTION for the questions 49 to 52: Read the information given below and answer the
question that follows.
Successful companies, no matter what the source of their capabilities, are pretty good at
responding to evolutionary changes in their markets-what in The Innovator’s Dilemma
(Harvard Business School, 1997), Clayton Christensen referred to as sustaining innovation.
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Where they run into trouble is in handing or initiating revolutionary changes in their
markets, or dealing with disruptive innovation (DI).
Sustaining technologies are innovations that make a product or service perform better in
ways that customers in the mainstream market already value. Compaq’s early adoption of
Intel’s 32-bit 386 microprocessor instead of the 16-bit 286 chip was a sustaining innovation.
So was Merrill Lynch's introduction of its Cash Management Account, which allowed
customers to write checks against their equity accounts. Those were breakthrough
innovations that sustained the best customers of these companies by providing something
better than had previously been available.
Disruptive innovations create an entirely new market through the introduction of a new
kind of product or service, one that’s actually worse, initially, as judged by the performance
metrics that mainstream customers value. Charles Schwab's initial entry as a bare-bones
discount broker was a disruptive innovation relative to the offering of full-service brokers
like Merrill Lynch. Merrill Lynch’s best customers wanted more than Schwab-like services.
Early personal computers were a disruptive innovation relative to mainframes and
minicomputers. PCs were not powerful enough to run the computing applications that
existed at the time they were introduced. These innovations were disruptive in that they
didn’t address the next-generation needs of leading customers in existing markets. They had
other attributes, of course, that enabled new market applications to emerge-and the
disruptive innovations improved so rapidly that they ultimately could address the needs of
customers in the mainstream of the market as well.
Sustaining innovations are nearly always developed and introduced by established industry
leaders. But those same companies never introduce-or cope well with-disruptive
innovations. Why? Our resources-processes-values framework holds the answer. Industry
leaders are organized to develop and introduce sustaining technologies. Month after month,
year after year, they launch new and improved products to gain an edge over the
competition. They do so by developing processes for evaluating the technological potential
of sustaining innovations and for assessing their customers’ needs for alternatives.
Investment in sustaining technology also fits in with the values of leading companies in that
they promise higher margins from better products sold to leading-edge customers.
Disruptive innovations occur so intermittently that no company has a routine process for
handling them. Furthermore, because disruptive products nearly always promise lower
profit margins per unit sold and are not attractive to the company’s best customers, they’ re
inconsistent with the established company’s values. Merrill Lynch had the resources-the
people, money and technology required to succeed at the sustaining innovations (Cash
Management Account) and the disruptive innovations (bare-bones discount brokering) that
it has confronted in recent history. But its processes and values supported only the
sustaining innovation: they became disabilities when the company needed to understand
and confront the discount and on-line brokerage businesses.
The reason, therefore, that large companies often surrender emerging growth markets is
that smaller, disruptive companies are actually more capable of pursuing them. Start-ups
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lack resources, but that doesn’t matter. Their values can embrace small markets, and their
cost structures can accommodate low margins. Their market research and resource
allocation processes allow managers to proceed intuitively; every decision need not be
backed by careful research and analysis. All these advantages add up to the ability to
embrace and even initiate disruptive change.
49. According to the passage, DI is more difficult for companies to adopt because :
(a) There is shortage of talented leaders who can implement DI successfully in their
companies.
(b) There is lack of understanding in companies regarding advantages of DI particularly with
regard to emerging markets.
(c) Due to the geographical location of companies it becomes difficult to implement DI and
coordinate with different divisions.
(d) The companies do not want to move out of their comfort zone and incur additional cost
on implementing DI.
50. The disadvantages of DI are that:
(a) The changes caused due to DI are not useful and do not address the needs of the
customers.
(b) The product introduced due to DI have lower profit margins and small markets.
(c) The product introduced due to DI require large investment and resources and change in
policies.
(d) The changes caused due to DI can only be carried out by LARGE companies entering new
markets.
51. How does the author differentiate between Sustaining Innovation (SI) and Disruptive
Innovation (DI)?
(a) Sl is mainly for IT companies while DI is for banking sector.
(b) Sl requires companies to change at a faster pace while DI requires companies to move at
a moderate pace.
(c) Sl is a continuous process with incremental changes while DI occurs intermittently with
larger consequences.
(d) SI can be managed only by companies having smaller workforce while DI can be
managed by companies having large workforce.
52. According to the author, smaller companies are better suited to pursue DI because :
(a) They can come up with better products and services in shorter duration of time.
(b) They have better trained workforce to pursue DI.
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(c) They are more enterprising and cost effective due to their size.
(d) New markets prefer start-ups as their products and services are cheaper.
DIRECTION for the questions 53 to 56: Read the information given below and answer the
question that follows.
A few years ago I was on my boat with one of my employees, a great guy named Keenon; I
was supposed to be giving him pep talk and performance review.
“When I think of what we do, I describe it as uncovering the riptide”, I said.
“Uncovering the riptide,” Keenon said.
“Yes, the idea is that we - you and I and everyone here – have the skills to identify the
psychological forces that are pulling us away from shore and use them to get somewhere
more productive.”
“Somewhere more productive,” Keenon said.
“Exactly,” I said. “To a place where we can...”
We had talked for about forty-five minutes when my son Brandon, who runs operations for
the
Black Swan Group, broke out laughing.
“T can’t take it anymore! Don’t you see? Really, Dad, don’t you see?” I blinked. Did I see
what?
I asked him.
“All Keenon is doing is mirroring you. And he’s been doing it for almost an hour.”
“Oh,” I said, my face going red as Keenon began to laugh.
He was totally right. Keenon had been playing with me the entire time, using the
psychological tool that works most effectively with assertive guys like me: the mirror. Your
personal negotiation style - and that of your counterpart - is formed through childhood,
schooling, family, culture and a million other factors; by recognizing it you can identify your
negotiating strengths and weaknesses (and those of your counterpart) and adjust your
mind-set and strategies accordingly. Negotiation style is a crucial variable in bargaining. If
you don’t know what instinct will tell you or the other side to do in various circumstances,
you'll have massive trouble gaming out effective strategies and tactics. You and your
counterpart have habits of mind and behaviour, and once you identify them you can
leverage them in a strategic manner. Just like Keenon did.
There’s an entire library unto itself of research into the archetypes and behavioral profiles
of all the possible people you're bound to meet at the negotiating table. It’s flat-out
overwhelming, so much so that it loses its utility. Over the last few years, in an effort
primarily led by my son Brandon, we've consolidated and simplified all that research, cross-
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referencing it with our experiences in the field and the case studies of our business school
students, and found that people fall into three broad categories. Some people are
Accommodators; others—like me—are basically Assertive; and the rest are data-loving
Analysts.
Accommodators think that as long as there is a free-flowing continuous exchange of
information time is being well spent. They will yield a concession to appease or acquiesce
and hope the other side reciprocates. The Assertive type believes time is money. For them,
getting the solution perfect isn’t as important as getting it done. Assertives are fiery people
who love winning above all else, often at the expense of others. Analysts are methodical
and diligent. They are not in a big rush. Instead, they believe that as long as they are
working toward the best result in a thorough and systematic way, time is of little
consequence. Their self-image is linked to minimizing mistakes. Their motto is : As much
time as it takes to get it right.
A study of American lawyer-negotiators found that 65 percent of attorneys from two major
U.S. cities used a cooperative style while only 24 percent were truly assertive. And when
these lawyers were graded for effectiveness, more than 75 percent of the effective group
came from the cooperative type; only 12 percent were Assertive. So if you’re not Assertive,
don’t despair. Blunt assertion is actually counterproductive most of the time.
Remember, your personal negotiating style is not a straitjacket. No one is exclusively one
style. Most of us have the capacity to throttle up our non-dominant styles should the
situation call for it. But there is one basic truth about a successful bargaining style: To be
good, you have to learn to be yourself at the bargaining table. To be great you have to add
to your strengths, not replace them.
53. With respect to the passage, identify which of the following statement is correct:
(a) One's personal negotiation style and that of one’s counterpart is genetically transmitted
(b) Bargaining style is the outcome of interaction between a person and his/her counterpart
(c) Successful negotiators are good at ‘mirroring’ others
(d) To negotiate effectively, one has to understand his/her counterpart’s ‘normal’
54. Finishing the negotiation is more important than ‘getting it right’ for :
(a) The Analysts
(b) The Accommodators
(c) The Assertives
(d) None of the options
55. Select the most appropriate title for this passage:
(a) Hard Bargaining Tactics
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(b) What Type of a Negotiator Are You?
(c) Punching Back: Using Assertion Without Getting Used By It
(d) The Three Types of Leverage
56. ‘Every wasted minute is a wasted dollar’ is best associated with:
(a) The Analysts
(b) The Accommodators
(c) The Assertives
(d) None of the options
DIRECTION for the questions 57 to 60: Read the information given below and answer the
question that follows.
Much debate surrounds which kind of political system best achieves a functioning market
economy with strong protection for property rights. People in the west tend to associate a
representative democracy with a market economic system, strong property rights
protection, and economic progress. Building on this, we tend to argue that democracy is
good for growth.
However, some totalitarian regimes have fostered a market economy and strong property
rights protection and have experienced rapid economic growth. Five of the fastest-growing
economies of the past 30 years - China, South Korea, Taiwan, Singapore, and Hong Kong had
one thing in common at the start of their economic growth: undemocratic governments. At
the same time, countries with stable democratic governments, such as India, experienced
sluggish economic growth for long periods. In 1992, Lee Kuan Yew, Singapore’s leader for
many years, told an audience, “I do not believe that democracy necessarily leads to
development. I believe that a country needs to develop discipline more than democracy.
The exuberance of democracy leads to undisciplined and disorderly conduct which is
inimical to development.”
However, those who argue for the value of a totalitarian regime miss an important point: If
dictators made countries rich, then much of Africa, Asia, and Latin America should have
been growing rapidly during 1960 to 1990, and this was not the case. Only a totalitarian
regime that is committed to a market system and strong protection of property rights is
capable of promoting economic growth. Also, there is no guarantee that a dictatorship will
continue to pursue such progressive policies. Dictators are rarely benevolent. Many are
tempted to use the apparatus of the state to further their own private ends, violating
property rights and stalling economic growth. Given this, it seems likely that democratic
regimes are far more conducive to long-term economic growth than are dictatorships, even
benevolent ones. Only in a well-functioning, mature democracy are property rights truly
secure. Nor should we forget Amartya Sen’s arguments where he says that states, by
limiting human freedom, also suppress human development and therefore are detrimental
to progress.
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While it is possible to argue that democracy is not a necessary precondition for a free
market economy in which property rights are protected, subsequent economic growth often
leads to the establishment of a democratic regime. Several of the fastest-growing Asian
economies adopted more democratic governments during the past three decades, including
the East Asian economies of South Korea and Taiwan, Thus, although democracy may not
always be the cause of initial economic progress, it seems to be one consequence of that
progress.
57. The author believes that:
(a) Democracy is neither the cause nor the consequence of growth
(b) Democracy is only the cause and not the consequence of growth
(c) Democracy can be both the cause and the consequence of economic progress
(d) Democracy is only the consequence and can never bethe cause of growth
58. East Asian economic growth model exhibits the following sequence:
(a) Democratic regime in the beginning followed by totalitarian regime.
(b) Undemocratic regime in the beginning succeeded by a relatively more democratic
regime.
(c) Undemocratic regimes in the beginning as well as in the subsequent stages.
(d) Malevolent dictatorship followed by benevolent dictatorship.
59. The necessary condition for economic growth is :
(a) Democracy and market economy
(b) Totalitarian regime and protection of property rights
(c) Benevolent dictatorship
(d) Market economy and protection of property rights
60. The argument in the passage is built on the premise:
(a) Neither the democracy nor a totalitarian regime in itself ensures economic growth
(b) Democratic regime alone is conducive to economic growth
(c) Only a totalitarian regime is conducive to economic growth
(d) None of the options
DIRECTION for the questions 61 to 64: Read the information given below and answer the
question that follows.
Japan presents an interesting case study of how culture can influence competitive
advantage. Some scholars have argued that the culture of modern Japan lowers the costs of
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doing business relative to the costs in most Western nations. Japan’s emphasis on group
affiliation, loyalty, reciprocal obligations, honesty, and education all boost the
competitiveness of Japanese companies. The emphasis on group affiliation and loyalty
encourage individuals to identify strongly with the companies in which they work. This tends
to foster an ethic of hard work and cooperation between management and labour “for the
good of the company.” Similarly, reciprocal obligation and honesty help foster an
atmosphere of trust between companies and their suppliers. This encourages them to enter
into long-term relationships with each other to work on inventory reduction, quality control,
and design - all of which have been lacking in West, where the relationship between a
company and its suppliers tends to be a short-term one structured around competitive
bidding rather than one based on long-term mutual commitments. In addition, the
availability of a pool of highly skilled labor, particularly engineers, has helped Japanese
enterprises develop cost-reducing, process innovations that have boosted their productivity.
Thus, cultural factors may help explain the success enjoyed by many Japanese businesses in
the global market place. Most notably, it has been argued that the rise of Japan as an
economic power during the second half of the twentieth century may be in part attributed
to the economic consequences of its culture.
It also has been argued that the Japanese culture is less supportive of entrepreneurial
activity than, say American society. In many ways entrepreneurial activity is a product of an
individualistic mind-set, not a classic characteristic of the Japanese. This may explain why
American enterprises, rather than Japanese corporations, dominate industries where
entrepreneurship and innovation are highly valued, such as computer software and
biotechnology. Of course, obvious and significant exceptions to this generalization exist.
