RC Discussion for CAT 2013

MBA CAT 2022
542

The fact is often obscured by the widespread confusion about the nature and role of emotions in man"s life. One

frequently hears the statement, "Man is not merely a rational being, he is also an emotional being”, which implies some

sort of dichotomy, as if, in effect, man possessed a dual nature, with one part in opposition to the other. In fact,

however, the content of man"s emotions is the product of his rational faculty; his emotions are a derivative and a

consequence, which, like all of man"s other psychological characteristics, cannot be understood without reference to the

conceptual power of his consciousness.

As man"s tool of survival, reasons has two basic functions: cognition and evaluation. The process of cognition consists

of discovering what things are, of identifying their nature, their attributes and properties. The process of evaluation

consists of man discovering the relationship of things to himself, of identifying what is beneficial to him and what is

harmful, what should be sought and what should be avoided.

"A 'value" is that which one acts to gain and/or keep.” It is that which one regards as conducive to one"s welfare. A

value is the object of an action. Since man must act in order to live, and since reality confronts him with many possible

goals, many alternative courses of action, he cannot escape the necessity of selecting values and making value

judgements.

"Value” is a concept pertaining to a relation – the relation of some aspect of reality to man (or to some other living

entity). If a man regards a things (a person, an object, an event, mental state, etc.) as good for him, as beneficial in some

way, he values it and, when possible and appropriate, seeks to acquire, retain and use or enjoy it, if a man regards a

thing as bad for him, as inimical or harmful in some way, he disvalues it – and seeks to avoid or destroy it. If he regards

a thing as of no significance to him, as neither beneficial nor harmful, he is indifferent to it – and takes no action in

regard to it.

Although his life and well-being depend on a man selecting values that are in fact good for him, i.e., consonant with his

nature and needs, conducive to his continued efficacious functioning, there are no internal or external forces compelling

him to do so. Nature leaves him free in this matter. As a being of volitional consciousness, he is not biologically

"programmed” to make the right value-choices automatically. He may select values that are incompatible with his needs

and inimical to his well-being, values that lead him to suffering and destruction. But whether his values are life-serving

or life-negating, it is a man"s values that direct his actions. Values constitute man"s basic motivational tie to reality.

In existential terms, man"s basic alternative of "for me” or "against me”, which gives rise to the issue of values, is the

alternative of life or death. But this is an adult, conceptual identification. As a child, a human being first encounters the

issue of values through the experience of physical sensations of pleasure and pain.

To a conscious organism, pleasure is experienced, axiomatically, as a value-pain, as disvalue. The biological reason for

this is the fact that pleasure is a life-enhancing state and that pain is a signal of danger, of some disruption of the normal

life process.

There is another basic alternative, in the realm of consciousness, through which a child encounters the issue of values,

of the desirable and the undesirable. It pertains to his cognitive relations to reality. There are times when a child

experiences a sense of cognitive efficacy in grasping reality, a sense of cognitive control, of mental clarity (within the

range of awareness possible to his stage of development). There are times when he suffers from a sense of cognitive

inefficacy, of cognitive helplessness, of mental chaos, the sense of being out of control and unable to assimilate the date

entering his consciousness. To experience a state of efficacy is to experience it as a value; to experience a state of

inefficacy is to experience it as a disvalue. The biological basis of this fact is the relationship of efficacy to survival.

The value of sense of efficacy as such, like the value of pleasure as such, is introspectively experienced by man as

primary. One does not ask a man: "Why do you prefer pleasure to pain?” Nor does one ask him: "Why do you prefer a

state of control to a state of helplessness?” It is through these two sets of experiences that man first acquires

preferences, i.e. values.

A man may choose, as a consequence of his errors and/or evasions, to pursue pleasure by means of values that in fact

can result only in pain; and he can pursue a sense of efficacy by means of values that can only render him impotent. But

the value of pleasure and the disvalue of pain, as well as the value of efficacy and the disvalue of helplessness, remain

the psychological base of the phenomenon of valuation.

121. The author subtly suggests that

(a) there is a dual nature in man.

(b) there is dichotomy between as an emotional being and man as a rational being.

(c) there should be no dichotomy between man as a rational being and man as an emotional being.

(d) man"s emotions cannot be understood.

122. The biological basis of choosing efficacy as value

(a) cannot be understood easily.

(b) is the relationship of efficacy to survival.

(c) is the association of efficacy to pleasure.

(d) is the biological relationship to cognition.

123. The author defines value as

(a) something that results as good.

(b) something that is chosen by man.

