Official verbal ability thread for CAT 2014

MBA CAT 2022
1141


When people react to their experiences with particular authorities, those authorities and the organizations or institutions that they represent often benefit if the people involved begin with high levels of commitment to the organization or institution represented by the authorities. First, in his studies of people's attitudes toward political and legal institutions, Tyler found that attitudes after an experience with the institution were strongly affected by prior attitudes. Single experiences influence postexperience loyalty but certainly do not overwhelm the relationship between pre-experience and postexperience loyalty. Thus, the best predictor of loyalty after an experience is usually loyalty before that experience. Second, people with prior loyalty to the organization or institution judge their dealings with the organization's or institution's authorities to be fairer than do those with less prior loyalty, either because they are more fairly treated or because they interpret equivalent treatment as fairer. Although high levels of prior organizational or institutional commitment are generally beneficial to the organization or institution, under certain conditions high levels of prior commitment may actually sow the seeds of reduced commitment. When previously committed individuals feel that they were treated unfavourably or unfairly during some experience with the organization or institution, they may show an especially sharp decline in commitment. Two studies were designed to test this hypothesis, which, if confirmed, would suggest that organizational or institutional commitment has risks, as well as benefits. At least three psychological models offer predictions of how individuals' reactions may vary as a function of (1) their prior level of commitment and (2) the favorability of the encounter with the organization or institution. Favorability of the encounter is determined by the outcome of the encounter and the fairness or appropriateness of the procedures used to allocate outcomes during the encounter. First, the instrumental prediction is that because people are mainly concerned with receiving desired outcomes from their encounters with organizations, changes in their level of commitment will depend primarily on the favorability of the encounter. Second, the assimilation prediction is that individuals' prior attitudes predispose them to react in a way that is consistent with their prior attitudes. The third prediction, derived from the group-value model of justice, pertains to how people with high prior commitment will react when they feel that they have been treated unfavorably or unfairly during some encounter with the organization or institution.





Fair treatment by the other party symbolizes to people that they are being dealt with in a dignified and respectful way, thereby bolstering their sense of self-identity and self-worth. However, people will become quite distressed and react quite negatively if they feel that they have been treated unfairly by the other party to the relationship. The group-value model suggests that people value the information they receive that helps them to define themselves and to view themselves favorably. According to the instrumental viewpoint, people are primarily concerned with the more material or tangible resources received from the relationship. Empirical support for the group-value model has implications for a variety of important issues, including the determinants of commitment, satisfaction, organizational citizenship, and rule following.





Determinants of procedural fairness include structural or interpersonal factors. For example, structural determinants refer to such things as whether decisions were made by neutral, fact-finding authorities who used legitimate decision-making criteria. The primary purpose of the study was to examine the interactive effect of individuals (1) commitment to an organization or institution prior to some encounter and (2) perceptions of how fairly they were treated during the encounter, on the change in their level of commitment. A basic assumption of the group-value model is that people generally value their relationships with people, groups, organizations, and institutions and therefore value fair treatment from the other party to the relationship. Specifically, highly committed members should have especially negative reactions to feeling that they were treated unfairly, more so than (1) lesscommitted group members or (2) highly committed members who felt that they were fairly treated. The prediction that people will react especially negatively when they previously felt highly committed but felt that they were treated unfairly also is consistent with the literature on psychological contracts. Rousseau suggested that, over time, the members of work organizations develop feelings of entitlement, i.e., perceived obligations that their employers have toward them. Those who are highly committed to the organization believe that they are fulfilling their contract obligations. However, if the organization acted unfairly, then highly committed individuals are likely to believe that the organization did not live up to its end of the bargain.

1. The hypothesis mentioned in the passage tests at least one of the following ideas.
 (A) People continue to show loyalty only if they were initially committed to the organization.
 (B) Our experiences influence post-experience loyalty but certainly underwhelm the relationship between pre-experience and post-experience loyalty.
 (C)Pre-experience commitment always has inverse relationship with the post-experience commitment.
 (D) None of these ideas are being tested by the hypothesis.
 (E) -----

2. For summarizing the passage, which of the following is most appropriate:
 (A) The study explored how citizens' commitment to legal authorities changed as a function of their initial level of commitment and their perceptions of how fairly they were treated in their recent encounters with legal authorities.
 (B) The influence of individuals' prior commitment to an institution on their reactions to the perceived fairness of decisions rendered by the institution was examined.
 (C)Given the generally positive consequences to organizations of having committed employees, it may be that unfair managerial practices would begin to alienate the very employees that the organization would least wish to alienate.
 (D) The passage aims at understanding how people define happiness and these definitions include instrumental view-points.
 (E) -----