Masayoshi Son recognized the potential of software far faster than any of Japan’s corporate
giants; set up his company, Soft bank, in 1981; and over the past 30 years has built it into
Japan’s top software distributor. Similarly, dynamic entrepreneurial individuals established
major Japanese companies such as Sony and Matsushita. But these examples maybe the
exceptions that prove the rule, for as yet there has been no surge in entrepreneurial high-
technology enterprises in Japan equivalent to what has occurred in the United States.
61. Masayoshi Son represents:
(a) a typical Japanese cultural stereotype.
(b) typical Confucian traits.
(c) an exception to the Japanese cultural stereotype.
(d) the ability of an individual to recognise game-changing technology faster than
corporates.
62. Japanese culture is supportive of:
(a) Collaborative attitude
(b) Entrepreneurial Spirit
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(c) Product Innovation
(d) Short-term relationships
63. In the passage the author mainly tries to:
(a) find cultural roots of competitive advantage of a nation
(b) find the reason for not so good labour relations in Japan
(c) find the reason for entrepreneurial zeal of the Japanese
(d) find the reason for the sluggishness of American firms
64. Japanese business practices emphasize:
(a) Relationship built on market transactions
(b) Relationship relying on legal contracts
(c) Relationship based on industrial norms
(d) Relationship built on trust and mutual commitment
DIRECTION for the questions 65 to 67: Read the information given below and answer the
question that follows.
We use the word culture quite casually when referring to a variety of thoughts and actions. I
would like to begin my attempt to define cultures by a focus on three of its dictionary
meanings that I think are significant to our understanding of the general term-culture. We
often forget that it's more essential usage is as a verb rather than as a noun, since the noun
follows froth the activities involved in the verb. Thus the verb, to culture, means to
cultivate. This can include at least three activities: to artificially grow microscopic organisms;
to improve and refine the customs, manners and activities of one's life; to give attention to
the mind as part of what goes into the making of what we call civilization, or what was
thought to be the highest culture. In short, one might argue that culture is the intervention
of human effort in refining and redefining that which is natural, but that it gradually takes
on other dimensions in the life of the individual, and even more in the interface between
the individual and society. When speaking of society, this word also requires defining.
Society, it has been said, is what emerges from a network of interactions between people
that follow certain agreed upon and perceptible patterns. These are determined by ideas of
status, hierarchy and a sense of community governing the network. They are often, but not
invariably, given a direction by those who control the essentials in how a society functions,
as for instance, its economic resources, its technology and its value systems. The
explanation and justification for who controls these aspects of a society introduces the
question of its ideology and often its form.
The resulting patterns that can be differentiated from segment to segment of the society
are frequently called its cultures. Most early societies register inequalities, the access of
their members to wealth and status varies. The idea of equality therefore has many
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dimensions. All men and women may be said to be equal in the eyes of god, but may at the
same time be extremely differentiated in terms of income and social standing, and
therefore differentiated in the eyes of men and women. This would not apply to the entire
society. There may be times when societies conform to a greater degree of equality, but
such times may be temporary. It has been argued that on a pilgrimage, the status of every
pilgrim is relatively similar but at the end returns to inequalities. Societies are not static and
change their forms and their rules of functioning. Cultures are reflections of these social
patterns, so they also change. My attempt in this introduction is to explain how the meaning
of a concept such as culture has changed in recent times and has come to include many
more facets than it did earlier. What we understand as the markers of culture have gone
way beyond what we took them to be a century or two ago. Apart from items of culture,
which is the way in which culture as heritage was popularly viewed, there is also the
question of the institutions and social codes that determine the pattern of living, and upon
which pattern a culture is constructed.
Finally, there is the process of socialization into society and culture through education.
There is a historical dimension to each of these as culture and history are deeply
intertwined. There is also an implicit dialogue between the present and the past reflected in
the way in which the readings of the past changed over historical periods.
Every society has its cultures, namely, the patterns of how the people of that society live. In
varying degrees this would refer to broad categories that shape life, such as the
environment that determines the relationship with the natural world, technology that
enables a control over the natural world, political-economy that organizes the larger vision
of a society as a community or even as a state, structures of social relations that ensure its
networks of functioning, religion that appeals to aspirations and belief, mythology that may
get transmuted into literature and philosophy that teases the mind and the imagination
with questions. The process of growth is never static therefore there are mutations and
changes within the society. There is communication and interaction with other societies
through which cultures evolve and mutate. There is also the emergence of subcultures that
sometimes take the form of independent and dominant cultures or amoeba-like breakaway
to form new cultures. Although cultures coincide with history and historical change, the
consciousness of a category such as culture, in the emphatic sense in which the term is
popularly used these days, emerges in the eighteenth century in Europe. The ideal was the
culture of elite groups, therefore sometimes a distinction is made between what carne to be
called 'high culture' that of the elite, and low culture' that of those regarded as not being of
the elite, and sometimes described as 'popular'. Historical records of elite cultures in forms
such as texts and monuments for instance, received larger patronage and symbolized the
patterns of life of dominant groups. They were and are more readily available as heritage
than the objects of the socially lower groups in society whose less durable cultural
manifestations often do not survive. This also predisposed people to associate culture as
essentially that of the elite.
65. What is the central idea of the passage?
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(a) The author has explained the importance of religion and equality before God
(b) The author has defined culture and its sub-elements
(c) The author has explained the social inequalities existing in a society
(d) The author has explained the contextual metamorphosis of culture in different contexts
66. According to the author what are the characteristics of 'Society'?
(a) Society consists of rich and poor
(b) Society consists of relationships between people who have agreed to follow certain
social norms
(c) Society consists of inequalities between people who have access to and control over
resources
(d) Society consists of people who go on pilgrimage together
67. With reference to the above passage, what are the important elements of 'Culture'?
(a) Social inequalities, wealth, status, social norms
(b) High culture elite and low culture popular
(c) History, education, religion, beliefs, social patterns
(d) Growth, civilisation, communication, texts and monuments
DIRECTION for the questions 68 to 70: Read the information given below and answer the
question that follows.
Today, we have specialists in various professions, but many among them are unconcerned
with the world beyond their own specialization. It is sometimes said that they are replacing
the public intellectual. But the two are not identical. There are many more academics, for
instance, than existed before. But it seems that most refer not to confront authority even if
it obstructs the path of free thought. Is this because they wish to pursue knowledge
undisturbed, or because they are ready to discard knowledge should authority require them
to do so? Or does association with national or international agencies require that critical
assessments of social thought and action remain sotto voce? Today, as always, he public
intellectual is expected to take a position independent of those in power, enabling him or
her to question debatable ideas, irrespective of who propagates them. Reasoned critiques
are often the essential starting point. The public intellectual has to see himself or herself as
a person who is as close to being autonomous as is possible, and more than that, be seen by
others as such.
An knowledge professional status makes it somewhat easier to be autonomous. Such status
brings with it another kind of authority, conceded, even if grudgingly, by professional peers
and this does make some small impact on the non-professional world. The public
intellectual of today, in addition to being of such a tatus, has to have at the same time a
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concern for what constitutes the rights of citizens. Particularly on issues of social justice, and
further, there should be a readiness to raise these matters as public policy. The combination
of drawing upon the professional respect that a person has garnered, together with a
concern for society, can sometimes establish the moral authority of that person and ensure
public support. This is a conceded qualification and not a tangible one. In the past it was
those who had distanced themselves somewhat from society who were believed not to
have a vested interest in the changes they were suggesting. Although this was not always
so, we know that close associations, such as formal affiliation to a political party, can inhibit
free-thinking and criptions for action, even if it has the advantage of providing a certain
leverage to the suggestions being ade. As an attitude of mind, autonomy is more readily
expected of the professional specialist or the demic. Such persons, and they are not the only
ones, can suggest alternative ways of thinking, even about ems of the larger society. Their
thinking should emerge from reasoned, logical analyses. Yet academics today are hesitant to
defend even the right to make what might be broadly called alternative, if not rational
interpretations, however sensitively they may be expressed. This is evident from the ease
with which books are banned and pulped, or demands made that they be burned, and
syllabuses changed under pressure from religious or political organizations, or the
intervention of the state. Why do such actions provoke so little reaction among many
academics and professionals? The answer that is usually given is that they fear the
instigators who are persons with the backing of political authority.
But is this the only answer?
Is it assumed that opinions about governance and society must hinge on ideologies linked to
political parties and as a result there can be no thinking about how to configure society in a
manner that is independent of a necessary commitment to political parties? Surely in this
day and age, it is possible to be an independent liberal in this country with ideological
commitments that are not determined solely by political parties? Being a liberal is an
attitude of mind that determines the fight for space in a society when that society resists
ethics and reasoned thinking. The understanding of what one is battling for assumes an
ideological direction but this does not require association with a political party. And there
should also be the freedom to choose one's position on an issue and this position need not
be in conformity with the ideological take of a particular political party on every occasion.
The public intellectual has, by definition, to be liberal, that is, to insist that there be space to
present varying perspectives and that wherever possible, reason and ethics should have
primacy in whatever debates are taking place. This is not a new definition and has been a
recognizable part of the interface between knowledge and society since earliest times.
Approximations to orthodoxy and orthopraxy have always been contested by similar
approximations to heterodoxy although those leading the charge do not always have or
need to have the same social identity. This is apparent among people and situations in the
Indian past yet we have often ignored it or failed to recognize it. How an intellectual even
without being a public intellectual, requires a more than average knowledge in his/her
professional specialization and beyond that a familiarity with the context of that knowledge:
how did it come about and what are the implications for the people who use that
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knowledge. To be a technician (or be technically accomplished) in a specialization, however
good, is not sufficient. An intellectual perspective requires that the specialized knowledge
one possesses should be related to social concerns where required and to other branches of
knowledge as well. Added to this it helps if that knowledge can be contextualized in an
accessible way for a wider range of people to understand facets of the variegated world in
which we live, and to which understanding the specialization contributes. The public
intellectual uses such foundations in his/her thinking in order to extend the understanding
of the world we inhabit, and to do so by insisting on space for debate and the right to
informed opinion.
68. According to the author, 'Public Intellectual' is one who
(a) is very knowledgeable, possesses a postgraduate or higher degree and is a specialist in
his field
(b) is liberal minded, considers varying perspectives. takes an independent position and is
concerned for greater good
(c) has a professional status, works with national and international agencies and is an expert
in specific domain
(d) has the backing of political authority, speaks and writes sensitively about various issues
and is concerned about social policy
69. How does the author differentiate between Public Intellectuals of the past and today?
(a) Public intellectuals of the past were merely academicians and idealists. Public
intellectuals of today are more learned and specialists in their own field
(b) Public intellectuals of the past were not concerned about matters of social policy or
social concerns. Public intellectuals of today are technically accomplished and believe in
reasoned critiques.
(c) Public intellectuals of the past were more concerned with rational thought Public
intellectuals of today are more sensitive to different perspectives
(d) Public intellectuals of the past were distanced from vested interests, liberal in thought
and spoke up about issues concerning society. Public intellectuals of today are concerned
about being politically correct while expressing views
70. With reference to the above passage, explain the relationship between Orthodoxy,
Orthopraxy and Heterodoxy as proposed by the author as applicable to the Public
Intellectual'
(a) The Public Intellectual' can be both orthodox and orthoprax but not heterodox
(b) The Public Intellectual' can be heterodox but not orthodox and orthoprax
(c) The Public Intellectual' can he both orthoprax and heterodox but not orthodox
(d) The 'Public Intellectual' can be orthodox but not heterodox and orthoprax
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DIRECTION for the questions 71 to 74: Read the information given below and answer the
question that follows.
We love information. Especially in times of crisis. Have you ever noticed your tendency to
become glued to the television or Internet when disaster strikes? It is human nature to try
to gather as much information as possible, to make sense and create meaning when we
don't understand what is happening. We seek information for another reason too, control.
We operate under the illusion that if we can gain more information, we will not only
understand what is happening, we might just be able to control it. I am not suggesting that
there is no value to information or to clearly defined reporting and accountability
relationships for routine business operations. I am instead calling out the temptation that an
information-centred approach to agility offers: there's a desire to settle into the illusion that
information will give you control, when in many situations it is simply not possible to gather
or process enough information to be effective when it counts.
Recognizing that there are many situations that you not only cannot control but cannot
predict is a radical mind-set and practice shift for most. It requires that you decide whether
your goal is to reduce the perception of uncertainty or to actually become more effective in
its midst. It also involves more than a simple reconfiguration of the organization chart and
job descriptions. It require relinquishing the illusion of control that lies at the very
foundation of most management training and business practice. This shift is being made in
one of the most hierarchal, command-and-control organizations in the country, the United
States military. Recognizing the insidious nature of information age strategies and their
tendency to lead to either analysis paralysis or the false security of convenient stories, the
U.S. military has begun to make a fundamental shift in its approach to VUCA (volatility,
uncertainty, complexity, and ambiguity), a shift from information to interactions. This
change does not begin with restructuring and redeployments but with a fundamental shift
in mind-set. In fact, the term. VUCA was first coined by the U.S. Army War College to
describe increasingly complex and unpredictable combat conditions." VUCA has become
shorthand for the reality of life in the twenty-first century. Most business approaches to
VUCA focus on strategies to reduce uncertainty. These strategies tend to center around
gaining greater control, including amassing more and better information, minimizing risk,
and improving planning and analysis. While risk and uncertainty reduction are valid
strategies, they do not necessarily make an organization more agile, for two reasons: ( 1)
collecting more and better information takes time and may foster the illusion of control and
comfort when, in reality, it is impossible to gather all available information in complex,
changing contexts, let alone fully analyze and make meaning of, it and (2) planning and
analysis are dependent on relatively stable contexts. Another liability of information-
centered approaches is that they typically lead to more questions and the need to gather
more information to reduce the uncertainty created by the information already collected.