(c) that which gives pleasure over pain.

(d) that which increases efficacy.

124. The basic theme of the passage is that

(a) man can choose his own values, irrespective of whether they are life sustaining or not.

(b) man chooses values that are life sustaining.

(c) values are given to man on account of his emotive process.

(d) emotions and rationality are derived from each other.

125. According to this passage, through which of the following set of experiences, does man

first acquire preferences?

A. A. Good and bad

B. Pleasure and pain

C. Child and adult

D. Efficacy and inefficacy.

(a) A

(b) A and B

(c) B and D

(d) C

126. Reasons has the following basic functions:

(a) Wisdom and judgement.

(b) Identifying what is beneficial to man.

(c) Identifying the nature of pleasure and its value.

(d) Cognition and evaluation.

127. The difference between a child"s and adult"s conceptual identification of issues relating to value is that

(a) the former experiences them through physical sensations.

(b) the latter experiences them through physical sensations.

(c) the latter"s is more volitional in nature.

(d) the adults" choice is existential in nature.

128. According to the author, while man chooses his own values, it does not mean that

(a) he is always successful.

(b) it guarantees the basic reason for choosing them.

(c) they are incompatible with his needs.

(d) his environment has a say in it.

129. What man experiences as primary, according to the author,

(a) is questionable merit.

(b) changes overtime.

(c) is the value of pain and pleasure.

(d) is not debatable.

130. While a man can choose his values

(a) he is biologically programmed to choose those of survival.

(b) he is biologically programmed to choose those of destruction.

(c) his volitional consciousness can lead him to the wrong choice

543

When you first arrive in a new culture, there is a period of confusion that comes from the new situation and from a lack

of information. It leaves you quite dependent and in need of help in the form of information and above. The second

stage begins as you start to interact with the new culture. It is called the stage of small victories. Each new encounter

with the culture is fraught with peril. It is preceded by anxiety and information collection and rehearsal. Then the even

occurs and you return home either triumphant or defeated. When successful, the feelings really are very much as though

a major victory has been won. A heightened roller coaster effect is particularly characteristic of this stage. The support

needed is emotional support, people who appreciate what you are going through and who can cheer you onward. It

often happens that once some of the fundamentals of life are mastered, there is time to explore and discover the new

culture. This is the honeymoon stage of wonder and infatuation. In it there is a heightened appreciation or the new, the

different, the aesthetic. Depending on the degree of cultural immersion and exploration it may continue for a

considerable period of time. During this time there is no interest in attending to the less attractive downsides of the

culture.

After a while, a self-correction takes place. No honeymoon can last forever. Irritation and anger begin to be experience

d. Why in the world would anyone do it that way? Can"t these people get their act together? Now the deficits seem

glaringly apparent. For some people, they overwhelm the positive characteristics and become predominant.

Finally, if you are lucky enough to chart a course through these stages and not get stuck (and people do get stuck in

these stages), there is a rebalance of reality. There is the capacity to understand and enjoy the new culture without

ignoring those features that are less desirable.

This cultural entry and engagement process is both cognitive and affective. New information is acquired and

remembered; old schema and perceptions are revised and qualified. An active learning process occurs. At the same time

anxiety arises in reaction to uncertainties and the challenges of he learning processes. It must be managed, as must the

extremes of feeling that occur in this labile period. Thus, I am describing a learning process that results in valuing and

affirming the best in the culture while at the same time seeing it in its completeness, seeing it whole. The capacity to

affirm the whole- including those aspects that are less desirable yet are part of the whole – is critically important.

An appreciative process, "appreciative inquiry” is proposed as a way of helping members of different cultures recognize

and value their differences and create a new culture where different values are understood and honoured. Executives -

those who must lead this culture–change projects – need to understand that equal employment opportunity, affirmative

action and sexual harassment policies, as viewed and implemented in organizations, are problem oriented change

strategies. They focus on correcting what is wrong rather than creating a valued future. Executives themselves will need

to inquire appreciatively into cultures that are not known to them before they are equipped to lead cultural change in

their own organizations.

131. Which of the following statements is not true?

(a) A particular effect of interaction with a new culture is an opportunity to enjoy a roller coaster ride.

(b) Entering a new culture brings about a shift in processes of thinking and feeling.

(c) An initial sense of wonder and awe makes a new entrant oblivious to the less pleasant side of the new culture.

(d) Some people can forever remain angry and dissatisfied with the new culture.

132. Entering new cultures can predominantly help the entrant in

(a) understanding the appreciative process.

(b) appreciating stages in cultural development.