1142


There are five types of writing styles that are generally used -

1)Expository

2)Descriptive

3)Persuasive

4)Narrative

5)Argumentative

1. Expository Writing: Expository writing is a subject-oriented writing style, in which the main focus of the author is to tell you about a given topic or subject, and leave out his personal opinions. He furnishes you with relevant facts and figures and does not include his opinions. This is one of the most common type of writing styles, which you always see in text books and usually "How - to" articles, in which the author tells you about a given subject, as how to do something.

Key Points:

• Expository writing usually explains something in a process

 • Expository writing is often equipped with facts and figures

• Expository writing is usually in a logical order and sequence


2. Descriptive writing: Descriptive writing is a style of writing which focuses on describing a character, an event or a place in great details. It is sometimes poetic in nature in which the author is specifying the details of the event rather than just the information of that event happened. Example: In descriptive writing, the author will not just say: "The vampire killed his lover" He will change the sentence, focusing on more details and descriptions, like: "The red-eyed, bloody vampire, flushed his rusty teeth into the soft skin of his lover, and ended her life."

Key Points:

• It is often poetic in nature

• It describes places, people, events, situations or locations in a highly-detailed manner.

• The author visualizes you what he sees, hears, tastes, smells and feels.


3. Persuasive Writing: Persuasive writing, unlike 'Expository Writing', contains the opinions, biasness and justification of the author. Persuasive writing is a type of writing which contains justifications and reasons to make someone believe on the point the writer is talking about. Persuasive writing is for persuading and convincing on your point of view. It is often used in complain letters, when you provide reasons and justifications for your complaint; other copy writing texts, T.V commercials, affiliate marketing pitches etc. are all different types of persuasive writing, where author is persuading and convincing you on something he wants you to do and/or believe.

Key Points:

• Persuasive writing is equipped with reasons, arguments and justifications

• In persuasive writing, the author takes a stand and asks you to believe his point of view.

• If often asks for a call or an action from the readers.


4. Narrative Writing: Narrative writing is a type of writing in which the author places himself as the character and narrates you to the story. Novels, short stories, novellas, poetry, biographies can all fall in the narrative writing style. Simply, narrative writing is an art to describe a story. It answers the question: "What happened then?"

Key Points:

• In narrative writing, a person, being a narrative, tells a story or event.

• Narrative writing has characters and dialogues in it.

• Narrative writing has definite and logical beginnings, intervals and endings.

• Narrative writing often has situations like disputes, conflicts, actions, motivational events, problems and their solutions.


5. Argumentative Writing: The leading tone in an argumentative essay is the position of proving that the presented point of view is the correct one and possesses more truthful arguments than any other opinions. The author through proper reasoning, inducting and making conclusions, must prove the assertions or the theories of the argumentative essay.

Key Points:

• Purpose is to get reader to acknowledge that author's side is valid and deserves consideration as another point of view.

• Author researches a topic and then align on one side.

• Author's purpose is to simply get the reader to consider he has an idea worthy of listening to. The writer is sharing a conviction, whether the audience ends up agreeing or not.


1143


CAT 2007 RC

The difficulties historians face in establishing cause-and-effect relations in the history of human societies are broadly similar to the difficulties facing astronomers, climatologists, ecologists, evolutionary biologists; geologists, and palaeontologists. To varying degrees each of these fields is plagued by the impossibility of performing replicated, controlled experimental interventions, the complexity arising from enormous numbers of variables, the resulting uniqueness of each system, the consequent impossibility of formulating universal laws, and the difficulties of predicting emergent properties and future behaviour. Prediction in history, as in other historical sciences, is most feasible on large spatial scales and over long times, when the unique features of millions of small-scale brief events become averaged out. Just as I could predict the sex ratio of the next 1,000 newborns but not the sexes of my own two children. the historian can recognize factors that made inevitable the broad outcome of the collision between American and Eurasian societies after 13,000 years of separate developments, but not the outcome of the 1960 U.S. presidential election. The details of which candidate said what during a single televised debate in October 1960 could have given the electoral victory to Nixon instead of to Kennedy, but no details of who said what could have blocked the European conquest of Native Americans.