There is an even more significant liability of the information-centered approach to agility:
our preconceptions lead us to filter out information that does not align with our
expectations. Under the stress of an unexpected challenge or opportunity, our ability to
access our higher thinking capacity can be reduced, leading us to fall back on the version of
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the story we expected. Warnings of terrorist threats before 9/11 and potential malfunctions
of crucial components prior to the Challenger space shuttle disaster went unheeded
because they did not fit the narrative that was co-constructed by leaders during years of
experience and expectation. Agile leaders, teams and organizations know they cannot
afford to get caught up in a story. They are instead learning how they might be more
effective by focusing on their interactions with one another and with the available
information in the dynamic present moment.
Let me emphasize that this is a shift away from an overreliance on information. I am not
suggesting you curtail important industry and market data analysis, or take this as
encouragement to blindly make decisions when further investigation is warranted. I am
encouraging you to shift away from the false comfort such information can offer, and
toward the relational context in which you make sense of it, decide and act. When we make
the shift from information to interaction, we may be called to shift more than our
relationship to external information; we may need to shift the way we perceive ourselves as
well. The agility shift requires that we value our capacity to connect and build relationships
over-or at least as much' as-our hard-won expertise. Years of experience, training and
credentials are, of course, still valuable. But their value is minimal without the networks to
which the skills, knowledge, experience, and resource awareness are linked. In other words,
separating the process of "knowing what" and "knowing how" from the process of "knowing
who" significantly diminishes agility capacity. The shift from information to interaction
values the human system in which all meaning and action take place. Rather than
problematizing this system as non-objective or messy, the agility shift embraces it and
engages it more fully. You may not be able to control or predict what happens. but with a
conscious, continuous commitment to interacting within your web of relationships and
resources, you will be more effective than you ever imagined. The agility shift is first and
foremost a shift in mind-set. This mind-set values interactions within the dynamic present
moment. It is also a shift from the false comfort of "a plan" to achieving a state of readiness
to find opportunity in the unexpected.
71. With reference to the above passage what is the author's stand with regard to
Information'?
(a) The author considers information as important in order to reduce risk and uncertainty
while taking decisions
(b) The author considers information as important for human beings as they love
information
(c) The author considers information as necessary but an obstacle in taking quick decisions
by organization leaders
(d) The author considers that there is an over reliance on information leading to
complacency in decision making
72. According to the author what causes 'analysis-paralysis"?
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(a) Today's leaders are not able to take decisions because of lack of policy thereby causing
paralysis of policy
(b) Today's leaders have access to lot of information and spend more time on analyzing
rather than acting upon it
(c) Today's leaders are not able to take decisions because they do not have the skills to
analyze information
(d) Today's leaders are paralyzed because they do not have networking with other leaders
73. With reference to the above passage, 'agility shift' is
(a) the uncertainty reduction mind set of leaders to gather more information in order to
take effective decisions
(b) the mind set of leaders towards using the VUCA approach in order to take effective
decisions
(c) the mind set of leaders to reduce over reliance on information and move to interaction in
order to take effective decisions
(d) the mind set of leaders to seek more information and analysis in order to take effective
decisions
74. According to the author, why do we 'love' information?
(a) Today the Internet and television provide us with easy access to lot of information and
entertainment
(b) Information helps us in anticipating and preventing crisis like 9/11.
(c) Information provides us with an illusion of control and we remain in our comfort zone
(d) Information helps us in getting more knowledge and enhancing expertise
DIRECTION for the questions 75 to 77: Read the information given below and answer the
question that follows.
While majoring in computer science isn't a requirement to participate in the Second
Machine Age, what skills do liberal arts graduates specifically possess to contribute to this
brave new world? Another major oversight in the debate has been the failure to appreciate
that a good liberal arts education teaches many skills that are not only valuable to the
general world of business, but are in fact vital to innovating the next wave of breakthrough
tech-driven products and services. Many defenses of the value of a liberal arts education
have been launched, of course, with the emphasis being on the acquisition of fundamental
thinking and communication skills, such as critical thinking, logical argumentation, and good
communication skills. One aspect of liberal arts education that has been strangely neglected
in the discussion is the fact that the humanities and social sciences are devoted to the study
of human nature and the nature of our communities and larger societies. Students who
pursue degrees in the liberal arts disciplines tend to be particularly motivated to investigate
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what makes us human: how we behave and why we behave as we do. They're driven to
explore how our families and our public institutions-such as our schools and legal systems-
operate, and could operate better, and how governments and economies work, or as is so
often the case, are plagued by dysfunction. These students learn a great deal from their
particular courses of study and apply that knowledge to today's issues, the leading problems
to be tackled, and various approaches for analyzing and addressing those problems.
The greatest opportunities for innovation in the emerging era are in applying evolving
technological capabilities to finding better ways to solve human problems like social
dysfunction and political corruption; finding ways to better educate children; helping people
live healthier and happier lives by altering harmful behaviors; improving our working
conditions; discovering better ways to tackle poverty; Improving healthcare and making it
more affordable; making our governments more accountable, from the local level up to that
of global affairs; and finding optimal ways to incorporate intelligent, nimble machines into
our work lives so that we are empowered to do more of the work that we do best, and to let
the machines do the rest. Workers with a solid liberal arts education have a strong
foundation to build on in pursuing these goals. One of the most immediate needs in
technology innovation is to invest products and services with more human qualities with
more sensitivity to human needs and desires. Companies and entrepreneurs that want to
succeed today and in the future must learn to consider in all aspects of their product and
service creation how they can make use of the new technologies to make them more
humane. Still, many other liberal arts disciplines also have much to provide the world of
technological innovation. The study of psychology, for example, can help people build
products that are more attuned to our emotions and ways of thinking. Experience in
Anthropology can additionally help companies understand cultural and individual
behavioural factors that should be considered in developing products and in marketing
them. As technology allows for more machine intelligence and our lives become increasingly
populated by the Internet of things and as the gathering of data about our lives and analysis
of it allows for more discoveries about our behaviour, consideration of how new products
and services can be crafted for the optimal enhancement of our lives and the nature of our
communities, workplaces and governments will be of vital importance. Those products and
services developed with the keeneSt sense of how they' can serve our human needs and
complement our human talents will have a distinct competitive advantage. Much of the
criticism of the liberal arts is based on the false assumption that liberal arts students lack
rigor in comparison to those participating in the STEM disciplines and that they are 'soft' and
unscientific whereas those who study STEM fields learn the scientific method. In fact the
liberal arts teach many methods of rigorous inquiry and analysis, such as close observation
and interviewing in ways that hard science adherents don't always appreciate. Many fields
have long incorporated the scientific method and other types of data driven scientific
inquiry and problem solving. Sociologists have developed sophisticated mathematical
models of societal networks. Historians gather voluminous data on centuries-old household
expenses, marriage and divorce rates, and the world trade, and use data to conduct
statistical analyses, identifying trends and contributing factors to the phenomena they are
studying. Linguists have developed high-tech models of the evolution of language, and
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they've made crucial contributions to the development of one of the technologies behind
the rapid advance of automation- natural language processing, whereby computers are able
to communicate with the, accuracy and personality of Siri and Alexa. It's also important to
debunk the fallacy that liberal arts students who don't study these quantitative analytical
methods have no 'hard' or relevant skills. This gets us back to the arguments about the
fundamental ways of thinking, inquiring, problem solving and communicating that a liberal
arts education teaches.
75. What is the central theme of the passage?
(a) A combination of STEM skills as well as skills of liberal arts are required by Companies in
order to develop products that are most relevant today
(b) Companies need to develop products that are technologically sophisticated and use lot
of data driven technology
(c) The Second machine Age is causing disruption and is going to require a higher number of
workers specialised in STEM
(d) Students with liberal arts background will be able to solve all the social problems as they
are experts in the use of quantitative analytical methods
76. How can companies gain an edge in today's era of technological innovation?
(a) By creating products and services that are technologically sophisticated which can
perform a wide range of functions using scientific methods
(b) By creating products and services that are affordable, humane and do the work that
humans don't want to do
(c) By creating products and services that are technologically advanced and are endowed
with human qualities that can be used to solve variety of social problems
(d) By creating products and services that are similar to human beings and use data based
problem solving methodologies
77. What is the author's opinion with regard to the contribution of students of liberal arts
and those of STEM, in this new technological age?
(a) Students of liberal arts have good soft skills but are not skilled with quantitative
analytical methods, while STEM students possess both of these
(b) Students of STEM can contribute effectively by applying rational decision making
algorithms. Liberal Arts students provide understanding of social issues but cannot
contribute to the development of technological innovations
(c) Students of STEM are better positioned to participate in the Second machine Age as they
have technical skills and understand machine language. Liberal Arts students are not
suitable as they do not have degrees in computer science
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(d) Students of Liberal Arts because of their knowledge of human nature can contribute
effectively to technological innovations with human qualities. STEM students can contribute
to technological innovations but not to human aspects
DIRECTION for the questions 78 to 80: Read the information given below and answer the
question that follows.
For policy makers to this day. GDP remains the definitive yardstick for economic
performance, permitting them to assess the health and progress of a nation's economy and,
by extension, people's lives. Yet GDP's dominance has brought criticism. It fails to capture
changes to an economy's structure, such as the shifts to a service-led or technology-based
economy. Some have protested that it fails to capture the unofficial or black market
economy. Others have asserted that any purely economic indicator by itself may be
inadequate to truly measure society's progress. It is therefore no surprise that over the last
several decades, economists, sociologists, and other academics have devised other metrics
for tracking happiness, well-being, and social progress, some of which have garnered a
substantial following. Implicit in these metrics is a challenge to GDP as the dominant
measure of human progress-despite the fact that these measures sometimes themselves
rely on GDP or some variance of GDP and come with limitations of their own. Even so, GDP
remains a compelling measure of economic as well as social progress inasmuch as
improvements in economic GDP translate into social progress. Policymakers have
nevertheless become interested in these alternative measures, which, even if they do not
displace GDP as the most prominent measure of economic growth, have value in
complementing GDP in future assessments for economic and living standard progress.
Furthermore, these proposed additions to GDP remind us that the endgame for public policy
is progress and improved living standards rather than GDP growth for growth's sake.
Nonetheless these rankings reveal that consistently richer Countries (in terms of GDP) rank
at the top of the indices and poorer ones at the bottom. For example, happiness indices
reflect a demand that happiness be recognized as a criterion for government policy. First
published in 2012, the World Happiness Report measures happiness by indexing GDP per
capita alongside social support, life expectancy, freedom, generosity, and the absence of
corruption. Of the 155 Countries collated in the 2017 World floppiness Report, the ten
happiest countries, in descending order, are Norway. Denmark, Iceland, Switzerland.
Finland, the Netherlands, Canada, New Zealand, Australia, and Sweden. The ten least happy
countries, beginning with the least happy, are the Central African Republic, Burundi,
Tanzania, Syria, Rwanda, Togo, Guinea, Liberia, South Sudan, and Yemen: While the United
States is the largest country in GDP terms, it ranks fourteenth on the 2017 happiness index.
A more traditional measure that goes beyond GDP alone is the United Nations' Human
Development Index (HIM). First published in 1990, the HDI assesses longevity, education,
and income across each nation's population, on the premise "that people and their
capabilities should be the ultimate criteria for assessing the development of a country, not
economic growth alone." The HDI reveals how two countries with the same level of gross
national income (GNI)-that is, the total domestic output (GDP) plus foreign GDP generated
by citizens abroad, minus domestic output created by foreigners-can end up with such
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different outcomes. In this way, it allows observers to compare the relative effectiveness of
different policy choices and capital investments. In this index, Norway, Australia and
Switzerland rank at the top, with GNIs above USS40,000, and the Central African Republic,
Niger, and Chad are at the bottom of the index, all with GNIs of less than US$2,000 per
capita. Some of these measures move beyond individuals and attempt a holistic assessment
of the health of society. Since its founding in 2012, the Social Progress Imperative has
offered a Social Progress Index that examines a range of social and environmental indicators
beyond GDP, from access to electricity to religious tolerance; to measure three distinct
dimensions of social progress: Basic Human Needs, Foundations of Wellbeing, and
Opportunity. The 2017 Social Progress Index covers 133 countries and 94 percent of the
world's population. The world as a whole would score 64.85 in Social Progress based on an
average of all countries. On average, the top cluster of fourteen countries ranked as having
"very high social progress"-including Denmark, Finland, Iceland, Norway, and Switzerland
among others-scores 94.92 on Basic Human Needs, Foundations of Wellbeing, and
Opportunity. The cluster of seven countries described as having' very low social progress"
include the Central African Republic, Afghanistan. Chad, Angola, Niger, Guinea, and Yemen.
For this cluster the average dimension scores of Basic Human Needs, Foundations of
Wellbeing, and Opportunity are 42.67, 45.42, and 27.74. What can we learn from these
various indices?
