The Indian express says, "We shall issue a astrology section in our Thursday's paper".
Robert will say to me, "I am your classmate".
-Asia Pacific Institute Of Management
Nurture : Neglect then Denigrate : ?
-Asia Pacific Institute Of Management
Bevy
-Asia Pacific Institute Of Management
As a steadfast ________of our right to liberty time, Mishra had a few
________
1. defender ,equals
2.follower,enemies
3.opponent ,enemies
4.advocate,defenders
5.leader,unequals
Synonym of :
EMBEZZLE
0 voters
Below it four choices are given. Pick up the one which is most nearly the same in meaning as the word printer in bold and can replaces it without altering the meaning of the sentence.
The visitor had a bohemian look.
0 voters
result of mock cat 26th oct?
#RC:
To teach is to create a space in which obedience to truth is practised. Space may sound like a vague metaphor until we realise that it describes experiences of everyday life. We know what it means to be in a green and open field, we know what it means to be on a crowded, rush-hour bus. These experiences of physical space have parallels in our relations with other. On our jobs we know what it is to be pressed and crowded, our working space diminished by the urgency of deadlines and competitiveness of colleagues. But then there are times when deadlines disappear and colleagues cooperate, when everyone has space for family and friends. We know how it feels to have unreasonable demands placed upon us, to be boxed in by the expectations of those nearest to us. But then there are times when we feel accepted for who we are (or forgiven for who we are not).
Similar experiences of crowding and space are found in education. To sit in a class where the teacher stuffs our minds with information, organizes it with finality, insists on having the answers while being utterly uninterested in our views, and forces us into a grim competition for grades - to sit in such a class is to experience a lack of space for learning. But to study with a teacher who not only speaks but also listens, who not only gives answers but asks questions and welcomes our insights, who provides information and theories that do not close doors but open new ones, who encourages students to help each other learn - to study with such a teacher is to know the power of a learning space.
A learning space has three essential dimensions: openness, boundaries and an air of hospitality. To create an open learning space is to remove the impediments to learning that we find around and within us; we often create them ourselves to evade the challenge of truth and transformation. One source of such impediments is our fear of appearing ignorant to others or to ourselves. The openness of a space is created by the firmness of its boundaries. A learning space cannot extend indefinitely; if it did, it would not be a structure for learning but an invitation for confusion and chaos. When space boundaries are violated, the quality of space suffers. The teacher who wants to create an open learning space must define and defend its boundaries with care. Because the pursuit of truth can often be painful and discomforting, the learning space must be hospitable. Hospitality means receiving each other, our struggles, our new-born ideas with openness and care. It means creating an ethos in which the community of truth can form and the pain of its transformation be borne. A learning space needs to be hospitable not to make learning painless, but to make painful things possible, things without which no learning can occur - things like exposing ignorance, testing tentative hypotheses, challenging false or partial information, and mutual criticism of thought.
The task of creating learning space with qualities of openness, boundaries and hospitality can be approached at several levels. The most basic level is the physical arrangement of the classroom. Consider the traditional classroom setting with row upon row of chairs facing the lectern where learning space is confined to the narrow alley of attention between each student and teacher. In this space, there is no community of truth, hospitality or room for students to relate to the thoughts of each other. Contrast it with the chairs placed in a circular arrangement creating an open space within which learners can interconnect. At another level, the teacher can create conceptual space - space with words in two ways. One is through assigned reading, the other is not through reading a hundred pages but contemplative reading which opens, not fills, our learning space. A teacher can also create a learning space by means of lectures. By providing critical information and a framework of interpretation, a lecturer can lay down the boundaries within which learning occurs.
We also create learning space through the kind of speech we utter and the silence from which true speech emanates. Speech is a precious gift and a vital tool, but too often our speaking is an evasion of truth, a way of buttressing our self-serving reconstructions of reality. Silence must therefore be an integral part of learning space. In silence, more than in arguments, our mind-made world falls away and we are open to the truth that seeks us. Words often divide us, but silence can unite. Finally, teachers must also create emotional space in the classroom, space that allows feelings to arise and be dealt with because submerged feelings can undermine learning. In an emotionally honest learning space, one created by a teacher who does not fear dealing with feelings, the community of truth can flourish between us and we can flourish in it.
a.Where the teacher is friendly
b.Where there is no grim competition for grades
c.Where students are encouraged to learn about space
d.Where the teacher encourages students to help each other learn
a.We cannot have a space without boundaries.
b.Bounded space is highly structured.
c.When space boundaries are violated, the quality of space suffers.
d.A teacher can effectively defend a learning space without boundaries.
a.that learning space boundaries exist.
b.that silence is an integral part of the learning space.
c.that learning is completely painless.
d.none of the above.
a.a teacher committed to joining the community of truth.
b.a teacher who is not afraid of confronting feelings.
c.a teacher who takes care not to undermine the learning process.
d.a teacher who worships critical silence.
a.it is vital that learning be accompanied by unlearning.
b.learning encompasses such elements as courage, dignity and endeavour.
c.an effective teacher recognizes the value of empathy.
d.encourage good learners, discourage indifferent ones.