How can students of human history profit from the experience of scientists in other historical sciences? A methodology that has proved useful involves the comparative method and so-called natural experiments. While neither astronomers studying galaxy formation nor human historians can manipulate their systems in controlled laboratory experiments, they both can take advantage of natural experiments, by comparing systems differing in the presence or absence (or in the strong or weak effect) of some putative causative factor. For example, epidemiologists, forbidden to feed large amounts of salt to people experimentally, have still been able to identify effects of high salt intake by comparing groups of humans who already differ greatly in their salt intake: and cultural anthropologists, unable to provide human groups experimentally with varying resource abundances for many centuries, still study long-term effects of resource abundance on human societies by comparing recent Polynesian populations living on islands differing naturally in resource abundance.

The student of human history can draw on many more natural experiments than just comparisons among the five inhabited continents. Comparisons can also utilize large islands that have developed complex societies in a considerable degree of isolation (such as Japan, Madagascar. Native American Hispaniola, New Guinea, Hawaii, and many others), as well as societies on hundreds of smaller islands and regional societies within each of the continents. Natural experiments in any field, whether in ecology or human history, are inherently open to potential methodological criticisms. Those include confounding effects of natural variation in additional variables besides the one of interest, as well as problems in inferring chains of causation from observed correlations between variables. Such methodological problems have been discussed in great detail for some of the historical sciences. In particular, epidemiology, the science of drawing inferences about human diseases by comparing groups of people (often by retrospective historical studies), has for a long time successfully employed formalized procedures for dealing with problems similar to those facing historians of human societies.

In short, I acknowledge that it is much more difficult to understand human history than to understand problems in fields of science where history is unimportant and where fewer individual variables operate. Nevertheless, successful methodologies for analyzing historical problems have been worked out in several fields. As a result, the histories of dinosaurs, nebulae, and glaciers are generally acknowledged to belong to fields of science rather than to the humanities.

Q.Why do islands with considerable degree of isolation provide valuable insights into human history?

(1) Isolated islands may evolve differently and this difference is of interest to us.

(2) Isolated islands increase the number of observations available to historians.

(3) Isolated islands, differing in their endowments and size may evolve differently and this difference can be attributed to their endowments and size.

(4) Isolated islands. differing in their endowments and size, provide a good comparison to large islands such as Eurasia, Africa, Americas and Australia.

(5) Isolated islands, in so far as they are inhabited, arouse curiosity about how human beings evolved there.

1144


Guys check this link out for PJs.. most of them are from previous year's CAT though !


http://www.cetking.com/cat/free-material/parajumbles-paragraph-jumbles-jumbled-paragraphs/

1145

Which test series is better?  CL or IMS? 

1146

RC:


 The passage given below is followed by a set of four questions. Choose the most appropriate answer to each question. On the first page of the novel I am writing, I describe a horse - a gray mare named Mathilde. The mare is not a principal character in my novel; on page 23, when she briefly reappears in the hold of a ship crossing the Atlantic Ocean on her way to South America, I may, in the confusion of a stormy passage, easily forget about her and call her a pony; worse still, on page 84 where Mathilde is galloping on the plains of the Gran Chaco in Paraguay, I could have her become a filly. My point is that there is a huge difference between a mare, a pony and a filly. My Mathilde is long-legged, elegant, reliable, whereas a pony is tricky, often mean and tends to nip, and a filly is skittish, untrained, ready to bolt and do who knows what. 

Misspellings and inaccurate quotations and/or inaccurately rendered foreign phrases (and the writer herself is often the one to notice these most) stop the reader cold on the page. The same is true of typos. In a story I read recently, a dog called Marcia suddenly becomes Marci, and during the few seconds I was musing over the typo I lost sight of the actual dog. (It can also work the other way around and for the benefit of the writer: Richard Ford tells of meaning to write that someone was cold-eyed; only he typed old-eyed, which he liked better, so he kept it.) Either way, it doesn't take much.

Writing consistently goes beyond getting the facts right. "If it is one, say one," says a Chinese proverb (and not eighteen minus seventeen nor five-sixths plus one-sixth). This is not, I think, a question of keeping it simple but of making it as true as possible. Not an easy task: At every turn, the sentence invites me to show how much I know, to show how smart I think I am; every metaphor, every analogy has the potential for fraudulence. Most of my comparisons are odious. Adverbs are hills I must climb to get to my destination; adjectives are furniture blocking my way. English is a naming language; its power derives from nouns.