While noneconomic factors such as health, well-being, and quality of life matter to
humanity, economic measures such as GDP generally correlate to success in the other areas,
with a small amount of variation among those who are awarded the top spot. In a nutshell,
economic growth underpins all else; a country needs economic growth to achieve
happiness, well-being, and ultimately human progress. To be sure, GDP estimates provide a
snapshot of GDP at a single point in time, but nothing more. A large GDP can indicate that a
country is rich yet mask that its economy might be struggling and scarcely growing.
78. What is the author's opinion regarding GDP as a measure for economic performance of a
country?
(a) GDP is the yardstick for measuring economic growth of a country
(b) GDP provides policy makers with definitive steps to be taken for improving economic
performance
(c) GDP provides accurate but incomplete information of an economy at a single point of
time
(d) GDP is the only reliable measure that can be used for framing economic policy
79. What are the characteristics of non GDP measures?
(a) Non GDP measures are subjective in nature and cannot be relied upon
(b) Non GDP measures are not standardized and not universally accepted 'across countries
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(c) Non GDP measures provide data regarding living standards, development, and social
progress
(d) Non GDP measures cannot contribute to public policymaking
80. According to the passage, what is the difference between using just GDP measures and
using non GDP measures in policy making?
(a) Economic measures such as GDP generally correlate to success in other areas and lead to
social progress but non GDP measures do not
(b) GDP measure contribute effectively towards policy making as they provide objective and
actionable inputs but non GDP measures are open to interpretation
(c) Non GDP measures are able to provide information on gaps in public policy making
whereas GDP provides information only on economic performance
(d) Non GDP measures are not accepted by most countries but GDP measures are accepted
universally
DIRECTION for the questions 81 to 84: Read the information given below and answer the
question that follows.
Groupon is one of the fastest-growing companies of all time. Its name comes from "group
coupons," an ingenious idea that has spawned an entire industry of social commerce
imitators. However, it didn't start out successful. When customers took Groupon up on its
first deal, a whopping twenty people bought two-for-one pizza in a restaurant on the first
floor of the company's Chicago offices-hardly a world-changing event. ln fact, Groupon
wasn't originally meant to be about commerce at all. The founder, Andrew Mason, intended
his company to become a "collective activism platform" called The Point. Its goal was to
bring people together to solve problems they couldn't solve on their own, such as fund-
raising for a cause or boycotting a certain retailer. The Point's early results were
disappointing, however, and at the end of 2008 the founders decided to try something new.
Although they still had grand ambitions, they were determined to keep the new product
simple. They built a minimum viable product. Does this sound like a billion-dollar company
to you? Mason tells the story: “We took a Word Press Blog and we skinned it to say
Groupon and then every day we would do a new post. It was totally ghetto. We would sell T-
shirts on the first version of Groupon. We'd say in the write-up, ”This T-shirt will come in the
colour red, size large. If you want a different colour or size, e-mail that to us.” We didn't
have a form to add that stuff. lt was just so cobbled together. It was enough to prove the
concept and show that it was something that people really liked: The actual coupon
generation that we were doing was all File Maker. We would run a script that would e-mail
the coupon PDF to people. It got to the point where we'd sell 500 sushi coupons in a day,
and we'd send 500 PDFs to people with Apple Mail at the same time. Really until July of the
first year it was just a scrambling to grab the tiger by the tail. It was trying to catch up and
reasonably piece together a product.
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"Handmade PDFs, a pizza coupon, and simple blog were enough to launch Groupon into-
breaking success; it is on pace to become the fastest company in history to achieve $1
billion in sales. It is revolutionizing the way local businesses find new custmors, offering
special deals to consumers in more than 375 cities worldwide. A minimum viable product
(MVP) helps entrepreneurs start the process of learning as quickly as possible. "It is not
necessarily the smallest product imaginable, though; it is simply the fastest way to get
through the Build-Measure-Learn feedback loop with the minimum amount of effort.
Contrary to traditional product development, which usually involves a long, thoughtful
incubation period and strives for product perfection, the goal of the MVP is to begin the
process of learning, not end it, unlike a prototype or concept test, an MVP is designed not
just to answer product design or technical questions. Its goal is to test fundamental business
hypotheses.
Early adopters use their imagination to fill in what a product is missing. They prefer that
state of affairs, because what they care about above all is being the first one to use or adopt
a new product or technology. In consumer products, it's often the thrill of being the first one
on the block to show off a new basketball shoe, music player, or cool phone. In enterprise
products, it's often about gaining a competitive advantage by taking a risk with something
new that competitors don't have yet. Early adopters are suspicious of something that is too
polished if it's ready for everyone to adopt, how much advantage cart one get by being
early? As a result, additional features or polish beyond what early adopters demand is a
form of wasted resources and time. This is a hard truth for many entrepreneurs to accept.
After all, the vision entrepreneurs keep in their beads is of a high-quality mainstream
product that will change the world, not one used by a small niche of people who are willing
to give it a shot before it's ready. That world-changing product is polished, slick, and ready
for prime time. It wins awards at trade shows and, most of all, is something you can proudly
show Mom and Dad: An early, buggy, incomplete product feels like an unacceptable
compromise. How many of us were raised with the expectation that we would put our best
work forward? As one manager put it to me recently, "I know for me, the MVP feels a little
dangerous in a good way-since I have always been such a perfectionist." Minimum viable
products range in complexity from extremely simple smoke tests (little more than an
advertisement) to actual early prototypes complete with problems and missing features.
Deciding exactly how complex an MVP needs to be cannot be done using formulas. It
requires judgment. Luckily, this judgment is not difficult to develop: most entrepreneurs and
product development people dramatically over estimate how many features are needed in
an MVP. When in doubt simplify. For example, consider a service sold with a one-month
free trial. Before a customer can use the service, he or she has to sign up for the trial. One
obvious assumption, then, of the business model is that customers will sign up for a free
trial once they have a certain amount of information about the service. A critical question to
consider is whether customers will in fact signup for the free trial given a certain number of
promised features (the value hypothesis).
Somewhere in the business model, probably buried in a single cell in a spreadsheet, it
specifies the "percentage of customers whose free trial offer who then sign up." Maybe in
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our projections we say that this number should be 10 percent. lf you think about it, this is a
leap-of-faith question. It really should be represented in giant letters in a bold red font: WE
ASSUME 10 PERCENT OF CUSTOMERS WILL SIGN UP.
Most entrepreneurs approach a question like this by building the product and then checking
to see how customers react to it. I consider this to be exactly backward because it can lead
to a lot of waste. First, if it turns out that we're building something nobody wants, the whole
exercise will be an avoidable expense of time and money. If customers won't sign up for the
free trial, they'll never get to experience the amazing features that await them. Even if they
do sign up, there are many other opportunities for waste. For example, how many features
do we really need to include to appeal to early adopters? Every extra feature is a form of
waste, and if we delay the test for these extra features, it comes with a tremendous
potential cost in terms of learning and cycle time. The lesson of the MVP is that any
additional work beyond what was required to start learning is waste, no matter how
important it might have seemed at the time.
81. What is the central idea of the passage?
(a) Entrepreneurs should strive to make complete polished products ready for everyone to
adopt
(b) Entrepreneurs should start with a simple idea or product to avoid wastage, learn from
user experience and build on it
(c) Entrepreneurs should concentrate on saving cost and not spend time and energy on
quality
(d) Entrepreneurs should make world changing products that users want and which have
many features
82. According to the Author, what do early adopters want?
(a) Early adopters want products that are readily available at low cost and bigb visibility
(b) Early adopters want high quality, polished products that are ready to use
(c) Early adopters want products with free trials with certain number of promised features
(d) Early adopters want products that are new, incomplete and offer competitive advantage
83. What does the author seek to imply by quoting "I know for me, the MVP feels a little
dangerous-in a good way-since I have always been such a perfectionist"?
(a) It implies more value for people as the entrepreneur works towards perfecting the
quality of products which reduces the danger for the consumer
(b) It implies that there is a risk associated with the product which enables entrepreneurs to
achieve perfection in the product
(c) It implies that the incomplete nature is associated with a certain amount of risk drawing
entrepreneurs out of their comfort zone.
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(d) It implies that if entrepreneurs make products that are less than perfect it is dangerous
for the consumer
84. What is the function of MVP?
(a) To enable entrepreneurs to reach out to as many consumers as possible in the fastest
possible time with their product
(b) To enable entrepreneurs to continuously improve their product in the fastest time with
least amount of time and cost
(c) To enable entrepreneurs to develop products that are of high quality and have many
features
(d) To enable entrepreneurs to create world changing products that can win awards in trade
shows
DIRECTION for the questions 85 to 88: Read the information given below and answer the
question that follows.
I wear a variety of professional hats- university professor, literacy consultant to districts,
author of several books related to comprehension. To keep myself honest (and humble); l
spend a lot of time in classrooms watching kids and teachers at work. During the past
decade, I've observed a transformation in the teaching of reading from an approved that
measured readers' successful understanding of the text through lengthy packets of
comprehension questions to one that requires students to think about their thinking,
activating their "good reader" strategies. Close reading is a deep analysis of how a literary
text works; it is both a· reading process and something you include in a literary analysis
paper, though in a refined form. Fiction writers and poets build texts out of many central
components, including subject, form, and specific word choices. Essentially, close reading
means reading to uncover layers of meaning that lead to deep comprehension. "Close,
analytic reading stresses engaging with a text of sufficient complexity directly and examining
meaning thoroughly and methodically, encouraging students to read and reread
deliberately. Directing student attention on the text itself empowers students to understand
the central ideas and key supporting details. It also enables students to reflect on the
meanings of individual words and sentences; the order in which sentences unfold; and the
development of ideas over the course of the text, which ultimately leads students to arrive
at an understanding of the text as a whole." Reread the definition of close reading closely-to
extract .key concepts. You might identify these ideas: examining meaning thoroughly and
analytically; directing attention to the text, central ideas, and supporting details; reflecting
on meanings of individual words and sentences; and developing ideas over the course of the
text. Notice that reader reflection is still integral to the process. But close reading goes
beyond that: The best thinkers do monitor and assess their thinking, but in the context of
processing the thinking of others (Paul & Elder, 2008).
When you close read, you observe facts and details about the text. You may focus on a
particular passage, or on the text as a whole. Your aim may be notice all striking features of
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the text, including rhetorical features, structural elements and cultural references; or, your
aim may be to notice only selected features of the text- for instance, oppositions and
correspondences, or particular historical references. Either way, making these observations
constitutes the first step in the process of close reading. The second step is interpreting your
observations. What we're basically talking about here is inductive reasoning: moving from
the observation of particular facts and details to a conclusion, or interpretation, based on
those observations. And, as with inductive reasoning, close reading requires the careful
gathering of data (your observations) and careful thinking about what these data add up to.
The literary analysis involves examining these components, which still allows us to find in
small parts of the text clues to help us understand the whole. For example, if an author
writes a novel in the form of a personal journal about a character's daily life, but that journal
reads like a series of lab reports, what do we learn about that character? What is the effect
of picking a word like "tome" instead of ''book"? In effect, you are putting the author's
choices under a microscope. The process of close reading should produce a lot of questions.
It is when you begin to answer these questions that you are ready to participate
thoughtfully in class discussion or write a literary analysis paper that makes the most of your
close reading work. Close reading sometimes feels like over-analysing, but don’t worry.
Close reading is a process of finding as much information as you can in order to form as
many questions as you can. When it is time to write your paper and formalize your close
reading, you'll sort through your work to figure out what is most convincing and helpful to
the argument you hope to make and, conversely, what seems like a stretch. It's our
responsibility as educators to build students' capacity for independently comprehending a
text through close reading. Teaching is about the transfer. The goal is for students is to take
what they learn from the study of one text and apply it to the next text they read: How can
we ensure that students both reap the requisite knowledge from each text they read and
acquire skills to pursue the meaning of other texts independently? I suggest we coach
students to ask themselves four basic questions as they reflect on a specific portion of any
text, even the shortest: What is the author telling me here? Are there any hard or important
words? What does the author want me to understand? How does the author play with
language to add to meaning? If students take time to ask themselves these questions while
reading and become skilful at answering them, there'll be less need for the teacher to doll
the asking. For this to happen, we must develop students' capacity to observe and analyse.
First things first: See whether students have noticed the details of a passage and can
recount those details in their own words. Note that the challenge here isn't to be brief (as in
a summary); it's to be accurate, precise, and clear.
The recent focus on finding evidence in a text has sent students (even in primary grades)
scurrying back to their books to retrieve a quote that validates their opinion. But to
paraphrase what that quote means in a student's own language, rather than the author's, is
more difficult than you might think. Try it with any paragraph. Expressing the same meaning
with different words often requires going back to that text a few times to get the details just
right.
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Paraphrasing is pretty low on Bloom's continuum of lower- to higher-order thinking, yet
many students stumble even b: here. This is the first stop along the journey to close reading.
If students can't paraphrase the basic content of a passage, how can they dig for its deeper
meaning? The second basic question about hard or important words encourages students to
zoom in on precise meaning. When students are satisfied that they have a basic grasp of
what the author is telling them, they're ready to move on to analysing the fine points of
content. If students begin their analysis by asking themselves the third question- What does
the author want me to understand in this passage?-they'II be on their way to malcing
appropriate inferences determining what the author is trying to show without stating it
directly.
We can also teach students to read carefully with the eye of a writer, which means helping
them analyse craft. How a text is written is as important as the content itself in getting the
author's· message across. Just as a movie director focuses the camera on a particular detail
to get you to view the scene the way he or she wants you to, authors play with words to get
you to see a text their way. Introducing students to some of the tricks authors use opens
students' minds to an entirely new realm in close reading.