(c) appreciating diversity.

(d) Understanding the problem solving process.

133. Opening a bank account in a new culture is an example of which stage?

(a) Confusion.

(b) Small victories.

(c) Honeymoon.

(d) (b) and (c).

134. According to the passage, entering a culture that is very different from your own is overall

(a) an infatuating process.

(b) a learning process.

(c) an exhausting process.

(d) a depressing process.

135. Which of the following statements cannot be interred from the above passage?

(a) Acts that are meaningful in the familiar culture cannot be taken for granted in a new one.

(b) Social interaction becomes less predictable in a new culture.

(c) Seeing someone in completeness means accepting him with his strengths and weaknesses.

(d) Modifications in organization culture must result in appreciative inquiry.

136. Which of the following is true?

(a) Infatuation and heightened appreciation with a new culture can be maintained forever.

(b) Entry to a new culture evokes an extremely negative feeling.

(c) Affirmation of a new culture involves viewing it in its entirety with its strengths as well as weak points.

(d) Organizational policies to deal with sexual harassment can bring about a change in the organizational culture.

544

In 1787, Jeremy Bentham published a lengthy pamphlet entitled, "Defense of Usury: showing the Impolicy of the

Present Legal Restraints on the Terms of pecuniary bargains he was concerned with were loans between individuals or

business enterprises. The legal restraints were limits on interest rates paid or received. Usury was and is the popular

term for charging interest rates in excess of legal limits.

Bentham makes an overwhelmingly persuasive case for the proposition he sets forth at the beginning of the pamphlet,

"viz. that no man of ripe years and sound mind, acting freely, and with his eyes open, ought to be hindered, with a view

of his advantage from making such bargain, in the way of obtaining money, as he thinks fit: nor(what is necessary

consequence) and nobody hindered from supplying him upon any terms he thinks proper to accede to”.

During the nearly two centuries since Bentham"s pamphlet was published his arguments have been widely accepted by

economists and as widely neglected by politicians. I know of no economist of any standing from that time to this who

has favored a legal limit on the rate of interest that borrowers could pay or lenders receive though there must have been

some. I know of no country that does not limit by law the rates of interest and I doubt that there are any. As Bentham

wrote, "in great political questions wide indeed is the distance between conviction and practice.”

Bentham"s explanation of the "grounds of the prejudices against usury” is as valid today as when he wrote: "The

business of a money lender-has no where, nor any time, been a popular one. Those who have the resolution to sacrifice

the present to the future, are natural objects of envy to those who have sacrificed the future to the present. The children

who don"t have their cake to eat are the natural enemies of the children who have theirs. While the money is hoped for,

and for a short time after it has been received, he who lends it is a friend and benefactor: by the time the money is spent,

and the evil hour of reckoning is come, the benefactor is found to have changed his nature, and to have put on he tyrant

and the oppressor. It is an oppression for a man to reclaim his money: it is none to keep it from him.”

Bentham"s explanation of the "mischief of the anti-usurious laws” is also as valid today as when he wrote that these

laws preclude "many people altogether, from getting the money they stand in need of, to answer their respective

exigencies.” For still others, they render "he terms so much the worse – While, out of loving kindness, or whatsoever

other motive, the law precludes the man from borrowing, upon terms which it deems too disadvantageous, it does not

preclude him from selling, upon any terms, howsoever disadvantageous.” His conclusion : "The sole tendency of the

law is to heap distress upon distress.”

Developments since Bentham"s days have increased the mischief done by usury legislation. Economic progress has

provided the ordinary man with the means to save. The spread of banks, savings-and-loan associations, and the like has

given the ordinary man the facilities for saving. For the first time in history, the working class may well be net lenders

rather than net borrowers. They are also the ones who have fewest alternatives, who find it hardest to avoid legal

regulations, and who are therefore hardest hit by them.

Under the spur of (Congressman) Wright Patman and his ilk, the Federal Reserve now (1970) limits the interest rate that

commercial banks may pay to a maximum of 4 percent for small savers but to 7 percent for deposits of $100,000 or

more. And the deposits of small savers have been relatively stable or growing, while those of large depositors have been

declining sharply because they have still better alternatives.

That is the way the self-labeled defenders of the ”people” look after their interests – by keeping them from receiving the

interests they are entitled to. Along with Bentham, "I would – wish to learn – why the legislator should be more anxious

to limit the rate of interest one way, than the other? Why he should make it his business to prevent their getting more

than a certain price for the use of it than to prevent their getting less? -- Let any one that can, find an answer to these

questions: it is more than I can do.”