"Art," Ken Kesey said, "is a lie in the service of truth," a statement which may appear to be contradictory but is not. Interesting, too, how often a true story sounds both false and boring while a lie sounds quite plausible. (How often have I heard: "Listen, you won't believe this but it's a true story and if only I had the time to write, I'd . . . ?" I may believe it, but I don't want to listen to it.) The truth does not have the urgency given a lie, nor does it have the consistency or the accuracy. The truth is obvious, self-evident; the truth is right there in front of your nose. A lie is more trouble. As the liar/writer, I have to convince. I have to appear sincere and be twice as clever so as not to get caught. One way of doing this is to use a lot of details, to distract the reader: "Yeah, yeah, I tell you, the guy was riding a horse, a big gray mare, with a long white tail and a braided mane, and the other thing I noticed about the mare is how she kept tossing her head up and down and working the bit in her mouth and how she kept flicking her ears back and forth . . ." Or else one can do the opposite: Keep the lie simple and not describe or explain much; let the reader do some of the work: "I told you, he was riding a horse - you know what a horse looks like . . .

"Making things up - as in fiction - sounds easy and like fun and it may be at first. By page three, to say nothing of by chapter five or six, I guarantee, it becomes harder and harder to sustain that lie or whatever the story is that you have made up. Harder still is to continue to sustain the belief of your reader as well as to convince him of the worth of his endeavor; and hardest of all is for him to trust you with his credulity. 

In my case, some of my writing is based on my experience - yes, I lived in Thailand, yes, I spent my childhood in South America - but most of it is based on accidentals, what I have heard or seen, and the rest on imagination. I borrow a bit here and a bit there; then I mix and rearrange to make it my own. And if I'm successful, in the end, I won't be able to remember - like a good liar, I suppose - what is true and what is made up. Or I like to write about stuff the average reader may not know a whole lot about: Sufis, Thai culinary customs, Guarani lace-making. Or I do a lot of research and then try my damndest to hide it all - another form of deceit - because every fact, every date, every statistic (however accurate and consistent) in fiction is like a stone hurled into the hull of a boat and with each stone the boat sinks further in the water. 

But fiction in the long run and final analysis has more to do with vision and desire than with making things up. The stronger both are, the more the language will be accurate, consistent and, possibly, lovely. The reverse is also true - the more accurate and consistent the language, the stronger the vision. Each word must be paid strict attention to, looked after, prized - "a rose by any other name" does not smell as sweet. And there's no point fooling around; once a word is set down on paper, it is out there forever (like the cork from a champagne bottle). "Stay on the body," Gordon Lish used to admonish us in class about our prose; an example he liked to point to was Amy Hempel's word-perfect "It was as quiet as a church," her description of - what else? - of being inside a church in a story called "In a Tub." Often, too, the shorter the word the trickier, the more difficult to deal with. And consider, for instance, if Molly Bloom had not said "yes." For sure, to write is to engage in a difficult relationship with language. I picture each word as a jealous husband, a demanding lover, an unreliable friend. Language is a problem, a presence, a kind of energy; language, in the words of Ahab, "taxes me."

1.It can be inferred that the author talks about the mistakes with the horse, filly and mare in order to

a.present herself as an easygoing person who is not afraid to admit to her mistakes  

b.showcase instances where she had also committed mistakes  

c.highlight the details that need to be taken care of while writing a book  

d.in order not to appear too critical of others

2.What does the author mean by saying "English is a naming language"?

a.English is most conducive to indulge in name-calling  

b.English derives its power from nouns, from names  

c.The power of name-calling is immense in English  

d.English is most suited to talking about different people


3.Which of the following is the author of the passage most likely to agree with?

a.Lying is art if its purpose is to make the truth appear more plausible  

b.Art deals with truth in a different manner and sometimes this might appear as lying  

c.lies can be more troublesome than truth  

d.Truth opposes lies and art is a lie


4.It can be inferred that fiction

a. tries to convince the reader of the veracity of the content  

b.tries to interest the reader who knows that fiction is a lie  

c.tries to match the level of lying between the author and the reader  

d.shows that readers are not fooled equally easily

-CL Mock

1147

RC:


 The passage given below is followed by a set of four questions. Choose the most appropriate answer to each question.