85. In the above passage the author has used the term 'Rhetoric features'. What does it
mean?
(a) Any characteristics of a text that are repetitive in nature and is interesting
(b) Any characteristics of a text that improves the grammar of the literary text
(c) Any characteristic of a text that helps convince reader of a certain point of view
(d) Any characteristic of the text that provides solutions to questions for the readers
86. According to the author what is inductive reasoning with regard to Close Reading?
(a) Observing the characteristics and features of the text and moving to conclusions
(b) Understanding the overall theme and gathering evidence from the text to support it
(c) Understanding the text and preparing lot of questions
(d) Observing the nuances of the text and preparing a suitable analysis for class discussion
87. According to the passage, what is the importance of ' paraphrasing' for students?
(a) It is part of higher order learning and improves the speed of reading of students
(b) It leads to a deeper understanding of the text by improving the accuracy and clarity
(c) It accelerates the understanding of the text and enables students to be brief
(d) It enables students to reproduce the text exactly as it is without confusion
88. With reference to the above passage, what responsibility, according to the author, do
educators have?
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(a) To build skills of close reading so that students can independently improve their
knowledge of English grammar and translate the meaning from one English text to another
(b) To build skills of close reading so that students can by themselves apply the knowledge
they have gained through analysis and understanding of one English text to another.
(c) To build skills of close reading among students to improve their ability to paraphrase
from one of English text to another
(d) To build skills of close reading so that students can independently analyse one English
text and prepare for class discussions
DIRECTION for the questions 89 to 92: Read the information given below and answer the
question that follows.
As someone' said, this crisis was too valuable to waste. I, for one, learnt many lessons on
crisis management and leadership. By far the most important lesson I learnt is that the
primary focus of a central bank during a crisis has to be on restoring confidence in the
markets, and what this requires is swift, bold and decisive action. This is not as obvious as it
sounds because central banks are typically given to agonizing over every move they make
out of anxiety that failure of their actions to deliver the intended impact will hurt their
creditability and their policy effectiveness down the line. There is a lot to be said for such
deliberative action in normal times: In crisis times though, it is important for them to take
more chances without being too mindful of whether all of their actions are going to be fully
effective or even mildly successful. After all, crisis management is a percentage game, and
you do what you think has the best chance of reversing the momentum. Often, it is a fact of
the action rather than the precise nature of the action that bolsters confidence. Take the
Reserve Bank's measure I wrote about earlier of instituting exclusive lines of credit for
augmenting the liquidity of NBFCs and mutual funds (MFs) which came under redemption
pressure. It is simply unthinkable that the Reserve Bank would have done anything like this
in normal times. In the event of a liquidity constraint in normal times, the standard response
of the Reserve Bank would be to ease liquidity in the overall system and leave it to the
banks to determine how to use that additional liquidity.
But here, we were targeting monetary policy at a particular class of financial institutions-the
MFs &NBFCs-a; decidedly unconventional action. This departure from standard protocol
pushed some of our senior staff beyond their comfort zones. Their reservations ranged
from: 'this is not bowing monetary policy is done' to 'this will make the Reserve Bank
vulnerable to pressures to bail out other sectors'. After hearing them out, I made the call to
go ahead: Market participants applauded the new facility and saw it as the Reserve Bank's
willingness to embrace unorthodox measures to address Specific areas of pressure in the
system. In the event, these facilities were not significantly tapped: In normal times, that
would have been seen as a failure of policy. From the crisis perspective though, it was a
success in as much as the very existence of the central bank backstop restored confidence in
the NBFCs and MFs and smoothed pressures in the financial system. Similarly, the cut in the
repo rate of one full percentage point that I effected in October 2008 was a non-standard
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action from the perspective of a central bank used to cutting the interest rate by a
maximum of half a percentage point (50 basis points in the jargon) when it wanted to signal
strong action. Of course, we deliberated the advisability of going into uncharted waters and
how it might set expectations for the future. For example, in the future, the market may
discount a 50 basis-point cut as too tame. But considering the uncertain and unpredictable
global environment and the imperative to improve the flow of credit in a stressed situation,
I bit the bullet again and decided on a full percentage-point cut.
Managing the tension between short-term payoffs and longer-term consequences is a
constant struggle in all central bank policy choices as indeed it is in all public policy
decisions. This balance between horizons shifts in crisis times, as dousing the fires becomes
an overriding priority even if some of the actions taken to do that may have some longer
term costs. For example, in 2008, we saw a massive infusion of liquidity as the best bet for
preserving the financial stability of our markets. Indeed, d in uncharted waters, erring on
the side of caution meant providing the system with more liquidity than considered
adequate. This strategy was effective in the short-term, but with hindsight, we know that
excess liquidity may have reinforced inflation pressures down the line. But remember, we
were making a judgement call in real time. Analysts who are criticising us are doing so with
the benefit of hindsight. Another lesson we learnt is that even in a global crisis, central
banks have to adapt their responses to domestic conditions. I am saying this because of all
through the crisis months. Whenever another central bank, especially an advanced
economy central bank, announced any measure, there was an immediate pressure that the
Reserve Bank too should institute a similar measure. Such straightforward copying of
measures of other central banks without first examining their appropriateness for the
domestic situation can often do more harm than good: Let me illustrate. During the depth of
the crisis, fearing a run on their banks, the UK authorities’ had extended deposit insurance
across board to all deposits in the UK banking system. Immediately, there were
commentators asking that the Reserve Bank too must embrace such an all-out measure. If
we had actually done that, the results would have been counterproductive if not outright
harmful. First, the available premium would not have been able to support such a blanket
insurance, and the markets were aware of that.
If we had glossed over that and announced a blanket cover anyway, that action would have
clearly lacked credibility.
Besides, any such move would be at odds with what we had been asserting that our banks
and our financial systems were safe and sound: The inconsistency between our walk and
talk would have confused the markets; instead of reassuring them, any blanket insurance of
the UK type would have scared the public and sown seeds of doubt about the safety of their
bank deposits, potentially triggering a run on some vulnerable banks. Finally, an important
lesson from the crisis relates to the imperative of the government and the regulators
speaking and acting in unison. It is possible to argue that public disclosure of differences
within closed doors of policymaking could actually be helpful in enhancing public
understanding on how policy might evolve in the future. For example, a 6-6 vote conveys a
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different message from a 12-0 vote. During crisis times, though, sending mixed signals to
fragile markets can do huge damage.
On the other hand, the demonstration of unity of purpose would reassure markets and yield
great synergies. The experience of the crisis from around the world and our own experience
too showed that coordination could be managed without compromising regulatory
autonomy. Merely synchronizing policy announcements for exploiting the synergistic impact
need not necessarily imply that regulators were being forced into actions they did not own.
89. What 'crisis' is the author referring to, in the above passage?
(a) Financial crisis of2008
(b) Currency crisis of 1997
(c) Balance of .Payment crisis of 1991
(d) De-monetization crises of20l6
90. According to the author, what is the typical response of central banks in times of crisis?
Answer with reference to the passage.
(a) Central banks are proactive in their approach and are quick to respond to crisis
(b) Central banks take risks and are aggressive in their response to crisis
(c) Central banks are deliberate in their approach and respond cautiously to crisis
(d) Central banks analyse different policy issues and then respond to crisis
91. Why does the author say ".. .even in a global crisis, central banks have to adapt their
responses to domestic conditions"? Answer with reference to passage.
(a) Central banks do not have sufficient knowledge or expertise with regard to global
conditions and cannot apply them to domestic conditions
(b) Only World bank has the information and expertise to deal with global conditions and
help countries deal with domestic conditions
(c) Domestic conditions are typical to every country and applying solutions from other
countries creates confusion
(d) Central bank policies are different for different countries and government permission is
required to apply them in domestic conditions
92. With reference to the above passage, what is the role of government and regulators in
times of crisis?
Select the most appropriate response with reference to information provided in the
passage.
(a) In times of crisis the government and regulators play the role of check and balance to
provide safety to financial systems of a country
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(b) In times of crisis regulators have to become more strict with government to prevent
misuse of power and compromising regulatory anatomy
(c) In times of crisis the government has to exercise control on the regulators so that they do
not become too powerful and exploit the financial systems
(d) In times of crisis the government and the regulators have to work on common ground
and avoid any conflicts to prevent instability and confusion
DIRECTION for the questions 93 to 96: Read the information given below and answer the
question that follows.
Any company can generate simple descriptive statistics about aspects of its business-
average revenue per employee, for example, or average order size. But analytics
competitors look well beyond basic statistics. These companies use predictive modelling to
identify the most profitable customers-plus those with the greater profit potential and the
ones most likely to cancel their accounts. They pool data generated in-house and data
acquired from outside sources (which they analyze more deeply than do their less
statistically savvy competitors) for a comprehensive understanding of their customers. They
optimize their supply chains and can thus determine the impact of an unexpected
constraint, simulate alternatives and route shipments around problems. They establish
prices in real time to get the highest yield possible from each of their customer transactions.
They create complex models of how their operational costs relate to their financial
performance. Leaders in analytics also use sophisticated experiments to measure the overall
impact or "lift" of intervention strategies and then apply the results to continuously improve
subsequent analyses. Capital One, for example, conducts more than 30,000 experiments a
year, with different interest rates, incentives, direct-mail packaging, and other variables. Its
goal is to maximize the likelihood both that potential customers will sign up for credit cards
and that they will pay back to Capital One.
Analytics competitors understand that most business functions- even those, like marketing,
that have historically depended on art rather than science can be improved with
sophisticated quantitative techniques. These organizations don't gain advantage from one
killer app, but rather from multiple applications supporting many parts of the business and,
in a few cases, being rolled out for use by customers and suppliers. UPS embodies the
evolution from targeted analytics user to comprehensive analytics competitor. Although the
company is among the world's most rigorous practitioners of operations research and
industrial engineering, its capabilities were, until fairly recently, narrowly focused. Today,
UPS is wielding its statistical skill to track the movement of packages and to anticipate and
influence the actions of people assessing the likelihood of customer attrition and identifying
sources of problems. The UPS Customer Intelligence Group, for example, can accurately
predict customer defections by examining usage patterns and complaints.
When the data point to a potential defector, a salesperson contacts that customer to review
and resolve the problem, dramatically reducing the loss of accounts. UPS still lacks the
breadth of initiatives of a full-bore analytics competitor, but it is heading in that direction.
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Analytics competitors treat all such activities from all provenances as a single, coherent
initiative, often massed under one rubric, such as "information-based strategy" at Capital
One or "information based customer management" at Barclays Bank. These programs
operate not just under a common label but also under common leadership and with
common technology and tools. In traditional companies, "business intelligence"
(the term IT people use for analytics and reporting processes and software) is generally
managed by departments; number-crunching functions select their own tools, control their
own data warehouses, and train their own people. But that way, chaos lies. For one thing,
the proliferation of user-developed spreadsheets and databases inevitably leads to multiple
versions of key indicators within an organization.
Furthermore, research has shown that between 20% and 40% of spreadsheets contain
errors; the more spreadsheets floating around a company, therefore, the more fecund the
breeding ground for mistakes. Analytics competitors, by contrast, field centralized groups to
ensure that critical data and other resources are well managed and that different parts of
the organization can share data easily, without the impediments of inconsistent formats,
definitions, and standards. Some analytics competitors apply the same enterprise approach
to people as to technology. Procter & Gamble, for example, recently created a kind of uber
analytics group consisting of more than 100 analysts from such functions as operations,
supply chain, sales, consumer research, and marketing. Although most of the analysts are
embedded in business operating units, the group is centrally managed: As a result of this
consolidation, P&G can apply a critical mass of expertise to its most pressing issues. So, for
example, sales and marketing analysts supply data on opportunities for growth in existing
markets to analysts who design corporate supply networks. The supply chain analysts, in
rum, apply their expertise in certain decision-analysis techniques to such new areas as
competitive intelligence. The group at P&G also raises the visibility of analytical and data-
based decision making within the company. Previously, P&G's crack analysts had improved
business processes and saved the firm money but because they were squirreled away in
dispersed domains, many executives didn't know what services they offered or how
effective they could be. Now those executives are more likely to tap the company's deep
pool of expertise for their projects. Meanwhile, masterful number crunching has become
part of the story P & G tells to investors, the press and the public.
A company wide embrace of analytics impels changes in culture, processes, behavior, and
skills for·many employees. And so, like any major transition, it requires leadership from
executives at the very top who have a passion for the quantitative approach. Ideally, the
principal advocate is the CEO. Indeed we found several chief executives who have driven the
shift to analytics at their companies over the past few years, including Loveman of Harrah's,
Jeff Bezos of Amazon, and Rich Fairbank of Capital One. Before he retired from the Sara Lee
Balcery Group, former CEO Barry Beracha kept a sign on his desk that summed up his
personal and organizational philosophy. "In God we trust. All others bring data!" We did
come across some companies in which a single functional or business unit leader was trying
to push analytics throughout the organization, and a few were making some progress. But
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we found at these lower level people lacked the clout, perspective, and the cross-functional
scope to change the culture in any meaningful way.
CEO s leading the analytics charge require both an appreciation and a familiarity with the
subject.
A background in statistics isn't necessary, but those leaders must understand the theory
belted various quantitative methods so that they recognize those methods limitations-which
factors are being weighed and which ones aren't
When the CEOs need help grasping quantitative techniques, they run to experts who
understand the business and how analytics can be applied to it. We interviewed several
leaders who had retained such advisers, and these executives stressed the need to find
someone who can explain things in plain language and be trusted not to spin the numbers.