137. The author is making a case for

(a) varying interest rates on loans.

(b) withdrawing the legislation on usury.

(c) reducing the interest rate difference on large deposits as against small.

(d) ensuring that owners get interest rates, which are determined by free market operations.

138. The lament of the author is that the mischief that the law makes is that

(a) it puts a ceiling on interest rates.

(b) it overlooks economic theory.

(c) it accepts the selling of a product at an exorbitant price while lending at high interest rates as illegal.

(d) many needy people do not get money.

139. The author suggests

(a) that usury is desirable.

(b) there should be no legal restrictions on interest rates.

(c) one should have one"s cake and eat it too.

(d) he has no answer to the question of usury legislation.

140. How is usury defined?

(a) Charging interest rates in excess of legal limits.

(b) Charging exorbitant interest rates.

(c) Allowing any amount to be borrowed.

(d) None of the above.

141. Bentham was primarily concerned with

(a) all loans in the economy.

(b) loans by money lenders.

(c) loans by individuals and businesses.

(d) loans by banks and financial institutions

142. To reclaim his own money, man becomes an oppressor because

(a) he will reclaim it with high interest.

(b) the borrower cannot repay.

(c) borrowers do not like to part with money.

(d) the critical need being over, the money lent is of less value to the borrower.

143. Who should be allowed to borrow and lend at any interest rates?

(a) Individuals and businesses.

(b) Money lenders.

(c) Sane men acting freely and with full knowledge.

(d) Small lenders and borrowers.

144. The author is

(a) a politician.

(b) a plutocrat.

(c) a reformed post glasnost Marxist.

(d) a staunch supporter of free market operations.

145. Mischief of usury legislation has increased as

(a) loans have increased.

(b) more people have become lenders.

(c) small lenders are hardest hit by the legislation

(d) more people, among the working class, are net lenders.

545

Long before I disbanded formally, the Eclipse Group, in order to assist the company in applying for patents on the new

machine, had gathered and had tried to figure out which engineers had contributed to Eagle"s patentable features. Some

who attended found those meetings painful. There was bickering. Harsh words were occasionally exchanged. Alsing,

who during the project had set aside the shield of technical command, came in for some abuse – why should his name

go on any patents, what had he done? Someone even asked that question regarding West. Ironically, perhaps, those

meetings illustrated that the building of Eagle really did constitute a collective effort, for now that they had finished,

they themselves were having a hard time agreeing on what each individual had contributed. But, clearly, the team was

losing its glue. 'It has no function anymore. It"s like an afterbirth, 'said one old hat after the last of the patent meetings.

Shortly after those meetings, Wallach, Alsing, Rasala and West received telegrams of congratulations from North-

Carolina"s leader. That was a classy gesture, all agreed. The next day Eagle finally went out the Company"s door.

In New York City, in faded elegance of the Roosevelt Hotel, under gilded chandeliers, on April 29, 1980, Data General

announced Eagle to the world. On days immediately following, in other parts of the country and in Canada and Europe,

the machine was presented to salesmen and customers, and some members of the Eclipse Group went off on so-called

road shows. About dozen of the team attended the big event in New York. There was a slick slide show. There were

speeches. Then there was an impressive display in a dining hall-128 terminals hooked up to a single Eagle. The

machine crashed during this part of the program, but no one except the company engineers noticed, the problem was

corrected so quickly and deftly. Eagle – this one consisted of the boards from Gollum –looked rather fine in skins of off

– white and blue, but also unfamiliar.

A surprising large number of reporters attended, and the next day Eagle"s debut was written up at some length in both

the Wall Street Journal and the financial pages of the New York Times. But it wasn"t called Eagle anymore. Marketing

had rechristened it the Eclipse MV/8000. This also took some getting used to.

The people who described the machine to the press had never, of course, had anything to do with making it. Alsing -

who was at the premiere and who had seen Marketing present machines before, ones he"s worked on directly-said :

After Marketing gets through, you go home and say to yourself, "Wow! Did I do that?” And in front of the press,

people who had not even been around when Eagle was conceived were described as having had responsibility for it. All

of that was to be expected – just normal flak and protocol.

As for the machine"s actual inventors-the engineers, most of whom came, seemed to have a good time, although some

did seem to me a little out of place, untutored in this sort of performance. Many of them had brought new suits for the

occasion. After the show, there were cocktails and then lunch, they occupied a table all their own. It was a rather formal

luncheon, and there was some confusion at the table as to whether it was proper to take first the plate of salad on the

right or the one on the left.