It was Durkheim's thesis that the ever increasing division of labour in society was bringing into being a more differentiated and complex society which was characterized by what he called organic solidarity as opposed to the mechanical forms of solidarity which prevailed in earlier times. 

What holds a society together or how is social integration possible? In his view social integration in modern industrial society was leading towards the formation of a society which was in its social and economic structures characterized by the division of labour, that is, a functionally differentiated society. Under such conditions, he believed, social integration required a particular kind of cultural cohesion that would be in harmony with social structures. The older forms of cultural cohesion - such as the idea of community - were losing their hold because they were based on a too direct (or 'mechanical', as he claimed) relationship between the individual and society. His question, then, related to the connection between social integration and cultural cohesion under the conditions of societal differentiation. 

A differentiated society could only be based on cultural forms of solidarity that were differentiated, that is based on generalized values. In his view this could only be realized in the evolution of co- operative relations between groups, in particular occupational groups, and through education. Such a value system would not be based on the values of a particular group in society but shared civic values.

The second perspective Durkheim proposed was that the actual historical experience of his time was not illustrative of this new organic form of solidarity, for civic morality was everywhere in crisis. The phenomenon of suicide epitomized the anomie which Durkheim thought was creeping into European society in its transitional stage between traditional society and the truly modern stage, the latter of which he associated more closely with European society. Anomie results when there is a breakdown in solidarity, when a discord emerges between culture and society, and as a result individuals no longer feel integrated into the society. 

Later Durkheim moved to a more advanced position seeing cultural cohesion in terms of the formation of cultural 'representations' which expressed the 'collective conscience'. These representations were the objectified self- images, or representations, of society. What happens, he wondered, when two collective consciences confront each other. 'For one people to be penetrated by another', he argued, 'it must cease to hold to an exclusive patriotism, and learn another which is more comprehensive'. Durkheim goes on to argue: ... this relation of facts can be directly observed in most striking fashion in the international division of labour history offers us. It can truly be said that it has never been produced except in Europe and in our time. But it was at the end of the eighteenth century and at the beginning of the nineteenth century that a common conscience of European societies began to be formed.

Though he opposed the negatively defined conservative view of the move from the cohesive world of community to the individualistic world of society - he was ambivalent on the merits of society. He did not think modern society, because of its differentiated structures, could recover the traditional idea of community as a fusion of culture and society; yet, 'the social' was something deeply ambiguous. It could provide the individual with more autonomy but it could also undermine it in the formation of anomie.

 His sociology pointed to the view that social integration required a co-operative framework for social groups and one in which education would play an ever greater role in generating cultural cohesion around the formation of generalized values. The idea of how a society represents itself and creates a cognitive space which constitutes, what he called, the 'meeting ground' between two collective consciences is an issue of central importance in understanding European integration in terms of the problematic of the relationship between social integration and cultural cohesion. A century later we have still not moved beyond Durkheim's fear that the degenerating forces of anomie are creeping into the vacuum created by the divergence of the social and the cultural.


What is the thematic highlight of this passage?

a.Social cohesion is an impossible task to accomplish in the face of various divergences.  

b.Cultural cohesion implies greater integration into the collective consciousness of the society.  

c.The social and cultural differentiation has made the harmonization difficult leading to individual's segregation.  

d.A cooperative framework may enhance the idea of social integration of the individual.


Which of the following would have been true if cultural cohesion would have been in complete harmony with social structures, which is a hypothetical situation according to the passage?

a.Every individual would have been integrated his own inner self with the prevalent social norms.  

b.The resultant cognitive space would have created new reasons for conflict and compromise.  

c.A criminal would have remained inculpable even if he indulged in deviant behaviour.  

d.There would have been enough space for an artist to express himself without any fear of repercussions.


It has been claimed in the passage that "education would play an ever greater role in generating cultural cohesion..."According to the passage, which of the following seem(s) appropriate reason(s) for such a claim?
A. Education would facilitate in understanding generalized values. 
B. It would make people more patriotic towards their own collective conscience.
C. The cohesion in the arena of culture will lead to greater understanding and appreciation of differences.

a.A only  b.B only  c.C only  d.A and C


Which of the following best describes the tone of the passage?

a.Argumentative  

b.Analytical  

c.Derisive  

d.Meditative

-CL Mock

1148

Read the passage and answer the question based on it.