A few CEOs we spoke with had surrounded themselves with very analytical people-
professors, consultants, MIT graduates and the like. But that was a personal preference
rather than a necessary practice. Of course, not all decisions should be grounded in analytics
- at least not wholly so. Research shows that human beings can make quick, surprisingly
accurate assessments of personality and character based on simple observations. For
analytics minded leaders, then, the challenge boils down to knowing when to run with the
numbers and when to run with their guts.
93. With reference to the above passage what does the phrase "uber analytic group" mean?
(a) A centralized homogeneous group comprising of experts in analytics within the
organization who provide their expertise to all
(b) A centralized group that draws upon expertise from multi-functional areas within the
organization and provides their expertise to all
(c) A centralized group consisting of data analytics experts from within the organization who
provide their expertise to all
(d) A powerful centralized group of crack analysts within the organisation who provide their
expertise to all
94. Replace the phrase' more fecund the breeding ground for mistakes' from the passage by
selecting the most appropriate phrase without changing the meaning.
(a) Anunsuitable environment where mistakes are bound to happen
(b) Fructiferous environment for mistakes
(c) A highly fertile ground for producing more errors
(d) Creating a high possibility of inaccuracy
95. According to the author, what is the leadership challenge for analytics minded leaders?
(a) The analytics minded leader has to be well versed in statistics and quantitative analysis in
order to be effective
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(b) The analytics minded leader should have experts in data analysis from top institutes such
as MIT etc to advise him
(c) The analytics minded leader should be able to strike a balance between data driven
decisions and intuition
(d) The analytics minded leader should be able to lead teams of cross.functional experts
96. In the above passage, how does the author differentiate between 'analytics competitors'
and 'traditional companies' with regard to their strategy towards data management?
(a) Analytics competitors have a centralized, multi-functional approach to data management
and encourage data sharing whereas traditional companies have a departmental, multiple
databases approach
(b) Traditional companies surround themselves with very analytical people from academia,
consultants, and pass outs from institutes like MITs but Analytics competitors hire the best
analytical minds
(c) Analytics competitors use predictive modelling to identify the most profitable options
whereas traditional companies use basic statistics
(d) Traditional companies appoint leaders with data management expertise but Analytics
competitors train all employees in data analytics
DIRECTION for the questions 97 to 100: Read the information given below and answer the
question that follows.
In a study of 150 emerging nations looking back fifty years, it was found that the single most
powerful driver of economic booms was sustained growth in exports especially of
manufactured products. Exporting simple manufactured goods not only increases income
and consumption at home, it generates foreign revenues that allow the country to import
the machinery and materials needed to improve its factories without running up huge
foreign bills and debts. In short, in the case of manufacturing, one good investment leads to
another. Once an economy starts down the manufacturing path, its momentum can carry it
in the right direction for some time. When the ratio of investment to GDP surpasses 30
percent, it tends to stick at the level for almost nine years (on an average). The reason being
that many of these nations seemed to show a strong leadership commitment to investment,
particularly to investment in manufacturing.
Today various international authorities have estimated that the emerging world need many
trillions of dollars in investment on these kinds of transport and communication networks.
The modern outlier is India where investment as a share of the economy exceeded 30
percent of GDP over the course of the 2000s, but little of that money went into factories.
Indian manufacturing had been stagnant for decades at around 15 percent of GDP. The
stagnation stems from the failures of the state to build functioning ports and power plants
and to create an environment in which the rules governing labour, land and capital are
designed and enforced in a way that encourages entrepreneurs to invest, particularly in
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factories. India has disappointed on both counts creating labour friendly rules and workable
land acquisition norms. Between 1989 and 2010 India generated about ten million new jobs
in manufacturing, but nearly all those jobs were created in enterprises that are small and
informal and thus better suited to dodge India’s bureaucracy and its extremely restrictive
rules regarding firing workers It is commonly said in India that the labour laws are so
onerous that it is practically impossible to comply with even half of them without violating
the other half.
Informal shops, many of them one man operations, now account for 39 percent of India’s
manufacturing workforce, up from 19 percent in 1989 and they are simply too small to
compete in global markets. Harvard economist Dani Rodrik calls manufacturing the
“automatic escalator” of development, because once a country finds a niche in global
manufacturing, productivity often seems to start rising automatically. During its boom years
India was growing in large part on the strength of investment in technology service
industries, not manufacturing. This was put forward as a development strategy. Instead of
growing richer by exporting even more advanced manufactured products, India could grow
rich by exporting the services demanded in this new information age. These arguments
began to gain traction early in the 2010s.
In new research on the “service escalators”, a 2014 working paper from the World Bank
made the case that the old growth escalator in manufacturing was already giving way to a
new one in service industries. The report argued that while manufacturing is in retreat as a
share of the global economy and is producing fewer jobs, services are still growing,
contributing more to growth in output and jobs for nations rich and poor. However, one
basic problem with the idea of service escalator is that in the emerging world most of the
new service jobs are still in very traditional ventures. A decade on, India’s tech sector is still
providing relatively simple IT services mainly in the same back office operations it started
with and the number of new jobs it is creating is relatively small. In India, only about two
million people work in IT services, or less than 1 percent of the workforce. So far the rise of
these service industries has not been big enough to drive the mass modernisation of rural
farm economies. People can move quickly from working in the fields to working on an
assembly line, because both rely for the most part on manual labour. The leap from the
farm to the modern service sector is much tougher since those jobs often require advanced
skills. Workers who have moved into IT service jobs have generally come from a pool of
relatively better educated members of the urban middle class, who speak English and have
atleast some facility with computers.
Finding jobs for the underemployed middle class is important but there are limits to how
deeply it can transform the economy, because it is a relatively small part of the population.
For now, the rule is still factories first, not service first.
97. According to the information in the above passage, manufacturing in India has been
stagnant because there is
(a) Lack of availability of skilled and educated manpower particularly in rural areas
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(b) Lack of investment in required infrastructure, labour friendly rules and land acquisition
norms
(c) Lack of investment in primary and higher education and women empowerment
(d) Lack of investment in technology, telecommunication and IT, and service sector in
general
98. In India, nearly all jobs created were primarily in the small informal sector because
(a) They are more innovative and can produce better products suited for export markets
(b) They are able to hire less number of workers and have to pay less taxes
(c) They are better suited to handle the bureaucratic procedures followed in India and the
difficult labour laws with regard to dismissal of workers
(d) They do not require good infrastructure and are able to manage better in the Indian
conditions
99. According to the opinion expressed in the above excerpt, growth in services is not as
impactful on the economy as manufacturing because
(a) Companies in service sector focus only on technology and not on overall infrastructure
such as power and ports
(b) Service sector can create jobs only for a small percent of the population who are English
speaking and have access to better education
(c) Manufacturing leads to increase in export led income which benefits the whole economy
(d) Manufacturing leads to creation of better infrastructure, health facilities and educational
institution
100. In the passage, sustained growth in exports of manufactured products has been
identified as the most powerful driver of economic boom because
(a) It leads to an increase in building of functioning ports and power plants and also
improvement in mining and shipping sectors
(b) It leads to an increase in foreign investment, domestic income generation and
consumption
(c) It leads to an increase in transportation and communication network and also leads to
increase in education
(d) It leads to modernisation of rural farm economies and also improvement of the
Agriculture sector
DIRECTION for the questions 101 to 120: A number of sentences are given below which,
when properly sequenced, form a COHERENT PARAGRAPH. Choose the most LOGICAL ORDER
of sentence from the choices given to construct a COHERENT PARAGRAPH.
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101.
I. The economy’s performance in expenditure terms was even poorer with real GDP
contracting by 0.6% after a gain of 0.5% in the October-December quarter.
II. On an output basis—the government’s preferred measure because it is less volatile thin
expenditure-based GDP—the economy contracted by 0.3% in real terms from the previous
quarter.
III. Data from Statistics New Zealand, a government agency, published on June 27th show an
almost uniformly abysmal economic performance in January-March 2008.
IV. This was the first contraction since late 2005, made worse by the fact that the previous
quarter’s growth rate was revised down from 1% to 0.8%.
102.
I. Matti Meri, a teacher-trainer at Helsinki University, was a teacher at the time.
II. By the time comprehensives reached the more populous south, teachers were eager to
join in what was clearly a roaring success.
III. “Grammar-school teachers were quite afraid of the reforms,” he recalls.
IV. “They used to teach only one-third of the students. But the comprehensive schools used
almost the same curriculum as the grammar schools had—and we discovered that the two-
thirds were mostly able to cope with it.”
V. Comprehensive schools were introduced in 1972 in the sparsely populated north, and
then over the next four years in the rest of the country.
103.
I. “It is a clear illustration of the major role played by diet and culture on your risk of chronic
disorders,” he says.
II. Little is known about its effects, but changing its levels, possibly through diet or with
different gut bacteria, might help to control high blood pressure.
III. Chinese and Japanese people are very similar at a genetic level, but Dr Nicholson found
big differences in the type and variety of metabolites in their blood and urine.
IV. “Metabolomics can provide very specific pointers as to what is going wrong and new
ways of intervening.”
V. For instance, he found an unexpected metabolic marker, called formate that seems to
have a role in regulating blood pressure.
104.
I. It reverberates throughout the entire Universe. And you are transmitting that frequency
with your thoughts!
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II. The frequency you transmit reaches beyond cities, beyond cities, beyond countries
beyond the world.
III. You are a human transmission tower, and you are more powerful than any television
tower created on earth.
IV. Your transmission creates your life and it creates the world.
105.
I. Asian economies will need alternative sources of growth to compensate for the rapid fall
in demand from the western markets.
II. But the crisis has exposed the limits of region’s dominant economic- growth model.
III. The export- led model that propelled many Asian economies so effectively for the past 30
years must be adapted to a different global economic context.
IV. Asia is less exposed to the financial turmoil than the west is, because Asian countries
responded to the previous decade’s regional crisis by improving their current-account
positions, accumulating reserves, and ensuring that their banking systems operated
prudently.
106.
I. The dangers of conflicting irrational majoritarianism with enlightened consensus are,
indeed, great in developing democracy.
II. Real democracy is about mediating the popular will through a network of institutional
structure and the law of the land.
III. While law making and governance are meant to articulate the latter, the judiciary is
supposed to protect the former from any kind of excess that might occur, unwittingly or
otherwise, in the conduct of legislative and governmental functions.
IV. The principle of separation of powers is meant to embody a desirable tension between
individual rights and social consensus.
107.
I. He might make the opposite mistake; when I want to assign a name to this group of nuts,
he might understand it as a numeral,
II. Now, one can ostensively define a proper name, the name of a colour, the name of a
material, a numeral, the name of a point of the compass and so on.
III. The definition of the number two. "That is called 'two' " pointing to two nuts is perfectly
exact. But how can two be defined like that?
IV. He may suppose this; but perhaps he does not.
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V. The person one gives the definition to doesn't know what one wants to call "two"; he will
suppose that "two" is the name given to this group of nuts!
108.
I. Well, it may mean various things; but one very likely thinks first of all that a picture of the
object comes before the child’s mind when it hears the word.
II. But what does this mean?
III. I will call it “ostensive teaching of words”. I say that it will form an important part of the
training, because it is so with human beings; not because it could not be imagined
otherwise.
IV. But now, if this does happen - is it the purpose of the word? Yes, it may be the purpose. I
can imagine such a use of words (of series of sounds).
V. This ostensive teaching of words can be said to establish an association between the
word and the thing.
109.
I. In law a fiduciary individual is someone who is entrusted with the power to act on behalf
of and for the benefit of another.
II. Following the weight of corporate law and legal precedent, the director primacy model
positions directors as autonomous fiduciaries, not agents.
III. The term fiduciary derives from the Latin fiducia, or trust, and the fiduciary is expected to
act in good faith and honesty for the beneficiary’s interests.
IV. A person who accepts the role of fiduciary in law must single - mindedly pursue the
interests of his or her beneficiary, in this case the corporation, even when the latter cannot
monitor or control the fiduciary’s behaviour.
110.
I. Fast food intake for more than three times a week is associated with greater odds of
atopic disorders such as asthma, eczema or rhinitis. Thus, it should be definitely and strictly
controlled in children as it does no good.
II. Regular junk food intake can lead to physical and psychological issues among children.
III. Lack of Vitamins such as A and C, and minerals such as magnesium and calcium,
encourage the development of deficiency diseases and osteoporosis, as well as dental caries
due to higher intake.
IV. Junk food, which are rich in energy with lots of fat and sugar, are relatively low in other
important nutrients such as protein, fiber, vitamins and minerals.
V. Emotional and self-esteem problems, along with chronic illnesses in later life due to
obesity, are the issues associated with the junk food.
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111.
I. Surabhi’s Instagram profile has 1.4 million followers. It is filled with pictures of her posing
in different settings.
II. In India, reports suggest that WhatsApp (Much more than Facebook or Twitter) is the
primary tool for the dissemination of political communication.
III. Political campaigns pay social media companies to promote their content.
IV. Political advertising on social media comes in many forms and remains underexamined in
India.
V. Social media influencers are used for the dissemination of content.
112.
I. They subjected the residues from sherds of the rhyta- vessels to radiocarbon dating to
determine their ages and chromatography - mass spectrometry (GC-MS) - to identify their
structure and isotopic composition and found that the vessels were used to store cheese.
II. In many Neolithic sites near the Adriatic Sea, researchers unearthed cone-shaped clay
vessels, known as rhyta, with four legs on the bottom and a round opening on the side.