West came, too, He did not sit with his old team, but he did talk easily and pleasantly with many of them during the

day. I had a great talk with West!. Remarked one of the Microkids. He wore a brown suit, conservatively tailored. He

looked as though he"d been wearing a suit all his life. He had come to this ceremony with some reluctance, and he was

decidedly in the background. At the door to the show, where name tags were handed out, West had been asked what his

title was. "Business Development” he"d said. At the cocktail party after the formal presentation, a reporter came up to

him: "You seem to know something about this machine. What did you have to do with it?” West mumbled something,

waving a hand, and changed the subject. Alsing overheard this exchange. It offended his sense of reality. He couldn"t

let the matter stand there. So he took the reporter aside and told him, 'that guy was the leader of the whole thing". I had

the feeling that West was just going through motions and was not really present at all.

When it was over and we were strolling down a busy street towards Penn Station, his mood altered. Suddenly there was

no longer a feeling of forbidden subjects, as there had been around him for many months. I found myself all of a sudden

saying to him: "It"s just a computer. It"s really a small thing in the world, you know.”

West smiled softly. 'I know it". None of it, he said later, had come out the way he had imagined it would, but it was

over and he was glad. The day after the formal announcement, Data General"s famous sales force had been introduced

to the computer in New York and elsewhere. At the end of the presentation for the sales personnel in New York, the

regional sales manager got up and gave his troops a pep talk. 'What motivates people?" he asked. He answered his own

question, saying, 'Ego and the money to buy things that they and their families want?" It was a different game now.

Clearly, the machine no longer belonged to its makers.

146. Bickering during the meetings were indicative of the fact that

(a) there was heavy competition among the engineers.

(b) everyone wanted to take credit for Eagle.

(c) Eagle constituted a collective effort.

(d) it was hard to decide on the leader.

147. In this passage, the author seems to suggest that

(a) hard work does lead to grand results.

(b) some individuals stand out in scientific programmes.

(c) those who get credit earn it.

(d) once a new product is launched, the pains and pleasure that preceded it are lost.

148. The 'afterbirth", a simile expressed by an old hand was with reference to

(a) the Eclipse MV/8000

(b) the Eagle

(c) Mr. Alsing

(d) the Eclipse Group.

149. It appears from Mr. West"s conversation with the author that

(a) he was quite upset over the way things turned out.

(b) he was glad to forget all about it.

(c) he preferred to keep his thoughts to himself.

(d) nothing motivated him.

150. A telegram by the North Carolina leader

(a) implicitly identified those who deserved credit for Eagle.

(b) was a worthy gesture before the launch.

(c) was an implicit invitation to Wallach, Alsing, Rasala and West to be at the dinner.

(d) indicated that Eagle would be launched the next day.

151. Apparently, one of the things that the younger computer professionals considered an honour was

(a) to be invited to the party.

(b) to talk to Mr. West.

(c) to be part of the Eclipse group

(d) to sell Eagle.

152. The launching of Eagle in New York was a gala affair.

(a) but for the fact that the machine crashed during the programme.

(b) in spite of the fact that the machine crashed during the progamme.

(c) because 128 terminals were hooked up to a single Eagle.

(d) because a new machine was being launched.

153. According to the passage, even as the premiere of the Eagle launch seemed a grand success among those who

appeared incongruous were

(a) people from the Wall Street Journal and New York times.

(b) the marketing people.

(c) people who were never around when Eagle was conceived.

(d) the engineers responsible for Eagle.

154. "Just normal flak and protocol” refers to

(a) the grandeur of the launching ceremony.

(b) giving credit for Eagle to even those who weren"t responsible for it.

(c) the marketing people who rechristened the machine.

(d) Mr. Alsing who was present at the premiere.

155. The author states that the machine no longer belonged to its makers

(a) because the marketing people had changed its name.

(b) because the engineers seemed to have lost interest in the machine.

(c) because of the expressed attitude towards what motivated people.

(d) because Mr. West refused to get involved.

546

Foucault's idea of an archaeology of thought is closely linked to the modernist literary idea that language is a source of thought in its own right, not merely an instrument for expressing the ideas of those who use it. Here, however, the project is not to open up, through transgression or withdrawal, a field for language itself to 'speak'. Rather, Foucault begins with the fact that, at any given period in a given domain, there are substantial constraints on how people are able to think. Of course, there are always the formal constraints of grammar and logic, which exclude certain formulations as gibberish (meaningless) or illogical (self-contradictory). But what the archaeologist of thought is interested in is a further set of constraints that, for example, make it 'unthinkable' for centuries that heavenly bodies could move other than in circles or be made of earthly material. Such constraints seem foolish to us: why couldn't they see that such things are at least possible? But Foucault's idea is that every mode of thinking involves implicit rules (maybe not even formidable by those following them) that materially restrict the range of thought. If we can uncover these rules, we will be able to see how an apparently arbitrary constraint actually makes total sense in the framework defined by those rules. Moreover, he suggests that our own thinking too is governed by such rules, so that from the vantage point of the future it will look quite as arbitrary as the past does to us.