Alfie Kohn, in his book, No Contest: The Case Against Competition, challenges the assumption that competition is necessary, productive, beneficial. He disputes four widely held myths regarding competition:

  1. That it is an inevitable part of human nature
  2. That it is more productive than cooperation in promoting success
  3. That competition is more enjoyable
  4. That it builds character

He then goes on to assert and defend the con_verse of each of these myths.

The aim of a class in gymnasium should be physical benefit to everybody. Instead, gym classes were typically spent playing a competi_tive game. The child that did not display athletic ability received no benefit from gymnasium. For example, in softball, the non-athletic child would be placed in right field, where the ball would sel_dom be hit, in basketball, she would sit on the bench till her team had a substantial lead, and be sent in when she could not jeopardize victory. Thus, from a very early age, once the child is labeled non-athletic, there is little opportunity for benefit from gym classes.

Even the method for forming teams involved a contest, winners and losers. The gym teacher would select captains, who would then choose their teams. The captains selected the best players first, and then with consultation of these players, selected the next level of players. The last to be picked would endure the humiliating experience of being judged by their peers as inferior.

In the classroom, we had a chance to shine. However, others did not. Students were early labeled winners and losers. This stifled natural motivation and joy of learning. The classroom version of the bench-warmer was afraid to raise his hand for fear of giving the wrong answer and being laughed at. Emphasis on being right discourages students from trying, and also teaches an inaccurate lesson, as few things in life are clearly right or wrong.

All the qualities that have been traditionally and erroneously applied to competition actually apply better to cooperation. Cooperation builds character, is basic to human nature, and makes learning more enjoyable and productive.

Some of our best and worst experiences at this school of business [New York University] have been our group projects. The best groups work cooperatively with each other, and bring forth an enjoyable experience, a good product, and lasting friendships. The ineffective groups are those that have intragroup competition.

Excerpted from 'The New Economics' by Edward Deming

1. All of the following are characteristics of a good project, except...

A)Is done by teams and not individuals.

B)Involves inter-group cooperation

C)Involves group members who are able to create good relationships with each other.

D)Delivers on the results expected.

2.What would be the reaction of Alfie Kohn when asked about children's participation in games like lawn tennis and badminton?

A) These games are in some sense better than basketball and baseball, in the sense that there are no benchwarmers.

B) Being individual games they do not foster team spirit as much as basketball and softball do

C) As long as a child is playing some kind of game and getting physical benefit it does not matter.

D) The entire philosophy of games is wrong; all we need is for everyone to do whatever is required to enjoy oneself.

3. What is implied about the reason for students not asking questions in class?

A) Lack of knowledge

B) Under-confidence about the teacher's reaction

C) It hinders the joy of learning

D) Worry about failure


1149

A.Air conditioning units work on basically the same principle as kitchen refrigerators, only without the box.  

B. Air conditioning takes advantage of the effects of evaporation, much like a swab of alcohol makes a person's skin feel cooler as the liquid evaporates.  

C. The end result is a space with significantly less heat, which makes it feel cooler to occupants.   

D. Contrary to popular perception, air conditioning is not about adding cool air to the room, but more about drawing heat away from it.  

a) CBDA               b) ADCB               c) DBAC               d) BCDA               e) DACB 


1150


Error
a) The tropical coastline of India,          b) especially the south-west coastline, 

c) is very reliable for                           d) establishing wave energy plants. 

e) No Error 


1151

Tribal immunity is the doctrine of sovereign immunity applied on behalf of Native American tribes. Under the Indian Commerce Clause, Congress has plenary authority over the tribes. Courts have held that these tribes cannot be sued without the consent of Congress. The doctrine of tribal immunity, however, is a judicially created doctrine that the federal courts have independently fashioned.

At least one Supreme Court Justice has noted the necessity of a more principled analysis of the doctrine of tribal immunity, expressing doubts about the continuing vitality in this day of the doctrine of tribal immunity as it was enunciated in the case of the United States v. United States Fidelity and Guaranty Co. and the view that that doctrine may well merit re-examination in an appropriate case.

The doctrine first emerged in the case of the United States v. United States Fidelity and Guaranty Co., where the Supreme Court held Indian nations exempt from suit without congressional authorization. The Supreme Court suggested two grounds for the doctrine. First, Native American tribes enjoy immunity as a result of being recognized as sovereigns.