III. Fresh milk couldn’t be kept for long without going bad; cheese, on the other hand, could
be stored for months at a time, providing much-needed calories to early farmers between
harvests.
IV. Archaeologists who used to assume animals such as cows and goats were mainly used
for meat early in their domestication history are thus forced to admit that humans might
have been using animals for dairy quite early in their domestication history.
V. “If you kill one cow, you eat meat for about a week until it goes off; but by milking the
animals, the farmer would be spreading the food gain from that animal over several months
rather than just one week”
113.
I. An in-depth exploration of the Indian case and case studies of early adopters of mobile
technology will provide spectrum managers a pragmatic and modern approach whereby
they could utilize their resources efficiently and optimally.
II. Even as spectrum management regimes are moving from a command and control regime
to a flexible use regime, new technological developments are suggesting that there are
significant opportunities in managing large swathes of spectrum as a common property
resource, in addition to flexible use.
III. Political legacies and market realities in different regimes pose unique challenges for
spectrum managers who must negotiate a tricky path to the land promised by technological
possibility.
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IV. On the other hand, supply of spectrum is restricted due to competing nature of uses and
vested interests of incumbent holders.
V. The demand for spectrum has never been so acute as today's communication services
extend beyond simple voice to complex data and video, augmented by evolving
technologies such as peer-to-peer sharing, social networking, Fourth and Fifth Generation
networks, Big Data, and cloud computing.
114.
I. But its most advanced formulation is called superstring theory, which even predicts the
precise number of dimensions: ten.
II. However, the theory has already swept across the major physics research laboratories of
the world and has irrevocably altered the scientific landscape of modern physics, generating
a staggering number of research papers in the scientific literature (over 5,000 by one count).
III. Scientifically, the hyperspace theory goes by the names of Kaluza-Klein theory and
supergravity.
IV. The usual three dimensions of space (length, width, and breadth) and one of time are
now extended by six more spatial dimensions.
V. We caution that the theory of hyperspace has not yet been experimentally confirmed and
would, in fact, be exceedingly difficult to prove in the laboratory.
115.
I. It is less appealing, but morally more urgent, to understand the actions of the
perpetrators.
II. It is easy to sanctify policies or identities by the deaths of the victims.
III. The victims were people; a true identification with them would involve grasping their
lives rather than grasping at their deaths.
IV. The moral danger, after all, is never that one might become a victim but that one might
be a perpetrator or a bystander.
V. By definition the victims are dead, and unable to defend themselves from the use that
others make of their deaths.
116.
I. But its most advanced formulation is called superstring theory, which even predicts the
precise number of dimensions: ten.
II. However, the theory has already swept across the major physics research laboratories of
the world and has irrevocably altered the scientific landscape of modern physics, generating
a staggering number of research papers in the scientific literature (over 5,000 by one count).
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III. Scientifically, the hyperspace theory goes by the names of Kaluza-Klein theory and
supergravity.
IV. The usual three dimensions of space (length, width, and breadth) and one of time are
now extended by six more spatial dimensions.
V. We caution that the theory of hyperspace has not yet been experimentally confirmed and
would, in fact, be exceedingly difficult to prove in the laboratory.
117.
I. It is less appealing, but morally more urgent, to understand the actions of the
perpetrators.
II. It is easy to sanctify policies or identities by the deaths of the victims.
III. The victims were people; a true identification with them would involve grasping their
lives rather than grasping at their deaths.
IV. The moral danger, after all, is never that one might become a victim but that one might
be a perpetrator or a bystander.
V. By definition the victims are dead, and unable to defend themselves from the use that
others make of their deaths.
118.
I. The mechanism of electroweak symmetry breaking is one of the most important issues in
the present Particle Physics.
II. They are required to give masses for all quarks and leptons and to guarantee the absence
of the gauge anomaly.
III. In the standard electroweak model a fundamental Higgs doublet is introduced to cause
the spontaneous symmetry breaking.
IV. Supersymmetry (SUSY), eliminating all quadratic divergences, may provide a better
theoretical basis to describe a fundamental Higgs boson with a relatively small mass to a
high energy cutoff scale, say the Planck scale for example.
V. In the minimal SUSY extension of the standards electroweak model the Higgs sector
consists of two chiral superfields of Higgs doublets (H1 and H2 with opposite hypercharges).
119.
I. Shakespeare did not personally prepare his plays for publication, and no official collection
of them appeared until after his death.
II. Some were probably based on actors’ memories of plays.
III. Many of these quartos are quite unreliable.
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IV. A collection of his sonnets, considered by critics to be among the best ever written in
English, appeared in 1609.
V. Many individual plays were published during his lifetime in unauthorized editions known
as quartos.
120.
I. I was scarcely in position ere my enemies began to arrive, seven or eight of them, running
hard, their feet beating out of time along the road and the man with the lantern some paces
in front.
II. My curiosity, in a sense, was stronger than my fear, for I could not remain where I was,
but crept back to the bank again, whence, sheltering my head behind a bush of broom, I
might command the road before our door.
III. Three men ran together, hand in hand; and I made out, even through the mist, that the
middle man of this trio was the blind beggar.
IV. The next moment his voice showed me that I was right.
DIRECTION for the questions 121 to 130: Four of the five given sentences, when ordered
logically, form a coherent paragraph. Find the contextually odd sentence
121.
1. The rumor had spread that Khan was also going to invite Indian PM Narendra Modi for
the swearing-in ceremony, and the enticing possibility came to naught when the PM’s office
repudiated the contention.
2. When Imran Khan takes oath as the next PM of Pakistan, former Indian cricket stars Kapil
Dev, Sunil Gavaskar and Sindhu will be applauding him from a very short distance.
3. The cricketer-turned-politician in an interview asked: “When trouble engulfs Nawaz
Shariff, the tension along Pakistan’s borders tends to increase and the terrorist’s attacks
seem to rise and I do not know why?”
4. By the act of inviting his Indian cricket contemporaries and friends, it is possible that India
and Pakistan will enter a new phase where camaraderie and mutual respect will prevail.
5. When Pakistan PM Nawaz Sharif attended Modi’s swearing-in ceremony, the similar
expectation was kindled between the two countries but the hopes ended up in a fiasco.
122.
1. He became aware of a stirring of a soul within him and his world of experience in a
moment seemed to grow thin and almost empty.
2. Since the time he had lived in Stanton, he used to come here for his only relaxation, to
swim, to breath, to rest, to ponder, to be alone and to be alive and they were not often.
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3. The new freedom urged him to come here immediately and a strange feeling in him made
him realize that he was happening there for the last time.
4. The Stanton Institute of Technology had, that morning, expelled him from his architecture
classes and the campus for not following the path shown by wise people of the past.
5. He removed his shirt and pants sans button and dived into the flowing river and felt a ton
of weight leaving his body making him fresh and energetic.
123.
1. She had provided him a room with bare necessities of furniture and he did not feel like
adding anything: no adoring artwork, no pennants and no smell of humans.
2. Except for his clothes and his drawings, there was nothing else in the room; there were
very few clothes and too many pictures.
3. It looked as if he never decided anything on his own and allowed others choose for him.
4. In one corner the drawings were neatly kept one above the other and she thought that he
valued more the pictures and less the humans.
5. For him, his drawings were the most valuable possession that he had, and he would never
swap it for even a ton of gold or a prime property in New York.
124.
1. Fortunately for him, nobody noticed his mother sobbing with her arms about him.
2. He gathered from the roar of the crowd that he had graduated with honors, that the
Architects’ Guild of America had presented him with a gold medal and that he had been
awarded the Prix de Paris by the Society for Architectural Enlightenment of the U.S.A.-a
four-year scholarship at the Ecole des Beaux-Arts in Paris.
3. Then he was shaking hands, scratching the perspiration off his face with the end of a
rolled parchment, nodding, smiling and suffocating in his black gown.
4. The President of the Institute shook his hand, booming: “Stanton will be proud of you, my
boy.” The Dean shook his hand, repeating: “…a glorious future. A glorious future. ..A glorious
future…”.
5. He saw the degree certificate, read whatever was printed on it entirely, stood motionless
for a couple of minutes and tore the piece of paper he had received from the President of
the Institute, into hundreds of bits.
125.
1. Pain and suffering will be unleashed against you by the world and there is no escape from
this brutal truth.
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2. And I know that if you carry on accepting the shit that you will get from the world with a
smile, through to the end, it will be a momentous victory, not only for you but for all people
who have suffered silently in the past.
3. If you win all those, who died before you carry the cross of suffering and pain, will feel
indebted to you.
4. I am sure you have the inner strength to withstand and accept the traumas you are going
to face and you will win.
5. Pain is inevitable but suffering need not be.
126.
1. When ICICI Bank submitted a report with the US capital market regulator, which was
needed to meet its listing requirements in the US, stakeholders who were in the dark came
to know of the challenges faced by the management.
2. Both Sebi and CBI independently were profoundly analyzing some of the bank’s
operational aspects is the crux of the filing done by the bank.
3. Chanda Kochhar has been asked to go on leave pending investigations into the Videocon
issue
4. ICICI Bank was in the middle of a tough situation for over five months because of
corporate governance problems.
5. Since the bank management was tight-lipped, the stakeholders have had to take the help
of the media reports to get inputs about their bank
127.
1. In the next six weeks, India and England will be testing their mettle in five Test cricket
series.
2. In test cricket, one can see the players wearing white clothes because white clothing
reflects heat better and is always much more comfortable than colored ones
3. The test matches will prove to be a turning point in the careers of India’s captain and his
less motivated team.
4. This five-day game is the real thing and people and cricketers regard it as the ultimate
test of skill and temperament, even though the shorter formats of cricket have good mass
appeal.
5. To be reckoned great a person has to prove his distinction not only in the shorter formats
but also in tests.
128.
1. Instead of effectively trying to implement the rule of law and delivery of Justice,
governments seek to distract public criticism by legislating harsher punishments.
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2. The solution resorted to by the government to the rising number of sexual offense cases
against women and children is to increase the punishment that is to be given to the
perpetrator of the crime
3. In Kerala, two clergymen were asked to surrender by the Supreme Court following a sex
scandal.
4. On Monday, Lok Sabha passed the Criminal Law (Amendment) Bill providing for death
penalty for those convicted of raping girls below 12.
5. Public outrage after the Kathua gangrape-murder of an eight-year-old was the trigger for
this latest change in the criminal law.
129.
1. Against this background, after year-long consultations with the public, a committee of
experts chaired by Justice B.N.SriKrishna to the Ministry of Electronics and Information
Technology submitted draft legislation on data protection.
2. French cybersecurity expert Baptiste Robert, hacked into the Aadhaar android app earlier
in January successfully and has detailed the way it was done in just over a minute.
3. Private companies and State agencies have been collecting vast amounts of personal data
and unfortunately, there is this absence of a data protection legal framework in our country
4. Private companies and state agencies, who use and process data of individuals, do not
divulge the purpose for which the data are being harnessed.
5. The right to privacy as a fundamental right was brought out clearly in the landmark
judgment in Justice K.S.Puttaswamy v. Union of India and hence the need for legislation was
felt.
130.
1. The NYPD has uncovered an organized child trafficking racket recently and they have
taken into custody at least 24 people from New York out of which at least 6 of them are
Indians.
2. Donald Trump’s idea of a “zero-tolerance” approach to deal with undocumented migrants
is to separate parents and children within migrating families with the result that there is a
booming number of minors in foster care.
3. Nearly 2000 children were separated from their parents, between October 2017 and May
2018, according to Agency reports.
4. Recently, disturbing photos and videos of screaming toddlers in the custody of Customs
and Border Protection personnel, in chain-link cages have emerged.
5. Both Democrats and Republicans have expressed their profound shock about the way
children are forced to face trauma after getting separated from their parents and they feel
this is not the way to stop undocumented border crossings.
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DIRECTION for the questions 131 to 150: Read the information given below and answer the
question that follows.
131. “People who work in law, hotel and food services, and technology were found the most
likely to skip breakfast daily, according to a recent study. As for people who do eat breakfast
and prefer a savoury type (like an egg), the study found they tend to make more money, be
night owls and prefer cats over dogs. If you prefer a sweet breakfast like a donut you tend to
be a morning person, like romcoms and are a dog person”.
Which of the following can be BEST inferred based on the above paragraph?
(a) IT professionals, who eat eggs for breakfast, are more likely to make more money than
their counterparts who eat donuts for breakfast.
(b) Lawyers, who eat savory breakfast daily, make more money than those lawyers who
have early breakfast daily.
(c) Hoteliers who eat regular breakfast are more likely to make more money than those who
watch romcoms regularly.
(d) Among regular breakfast eaters, early risers have more sugar in their breakfast than late
risers.
132. In a 2017 survey of 3,915 American workers, my colleagues and I found that workers
report experiencing a sizable “voice gap” at work — that is, a gap between how much say or
influence they feel they ought to have and how much they actually have — on topics such as
wages, working conditions, fair treatment, and input into how they do their work. And now
a second study, I have just completed with a new team, finds that today’s workers want
forms of voice and representation that go well beyond traditional unions.
Based on the above paragraph, which of the following options would you agree with the
MOST?
(a) The first study defines the concept and the second study uses the concept in a specific
context.
(b) The first study shows the intensity of the problem and the second study shows
limitations of the existing solutions.
(c) The first study shows the frustration of the American workers and the second study
shows the inability of unions in addressing them.
(d) The first study highlights the existence of the problem and the second study highlights
the need for new ways of solving it.