-CL Mock
Q. No. 13 Arrange the sentences B, C,D and E between the sentences A & F to form a logical sequence & to construct a coherent paragraph.
A. My grandmother always went to school with me because the school was attached to the temple.
B. When we had both finished, we would walk back together.
C. The priest taught us the alphabet and the morning prayer.
D. This time the village dogs would meet us at the temple door
E. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my mother sat inside reading the scriptures.
F. and they followed us to our home growling and fighting with each other.
RC:
Science does not grow by simple accumulation. The carefully observed, criticised, and theoretically schematised knowledge that is transmitted to the archive is not thereafter hoarded in secret vaults; it becomes the free property of all men including the scientists themselves, and is instrumental in the generation of further knowledge.
Nor is a scientific observer an inflexible machine, fully formed by his education. Being himself involved in the generation of new knowledge, he is continually revising his own creative and critical standards in the light of scientific progress. As the means become evident, as the possibilities present themselves, as new doors are opened by his own work or by the work of other scientists, he constructs more sensitive apparatus, seeks to confirm recent predictions, applies new theoretical formalisms, reinterprets previous discoveries, or conceives new programs of research. In other words, scientific activity is self-catalysing and self-correcting; it is governed by the outlook and directed towards the problems of its own day, as perceived by its human practitioners.
To illustrate this dynamic process, it would be necessary to penetrate into the obscure history of some particular branch of science, to show what information was potentially available to each research worker at the time, to note deficiencies of communication, and external stimuli that gave inspiration, to wonder at imaginative leaps and inexplicable blockages. The sources of invention turn out to be extraordinarily subtle and episodic, revealing little more than the diversity of human behaviour in unfamiliar circumstances.
Our immediate concern, however, is not so much with the psychology of discovery as with the sociology of belief. How does the scientific community react to the appearance of genuine new knowledge - in its ideal form, a well-ordered and convincing network of facts and interpretations, such as the theory of special relativity or Pasteur's clinching demonstration of the bacterial causation of disease?
After the initial period of scepticism and resistance, a major, new scientific principle carries all before it. Having been the subject of intense research, having stood the test of many efforts at refutation, it acquires a highly reputable, almost unchallengeable status. It is the pride and joy of its creators, who are rewarded with recognition, who teach it with relish and who cannot resist imposing it inexorably on acquiescent juniors. To embed oneself mentally in the new theory, to demonstrate one's mastery of it, to make it the basis of one's research is progressive and up-to-date. A whole new area of knowledge is quickly explored and mapped out as a consequence of the 'breakthrough'.
Here again, we need not go into the question of whether the long-term progress of science is ideally served by such waves of enthusiasm. What we should note is that the new principle - a metaphorical map of some corner of the world of nature - is rapidly internalised by every scientist to whom it seems relevant. It is not just something that he reads about in the scientific journals or a technical device that he can pick up, use and put down again as the occasion demands. As he solves problems with it, teaches it to his students and argues about it amongst his colleagues; he assimilates it as a concept, until it becomes a part of him. From the 1930's onwards, quantum mechanics, for all its philosophical paradoxes, was not just a 'theory' that could be used, if necessary, to explain atomic phenomena. Instead, to the atomic physicist, quantum mechanics had become reality; it was no longer possible to think physically in any other categorical language.
Thus, from a scientific revolution, evolves a new paradigm. Or, in the language of the visual metaphor, the map has become a picture.
Which of the following is not part of the process of a scientific breakthrough becoming a new area of knowledge?a.It goes through intense scrutiny and exhaustive attempts at refutation.
b.Having been an object of intense research, it attains a highly reputable and almost unchallenged status.
c.National pride sweeps away any resistance that the scientific community may have on the theory.
d.As a researcher propagates a theory and attains mastery of it, it becomes a basis for further research.