Foucault's idea is that this level of analysis, of what is outside the control of the individuals who actually do the thinking in a given period, is the key to understanding the constraints within which people think. So the 'history of ideas' – where this means what is consciously going on in the minds of scientists, philosophers, et al. – is less important than the underlying structures that form the context for their thinking. We will not be so much interested in, say, Hume or Darwin as in what made Hume or Darwin possible. This is the root of Foucault's famous 'marginalization of the subject'. It is not that he denies the reality or even the supreme ethical importance of the individual consciousness. But he thinks that individuals operate in a conceptual environment that determines and limits them in ways of which they cannot be aware.



Which of the following best describes the central theme of the passage?

a) The primary purpose of archaeology of thought is to understand the constraints within which people think.

b) Archaeology of thought can justify what people thought in the past through understanding of the then prevalent constraints.

c) How people think is determined by certain constraints, which may look arbitrary in hindsight but are justified due to implied laws/rules involved in the thinking process.

d) History of ideas is less important than the underlying context for thinking.

Which of the following can be inferred from the passage?

a) The laws that govern our thinking are different from the one's that governed in the past.

b) The fact that we know heavenly bodies move in paths other than circles implies that the constraints which caused people to believe the opposite no longer hold good.

c) If the present day constraints be similar to the constraints prevalent in the past, there would be no difference in how people would think.

d) The modernist literary idea rests on the same reasoning on which the Archaeology of thought rests.

Q 40. What is the tone of the passage?

a) Pedantic

b) Expository

c) Descriptive

d) Judgmental


547

Hi puys,
Need help with this passage.

Art historians' approach to French Impressionism has changed significantly in recent years. While a decade ago Rewald's History of Impressionism, which emphasizes Impressionist painters' stylistic innovations, was unchallenged, the literature on impressionism has now become a kind of ideological battlefield, in which more attention is paid to the subject matter of the paintings, and to the social and moral issues raised by it, than to their style. Recently, politically charged discussions that address the impressionists' unequal treatment of men and women and the exclusion of modern industry and labor from their pictures have tended to crowd out the stylistic analysis favored by Rewald and his followers. In a new work illustrating this trend, Robert L. Herbert dissociates himself from formalists whose preoccupation with the stylistic features of impressionist painting has, in Herbert's view, left the history out of art history; his aim is to restore impressionist paintings “to their sociocultural context.” However, his arguments are not finally persuasive.

In attempting to place impressionist painting in its proper historical context, Herbert has redrawn the traditional boundaries of impressionism. Limiting himself to the two decades between 1860 and 1880, he assembles under the impressionist banner what can only be described as a somewhat eccentric grouping of painters. Cezanne, Pisarro, and Sisley are almost entirely ignored, largely because their paintings do not suit Herbert's emphasis on themes of urban life and suburban leisure, while Manet, Degas, and Caillebotte—who paint scenes of urban life but whom many would hardly characterize as impressionists—dominate the first half of the book. Although this new description of Impressionist painting provides a more unified conception of nineteenth-century French painting by grouping quite disparate modernist painters together and emphasizing their common concerns rather than their stylistic difference, it also forces Herbert to overlook some of the most important genres of impressionist painting—portraiture, pure landscape, and still-life painting.

Moreover, the rationale for Herbert's emphasis on the social and political realities that Impressionist paintings can be said to communicate rather than on their style is finally undermined by what even Herbert concedes was the failure of Impressionist painters to serve as particularly conscientious illustrators of their social milieu. They left much ordinary experience—work and poverty, for example—out of their paintings and what they did put in was transformed by a style that had only an indirect relationship to the social realities of the world they depicted. Not only were their pictures inventions rather than photographs, they were inventions in which style to some degree disrupted description. Their painting in effect have two levels of subject: what is represented and how it is represented, and no art historian can afford to emphasize one at the expense of the other



1. Which one of the following best expresses the main point of the passage?

(A) The style of impressionist paintings has only an indirect relation to their subject matter.