Within the last decade, the court has reaffirmed this position, holding that these tribes retain all sovereign powers except those expressly terminated by Congress‖ and inconsistent with their status. These powers are not, in general, delegated powers granted by express acts of Congress‖, but rather inherent powers of a limited sovereignty which has never been extinguished.

A second basis for tribal immunity stems from the desire to protect tribal resources. While the Supreme Court did not explicitly pronounce the protection of tribal resources as a ground for its decision, it cited cases in support of its ruling that were primarily concerned with such protection. Unlike the immunities enjoyed by states, the federal government and foreign countries, no limitations have been placed on the scope of tribal immunity.

For instance, courts consistently hold that a Native American tribe's immunity can be waived only by its express consent or the consent of Congress. In contrast to other governments, implied waivers are generally not recognized even in cases where commercial activity by a tribe on or off its reservation has taken place. Similarly, the purchase of insurance by a tribe does not serve to waive immunity. Tribal immunity is, therefore, broader in this respect than is the immunity possessed by states, the federal government, and foreign countries.

The proprietary acts of Native American tribes have not been distinguished from the governmental functions of tribes, although this distinction has been made in cases concerning other sovereigns. In fact, some courts have specifically upheld that the fact that a tribe was engaged in an enterprise private or commercial in character, rather than governmental, is not material.‖ Thus courts continue to find a broader immunity for Native American tribes than is still recognized for any other sovereign.


1. Which of the following legal decisions would most weaken the author's claim about the immunity granted to Native American tribes? A. A decision to permit a Native American tribe to sue a foreign corporation

B. A decision to prevent a Native American tribe from suing the federal government

C. A decision to permit a business corporation to sue a Native American tribe

D. A decision to prevent the federal government from suing a Native American tribe

E. A decision to permit a Native American tribe to sue another Native American tribe

2. Based on information in the passage, which of the following statements is NOT true?

A. It is more difficult to sue a Native American tribe than a business corporation.

B. It is more difficult to sue the federal government than a Native American tribe.

C. It is less difficult to sue a foreign government than a Native American tribe.

D. It is less difficult to sue a state government than a Native American tribe

E. Tribal immunity has virtually no limits

3. Based on information in the passage, each of the following statements is a plausible explanation of why the judicial system has not changed the rules governing tribal immunity EXCEPT:

A. Native American tribes are sovereign entities that cannot be sued without their consent.

B. the resources possessed by Native American tribes should remain under tribal control.

C. Native American tribes have generally been unable to purchase insurance.

D. the sovereign powers of Native American tribes differ from those of other governments.

E. it is essential to protect the tribes' natural resources

@Preeti_L @jay3421 @swapnil4ever2u 

1152

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http://www.tcyonline.com/exam-preparation-mba-entrance-preparation-material/100000/mba-entrance/mock...

 

1153

On 1st January, 2000 the average age of a family of 6 people was 'A' years. After 5 years a child was born in the family and one year after that the average age was again found to be 'A' years. What is the value of 'A'? (Assume that there are no other deaths and births.)

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RC:

The question of silence is inseparable from a certain atopia. It is no-where to be heard, as there is no such thing as a place without sound of any kind. Everyone knows that outer space, to be sure, is silent, but this silence is only technical, and is a kind of limit-possibility, is an absolute in the way that death is an absolute. It is always on the other side of the loud and noisy, bustling with activity so unlike death. Our science fiction films always give us the roar of the rockets, the booming explosions, and the affective omniscience of film music-the silence of space is made loud and noisy, bustling with activity so unlike death. The occasional films which omit sound when outside the spacecraft still have to contend with the candy wrappers and plastic lids and the coughing of the theatre space, so the silence of space can only be alluded to, barely auditioned. Perhaps the closest we get to the silence of space is the tinny voice of the headset, and the rhythm of breathing amplified in the astronaut's helmet, the claustrophobia of atmospheric recirculation, such that silence is brought so close that it frames our perceptions and the action. Silence then takes on the explosiveness of an immanent possibility. Like death. 