133. Global surface temperatures in 2019 are on track to be either the second or third
warmest since records began in the mid-1800s, behind only 2016 and possibly 2017. On top
of the long-term warming trend, temperatures in 2019 have been buoyed by a moderate El
Niño event that is likely to persist through the rest of the year.
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Which of the following statements can be BEST inferred based on the above paragraph?
(a) El Niño event causes global surface temperatures to rise in the long-term.
(b) A moderate El Niño event increases temperature more than a weak El Niño event.
(c) El Niño event did not affect temperatures in 2016 and 2017.
(d) The long-term trend of global surface temperatures is unrelated to El Niño.
134. If we can send a human to the Moon, why can’t we build sustainable cities? Defeat
cancer? Tackle climate change? So, go the rallying cries inspired by one of humanity’s
greatest achievements, the US effort that put Neil Armstrong and Buzz Aldrin on the Moon
on 20 July 1969.
Which of the following statements, if true, BEST communicates the intent of the paragraph?
(a) America’s moonshot was more about race to the moon and less about solving problems.
(b) America’s moonshot initiative was mainly a response to USSR’s competing initiative.
(c) The reason we celebrate 1969 moonshot is precisely because nothing significant has
been done in that domain since then.
(d) The complexity of developing sustainable cities and curing cancer is far more than
sending a human to the moon.
135. When asked what the politician will do for the nation’s economy, he attacked the
opponent by saying, “Look at that face! Would anyone vote for that? I mean, she’s a
woman, and I’m not supposed to say bad things, but really, folks, come on. Are we serious?
Nevertheless, we’re going to defeat ISIS. ISIS happened a number of years ago in a vacuum
that was left because of bad judgment. And I will tell you, I will take care of ISIS.”
Which of the following statements BEST describes the politician’s intent?
(a) To make an emotional appeal to the voters
(b) To appeal to the macho voters and use fear as a tool to lure voters
(c) To divert attention towards ISIS as compared to the economy
(d) To make a sexist remark and share his concern about an important issue
136. Empirical observation told us years ago that goats were slowly becoming the new dog,
and according to a new study, they are truly qualified to be man’s best friend. The Royal
Society released heart-warming research showing that just like humans, goats have no
desire to interact with people who come off as angry or upset, and that they’re much more
attracted to those with big smiles plastered across their faces. When 12 males and 8
females were released into a pen decorated with images of happy and angry humans, the
scientists learned that goats can “distinguish between happy and angry images of the same
person,” and in general, they prefer their humans to be happy.
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Which of the following statements is definitely true according to the passage?
(a) When they look at a smiling person, the goats are happy.
(b)When they look at a frowning person, goats are afraid of him.
(c) When they look at a straight-faced person, goats remain passive.
(d) When they look at a frowning person, the goats are sad.
137. An accurate measure of drug efficacy would require comparing the response of
patients taking it with that of patients taking placebos; the drug effect could then be
calculated by subtracting the placebo response from the overall response, much as a
delicounter worker subtracts the weight of the container to determine how much lobster
salad you’re getting. In the last half of the 1950s, this calculus gave rise to a new way to
evaluate drugs: the double-blind, placebo-controlled clinical trial, in which neither patient
nor clinician knew who was getting the active drug and who the placebo.
Which of the options is a wrong answer to this Question How does a double-blind ensure a
better trial of a new drug?
(a) It increases the overall response to the drug.
(b) The patient does not know whether he/she is getting a placebo.
(c) It reflects the calculus exemplified by the deli-counter episode.
(d) The clinician cannot pick and choose patients to whom placebos can be administered.
138. Alligators are freshwater reptiles. However, people have come face to face with them
in mud in a salt marsh in Georgia. Finding alligators in the salt marsh is not a mystery or a
miracle. At least 23 species of predator have been spotted living in surprising habitats.
Predators such as alligators, otters, mountain lions, wolves and raptors are thriving in places
they shouldn't, revealing some serious misunderstandings about their behaviour and how to
protect them. Scientific literature divulges that these creatures are actually returning to
places they once occupied. It gives us astonishing insights into the lives of animals and helps
conservationists improve the old stomping grounds of these creatures.
Which of the following statements provides the most plausible explanation of the predators'
behaviour?
(a) Predators prefer to occupy different habitats, depending on the season and prevailing
weather.
(b) Predators migrate to a habitat different from where they were born.
(c) Predators are fully aware of where they were born.
(d) Predators have a genetic memory of their traditional stomping grounds.
139.
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Dense, dirty air laced with grease best describes the atmosphere of most Lagos streets.
Drive from one corner of this great west
African city to another and in no time you will find surfaces lightly dusted, like a soft
sprinkling of icing on cakes. Under the halfmoons of fingernails, thick grime settles. It’s a
scene taken as typically African: polluted, bedraggled, unhealthy. This has only ever been
made possible by the exploitation of Africa’s people. This week five west African countries,
Nigeria included, announced plans to end the practice of European oil companies and
traders exporting “African quality” diesel. “Dirty fuel” has earned the name because it is
imported diesel with sulphur levels as high as 3,000 parts per million when the European
maximum is 10ppm. To be clear, “African quality” fuel, is fuel not fit for European humans.
Which of the options is not necessarily the underlying assumption of the author in the
paragraph above?
(a) European oil companies dump their fuel on African countries.
(b) Economic exploitation, until challenged runs smoothly.
(c) Racism makes it easy for Europeans to justify the exploitation of inferior races.
(d) Typically, African cities today are not fit for human habitation.
140. Arti is planning for higher studies and her future goals include working as a manager of
a non-profit organization designed to provide assistance to under-represented populations.
Arti researched the mission statements of various colleges and discovered that college X, a
small private college with a fee of Rs. 8 lakhs per year, was dedicated to producing
compassionate and curious leaders. College Y, a large institute with a fee of Rs. 9 lakh per
year, promoted itself as a leading research facility. Based on her research, she decided to
apply to college X rather than College Y.
Which of the following options is the most likely explanation of Arti's decision?
(a) A direct relationship exists between a college's cost and the quality of the education it
provides.
(b) Students apply to smaller colleges that offer more personalized attention from
professors.
(c) A large research university cannot prepare students for a career as a non-profit
executive.
(d) Students apply to colleges with mission statements that align with their goals.
141. The size of oceanic waves is a function of the velocity of the wind and of fetch, the
length of the surface of the water subject to those winds. The average impact of waves
against a coastline is a function of the size of the waves and the shape of the sea bottom.
The degree of erosion on coastline is a function of the average impact of waves and the
geologic composition of the coastline.
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According to the above paragraph, which of the following options will be true?
(a) The fetch of wind is related to the shape of the sea bottom.
(b) The size of oceanic waves will not fluctuate far from average.
(c) The size of oceanic wave is correlated with the shape of the sea bottom.
(d) Degree of erosion on coastline is not related with the velocity of wind.
142. Indian religious and ethical space is different from that of the western countries. The
Vedas, the Upanishads, the Bhagavad Gita, the Ramayana, and the Mahabharata etc. enrich
Indian religious and social space. Details of the treatment of human values and Dharmas
have a long tradition. They are often compared, contrasted and debated by the characters
in the Ramayana and the Mahabharata. In the process, it has given birth to a tradition of
dharma, which has been transferred from generation to generation. Ethical discourse was
not a one-time affair. From time to time, religious leaders from various regions of India
nourished and strengthened the Indian ethical arena. Tiruvalluvar (second century B.C.),
Kabir from Uttar Pradesh (fifteenth century A.D.), Nanak from Punjab (fifteenth century
A.D), Alvars and Nayanmars of Tamil Nadu (eighth century A.D.), Basaveswara of Karnataka
(Twelfth century A.D.), Sri Chaitanya (Sixteenth century) were prominent.
Which of the following assumptions will make the above paragraph redundant?
(a) All religious leaders, mentioned in the paragraph, preach the same message and it is
transferred from one generation to the next.
(b) Western religious spaces do not have details of treatment of principle of Dharma.
(c) Ramayana and Mahabharata have made it possible for religious leaders to build the
tradition.
(d) Western ethical and religious space has a long tradition of treatment of human values
and Dharma.
143. A manager seeks approval for conducting a training programme on 'openness'. He puts
forward the following arguments in favour of the program to his CEO.
Which of the following arguments is the least likely to have a logical fallacy?
(a) We did a pilot training program with a group of employees. Post the program, one of the
participants was open to new ideas.
(b) This program should be good for our organization since it is designed by a leading
consultant.
(c) Internal studies conducted across groups and locations showed that 'openness' increases
innovation.
(d) We have only two options; we can either train our employees on 'openness' or suffer the
consequences.
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144. In recent past, Indian football team has lost most of the matches in international
football tournaments. The most successful coaches in Indian club football tournaments are
from Latin American countries. In most of the Latin American countries, football is more
popular sport than cricket.
From the passage above, choose the correct option:
(a) It can be DEFINITELY concluded that “In India, cricket is more popular than football”.
(b) It can be DEFINITELY concluded that “Most Latin American countries are successful at
football”.
(c) It can be DEFINITELY concluded that “In recent past, coaches of Indian football teams are
not from Latin America”.
(d) It cannot be DEFINITELY concluded that “The more popular a sport the better the chance
of producing a successful coach in that sport”.
145. This season will pass. The Prime Minister may not win Lok Sabha elections, or she may;
she may not continue as Prime Minister, or she may. The country will survive whatever the
texture of politics in this decade or the next.
Which of the following, IF TRUE, will BEST reinforce the author’s view?
(a) The survival of any Prime Minister is dependent on the country’s economics growth.
(b) The country has a vibrant young working population.
(c) The survival of the country depends on a dynamic, growth-oriented Prime Minister, not
on the texture of politics.
(d) The previous season had also witnessed similar political uncertainty.
146. It is a curious historical fact that modern quantum mechanics began with two quite
different mathematical formulations: the different equation of Schroedinger , and the
matrix algebra of Heisenberg. The two, apparently dissimilar, approaches were proved to be
mathematically equivalent.
Which of the following sentences would most meaningfully follow the above paragraph?
(a) The two approaches did not start with the same mathematical formulations.
(b) These two points of view were destined to complement one another and were
ultimately synthesized in Dirac’s transformation theory.
(c) A third mathematical formulation given by Feynman combines the matrix algebra of
Heisenberg and Integral calculus of Leibniz.
(d) Quantum mechanics evolved in the twentieth century and came very close to particle
physics, especially after the CERN experiments in Switzerland.
 BY CATguruji(Vinay Sir)
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147. Ranu is an ordinary sportsperson. In the last two university sprint events, her
performances in the heats were pathetic. Which of the following, if true, weakens the above
argument the most?
(a) She had participated in the college swimming competition and finished last.
(b) She is a national shot -put champion.
(c) The last two times, Ranu had to compete with national level runners. Had she been in
other heats, she would have reached quarterfinals.
(d) Ranu was the only player who represented her college in the sprint events.
148. Mr. Good and Mr. Evil were batch - mates during the college. Five years after
graduating, Mr.Evil was put behind bars for financial fraud while Mr. Good was running a
successful NGO, working for orphans. Mr. Good was raised in a protective environment
while Mr. Evil was a self - made man. Based on the above information, which of the
following statements is definitely correct?
(a) It can be concluded that Mr. Evil is a ‘dandelion,’ but nothing can be conclude about Mr.
Good.
(b) It can be concluded that Mr. Evil is an ‘orchid’, but nothing can be concluded about Mr.
Good.
(c) It can be concluded that Mr. Good is a ‘dandelion’, but nothing can be concluded about
Mr. Evil.
(d) It is not possible to conclude about ‘children typology’ of the two batch mates.
149. It is one week since Uttarakhand’s worst disaster in living memory. Flash floods
resulting from extremely intense rainfall swept away mountainsides, villages and towns,
thousands of people, animals, agriculture fields, irrigation canals, domestic water sources,
dams, roads, bridges, and buildings - anything that stood in the way.A week later, media
attention remains riveted on the efforts to rescue tens of thousands of pilgrims and tourist
visiting the shrines in the uppermost reaches of Uttarakhand’s sacred rivers. But the deluge
spread far beyond th Char Dhams - Yamunotri, Gangotri, Kedarnath and Badrinath - to cover
the entire state. The catchments of many smaller rivers also witnessed flash floods but the
media has yet to report on the destruction there. Eyewitness accounts being gathered by
official agencies and voluntary organizations have reported devastation from more than 200
villages so far and more affected villages are being reported every day.
Which of the following would the author agree the most with?
(a) Char Dhams were most affected by Uttarakhand disaster.
(b) Entire catchment of rivers flowing in Uttarakhand was affected.
(c) Media attention was on Char Dham but the entire catchment area of rivers flowing in
Uttarakhand was affected.
 BY CATguruji(Vinay Sir)
9974227383
(d) Media cannot be trusted as it focuses only on important places and events.
150. Widespread use of lectures in class-rooms in business schools leads to severe negative
consequences. The first consequence is theoretically knowledgeable graduates who cannot
apply theory to solve real world problems. The more serious consequence is that lectures
encourage a feeling of total omniscience among them which persists for quite some time
after graduating. This feeling prevents "them from learning from their subordinates and
colleagues.
Which of the following can best help to reduce these negative consequences among the
students in a business school?
(a) Use illustrations of real life problems in classrooms.
(b) Send the students to find business problems so that it can be discussed in classrooms.
(c) Business education to be given to students, who have work experience.
(d) Modify the pedagogy to have knowledge of theory and application in parallel.