(B) The approach to impressionism that is illustrated by Herbert's recent book is inadequate.

(C) The historical context of impressionist paintings is not relevant to their interpretation.

(D) impressionism emerged from a historical context of ideological conflict and change.

(E) Any adequate future interpretation of impressionism will have to come to terms with Herbert's view of this art movement.



2. According to the passage, Rewald's book on impressionism was characterized by which one of the following?

(A) evenhanded objectivity about the achievements of impressionism

(B) bias in favor of certain impressionist painters

(C) an emphasis on the stylistic features of impressionist painting

(D) an idiosyncratic view of which painters were to be classified as impressionists

(E) a refusal to enter into the ideological debates that had characterized earlier discussions of impressionism



3. The author implies that Herbert's redefinition of the boundaries of impressionism resulted from which one of the following?

(A) an exclusive emphasis on form and style

(B) a bias in favor of the representation of modern industry

(C) an attempt to place impressionism within a specific sociocultural context

(D) a broadening of the term impressionism to include all nineteenth-century French painting

(E) an insufficient familiarity with earlier interpretations of impressionism



4. The author states which one of the following about modern industry and labor as subjects for painting?

(A) The impressionists neglected these subjects in their paintings.

(B) Herbert's book on impressionism fails to give adequate treatment of these subjects.

(C) The impressionists' treatment of these subjects was idealized.

(D) Rewald's treatment of impressionist painters focused inordinately on their representations of these subjects.

(E) Modernist painters presented a distorted picture of these subjects.



5. Which one of the following most accurately describes the structure of the author's argument in the passage?

(A) The first two paragraphs each present independent arguments for a conclusion that is drawn in the third paragraph.

(B) A thesis is stated in the first paragraph and revised in the second paragraph and revised in the second paragraph, and the revised thesis is supported with argument in the third paragraph.

(C) The first two paragraphs discuss and criticize a thesis, and the third paragraph presents an alternative thesis.

(D) a claim is made in the first paragraph, and the next two paragraph, and the next two paragraphs each present reasons for accepting that claim.

(E) An argument is presented in the first paragraph, a counterargument is presented in the second paragraph, and the third paragraph suggests a way to resolve the dispute.



6. The author's statement that impressionist paintings “were inventions in which style to some degree disrupted description” (lines 57-59) serves to

(A) strengthen the claim that impressionist sought to emphasize the differences between painting and photography

(B) weaken the argument that style is the only important feature of impressionist paintings

(C) indicate that impressionists recognized that they had been strongly influence by photography

(D) support the argument that an exclusive emphasis on the impressionists subject matter is mistaken

(E) undermine the claim that impressionists neglected certain kinds of subject matter



7. The author would most likely regard a book on the impressionists that focused entirely on their style as

(A) a product of the recent confusion caused by Herbert's book on impressionism

(B) emphasizing what impressionists themselves took to be their primary artistic concern

(C) an overreaction against the traditional interpretation of impressionism

(D) neglecting the most innovative aspects of impressionism

(E) addressing only part of what an adequate treatment should cover


548

The core of modern doctoring is diagnosis, treatment and prognosis. Most medical schools emphasize little else. Western

doctors have been analyzing the wheezes and pains of their patients since the 17th century to identify the underlying disease

of the cause of complaints. They did it well and good diagnosis became the hall mark of a good physician. They were less

strong on treatment. But when sulphonamides were discovered in 1935 to treat certain bacterial infections, doctors found

themselves with powerful new tools. The area of modern medicine was born. Today there is a ever-burgeoning array of

complex diagnostic tests, and of pharmaceutical and surgical methods of treatment. Yet what impact has all this had on

health?

Most observers ascribe recent improvements in health in rich countries to better living standards and changes in lifestyle.

The World Health Organization cities the wide differences in health between Western and Eastern Europe. The two areas

have similar pattern of diseases: heart disease, senile dementia, arthritis and cancer are the most common cause of sickness

and death. Between 1947 and 1964, both parts of Europe saw general health improve , with the arrival of cleaner water,

better sanitation and domestic refrigerators. Since the mid 1960s, however, E. European countries, notable Poland and

Hungary, have seen mortality rates rise and life expectancy fall, why? The WHO ascribes the divergence to differences in

lifestyle-diet, smoking habits, alcohol, a sedentary way of life (factors associated with chronic and degenerative diseases)

rather than differences in access in modern medical care.

In contrast, the huge sum now spent in the same of medical progress produce only marginal improvements in health.