It is no accident that we bring up cosmic space in our first consideration of the thematic of silence. For we can say, silence is the sound of space, quiet is always the sound of a place. For the closest approximation to silence is quiet, but to think of quiet is always to suggest a quiet: the quiet of the library, of a forest clearing, of anywhere at three in the morning. Silence, however, is a corollary of absolute space, of pure, uninterrupted extension, the space of Descartes and Newton, amongst others, or space uninflected, the happy medium for grids of all kinds. Noise localizes, for sounds have sources. They emanate from centers, or multiple centers, as in the accumulation of the traffic hum which is the acoustic signature of urban spaces. Silence is as well the transposition onto the acoustic plane of the blankness of paper, whether white or yellowy. Western art music shares this white silence with writing and painting. Rauschenberg had presented, in the early fifties, a series of monochrome paintings entitled the White Paintings. Here, too, the apparent emptiness reveals an active vitality and presence of light, color, and movement. Rauschenberg's radical move towards white paintings certainly drove Cage to present his own "white" work, the silent piece. The imperative of silence for music, one can imagine, originates from the margins of the notation system, the white in-between of notes and staff lines, as well as the silence that is reading and writing, i.e. the silence of speechlessness, St. Augustine's instinctive horror at the silence of the figure at the lectern, the silence of unvocalized interiority, the silence necessary as the medium of thought. 

The superabundant display of vitality, which takes the form of knocking, hammering, and tumbling things about, has proved a daily torment for some people. There are people, it is true-nay, a great many people-who smile at such things, because they are not sensitive to noise; but they are just the very people who are not sensitive to argument, or thought, or poetry, or art, in a word, to any kind of intellectual influence. On the other hand, noise is a torment to intellectual people. In the biographies of almost all the great writers, or wherever their personal utterances are recorded, complaints have been found regarding it.

Silence is an effect, specifically, a technological and architectural effect, a type of quiet that perhaps can trace its lineage to the invention of masonry walls, i.e. walls composed of solid planes and thus impermeable to the sounds that might creep in through a mesh of leaves or the gaps in bundled saplings. Silence as a fantasy or an act of imagination will thus be linked to a certain stage of civilization. For we can imagine the difference between death in the jungle and death in the polis. In the former situation, one imagines that the cessation of movement on the part of the deceased may lead to a heightened sensitivity to the surrounding activity of the place - the animal sounds, the wind in the foliage; in other words, all that may have been tuned out when giving attention to another would uncannily return to the foreground. By contrast, city death implies the silence of the tomb, prepared somewhat by the echoey sonorousness of the temple. Thus silence can be linked to a certain stony sense of enclosure and interiority.

What does the author imply by stating that 'silence of space is a kind of limit possibility'?


a.The concept of silence of space is very restricted in nature.  

b.The occurrence of space silence is less in everyday life because of the constant sound of other different things such as the roaring of rockets.  

c.The silence of space is only technical and is an absolute, like death.  

d.The space is presented as a busy place always bustling with some type of activity or the other.

What does the author imply by comparing silence with the space of Descartes and Newton?


a.The author tries to state the relationship between cosmic space and the concept of silence.  

b.The author tries to focus on the localization of noise and the sources from where they emerge.  

c.The author tries to state the relevance of Descartes and Newton's theories with respect to space.  

d.The author makes an indirect reference to the unaltered original space that was referred to by Descartes and Newton.


The above passage does not imply that:


a.Vitality cannot be expressed through silence.  

b.The concept of silence is a condition of inherent possibility and represents a rigid form of closeness.  

c.Silence is many times approximated with quiet.  

d.Silence is a type of technological and architectural effect.

Which of the following statements can be inferred from the passage?


a.St Augustine was filled with remorse at the silence of the figure of the lectern.  

b.Silence can be as explosive as quiet.  

c.Silence can be seen as a corollary of absolute space, unlike quiet.  

d.Intellectual people are insensitive to noise.

-CL Mock

1155

Is there any thread where one can find info about the forms of various colleges through cat?

1156

how is test funda test series compared to time and cl?

1157


https://33.media.tumblr.com/c26d624f09cba1977f8079a0e4d922a0/tumblr_nblrvzjzxT1tcrq1uo1_1280.png

1158


Anyone have pdf of face to face cat?

1159


No one but him could have told them that the king was I.

  • him could have told them the king was me.
  • he could have told them that the king was me.
  • he could have told them that the king was I.
  • him could have told them that the king was I.

0 voters

1160

If someone says we get tough RCs in exams, try to make head or tail of this article without touching a dictionary 😁 

http://www.thehindu.com/opinion/lead/lead-article-a-red-herring-for-judicial-independence/article639...