Which of the following statements can be inferred from the passage?a.The rigorous testing to which a new discovery is subjected brings out many other related ideas, which base themselves on the original discovery.
b.Scientists and academicians do not consider scientific journals as authentic sources of information.
c.The framework of ideas around which a new discovery is constructed is rigorously examined and verified.
d.The application of a new theory in scientific practice may result in a state when it becomes a construct without which a particular topic cannot be studied or understood.
The tone of the passage can be best described asa.verbose and contrived
b.analytical and succinct
c.effusive and awed
d.apathetic and indifferent
a.Science is the free property of all men and thus, is instrumental in the generation of new knowledge.
b.The scientific method requires the investigator to keep questioning his own findings, and more importantly, keep in touch with the developments in the discipline to test the validity of his research.
c.A new discovery that is not whole-heartedly accepted by the scientific community is invariably doomed to failure.
d.While a new idea is not welcomed unanimously with open arms, once rigorously tested, it proceeds to gain acceptance and respectability.
a.a woman journalist.
b.a social scientist.
c.a literary critic.
d.a science fiction writer.
-CL Mock
Couldn't find an active thread for RC, hence posting here. Please feel free to tag RC experts.
Does anyone over here take notes while doing RCs?
Read the sentence to find out whether there is any grammatical error or idiomatic error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. If there is no error, the answer is (E). (Ignore errors of punctuation, if any).
A.
The auditions for the first ever
B. reality-based pop band hunt, is
C. going on in full swing,
D. with numerous entries came in.
E. No error
-Asia Pacific Institute Of Management.
A part of sentence is given in bold. Below each sentence, four choices numbered (A), (B), (C) and (D) are given which can substitute the part of the sentence in bold. Find out the choice which can correctly substitute that part of the sentence. The number of that choice is the answer. If 'No correction needed' is your answer, the choice is (E).
The train will leave at 8.30 pm, we have been ready by 7.30 pm so that we can reach the station.
A.
should have
B. are
C. must be
D. were
E. No correction required
-Asia Pacific Institute Of Management
In this questions four words are given denoted by (1), (2), (3) and (4). Two of these words may be either synonyms or antonyms. Find out the correct pair in the question.
(1)Opaque
(2) Translucent
(3) Transverse
(4) Transvestite
A.2-1
B. 3-1
C. 2-4
D. 1-4
Rearrange the following six sentences (A), (B), (C), (D), (E) and (F)
in the proper sequence to form a meaningful paragraph; then answer the
questions given below.
A) With all the bid information being available and tracked online, corruption has considerably reduced.
(B) Today, most, ie over ninety-five per cent, households, in the city enjoy. broadband connection.
(C) All city contracts are now bid for online.
(D)
Over twenty years ago the city government, Central Government and the
private sector made a concerted effort to shift the economy to include
IT.
(E) As our cities do expand and become more complex, such a system will make governance more manageable.
(F)
This level of connectedness has changed not only the city's economy but
also how it is governed and how business is conducted.
1) Which of the following should be the FIRST sentence after rearrangement?
A. A
B. B
C. C
D. D
E. E
2)
Which of the following should be the SECOND sentence after rearrangement?
A. A
B. B
C. C
D. D
E. F
3)
Which of the following should be the THIRD sentence after rearrangement?
A. A
B. C
C. D
D. E
E. F
4)
Which of the following should be the FIITH sentence after rearrangement?
A.
A
B. B
C. C
D. D
E. E
5)Which of the following should be the LAST (SIXTH) sentence after rearrangement?
A. B
B. C
C. D
D. E
E. F
which is/are correct??
1) The ground where I play is not so big as this one.
2) The ground where I play is not as big as this one.
0 voters
So it means that we wont be able to highlight a line or a sentence of RC in CAT exam too ?
Just had a glimpse of mock cat 2014 at the official cat website.
cat 2K14 highlights
1) no negative marks for unanswered questions .
2)4 options for each question.
3)di lr will have 2-4 questions per set , rcs will have 4 questions per set .
4)no calculator allowed 😞 😝
1. Given the poor quality of service in the public sector. the HIV/AIDS affected should be switching to private initiatives that supply anti-retroviral drugs (ARVs) at a low cost.
2. The government has been supplying free drugs since 2004. and 35000 have benefited up to now though the size of the affected population is 150 times this number.
3. The recent initiatives of networks and companies like AIDSC are Network. Emcure, Reliance-Cipla-Cll, would lead to availability of much-needed drugs to a larger number affected people.
4. But how ironic it is that we should face a perennial shortage of drugs when India is one of the world's largest suppliers of generic drugs to the developing world.
JFIJ JIIJ IFIJ IFFJ JFII