America devotes nearly 12% of its GNP to it high technology medicine, more than any other developed country. Yet,

overall, Americans die younger, lose more babies and are at least as likely to suffer from chronic diseases. Some medical

producers demonstrably do work: mending broken bones, the removable of cataracts, drugs for ulcers, vaccination, aspirin

for headaches, antibiotics for bacterial infections, techniques that save new born babies, some organ transplant, yet the

evidence is scant for many other common treatments. The coronary by-pass, a common, surgical technique, is usually to

overcome the observation caused by a blood clot in arteries leading to the heart. Deprived of oxygen, tissues in the heart

might otherwise die. Yet, according to a 1988 study conducted in Europe, coronary by-pass surgery is beneficial only in the

short term. A by-pass patient who dies within five years has probably lasted longer than if he had simply taken drugs. But

among those who get to or past five years, the drug-takers live longer than those who have surgery.

An American study completed in 1988 concluded that removing tissue from the prostate gland after the appearance of (noncancerous)

growth, but before the growths can do much damage, does not prolong life expectancy. Yet the operation was

performed regularly and cost Medicare, the federally – subsidized system for the elderly, over $1 billion a year.

Though they have to go through extensive clinical trials, it is not always clear that drugs provide health benefits. According

to Dr. Louise Russell, a professor of economics at Rutgers University, in New Jersey, although anti – cholesterol drugs have

been shown in clinical trails to reduce the incidence of deaths due to coronary heart disease, in ordinary life there is no

evidence that extend the individual drug taker's life expectancy. Medical practice varies widely from one country to

another. Each year in America about 60 of every 100,000 people have a coronary by-pass; In Britain about six Anti-diabetic

drugs are far more commonly used in some European countries than others. One woman in five, in Britain, has a

hysterectomy (removal of the womb) at some time during her life; In America and Denmark, seven out of ten do so.

Why? If coronary heart problems were far commoner in America than Britain, or diabetes in one part of Europe than

another, such differences would be justified. But that is not so. Nor do American and Danish women become evidently

healthier than British ones. It is the medical practice, not the pattern of illness or the outcome, that differs. Perhaps

American patients expect their doctors to “do something” more urgently than British ones? Perhaps American doctors are

readier to comply? Certainly the American medical fraternity grows richer as a result. No one else seems to have gained

through such practices.

To add injury to insult, modern medical procedures may not be just of questionable worth but sometimes dangerous.

Virtually all drugs have some adverse side-effects on some people. No surgical procedure is without risk. Treatments that

prolong life can also promote sickness: the heart attack victim may be saved but survive disabled.

Attempts have been made to sort out this tangle. The “outcomes movement” born in America during the past decade, aims

to lessen the use of inappropriate drugs and pointless surgery by reaching some medical consensus which drug to give?

Whether to operate or medicate? through better assessment of the outcome of treatments.

Ordinary clinical trials measure the safety and immediate efficacy of products or procedures. The outcomes enthusiasts try

to measure and evaluate far wider consequences. Do patients actually feel better? What is the impact on life expectancy and

other health statistics? And instead of relying on results from just a few thousand patients, the effect of treating tens of

thousands are studied retrospectively. As an example of what this can turn up, the adverse side-effects associated with

Opren, an anti-arthritis drug, were not spotted until it was widely used.

Yet Dr. Arnold Epstein, of the Harvard Medical School, argues that, worthy as it may be, the outcomes movement is likely

to have only a modest impact on medical practice. Effectiveness can be difficult to measure: patients can vary widely in

their responses. In some, a given drug may relieve pain, in others not: is highly subjective. Many medical controversies will

be hard to resolve because of data conflict.

And what of the promised heart-disease or cancer cures? Scientists accept that they are unlikely to find an answer to cancer,

heart disease or degenerative brain illness for a long while yet. These diseases appear to be highly complex triggered when a

number of bodily functions go awry. No one pill or surgical procedure is likely to be the panacea. The doctors probably

would do better looking at the patient's diet and lifestyle before he becomes ill than giving him six pills for the six different

bodily failure that are causing the illness once he has got it.

Nonetheless modern medicine remains entrenched. It is easier to pop pills than change a lifetime'' habits. And there is

always the hope some new miracle cure -–or some individual miracle.

Computer technology has helped produce cameras so sensitive that they can detect the egg in the womb, to be extracted for

test tube fertilization. Bio-materials have created an artificial heart that is expected to increase life expectancy among those

fitted with one by an average of 54 months. Bio-technology has produced expensive new drugs for the treatment of cancer.

Some have proved life-savers against some rare cancers; none has yet had a substantial impact on overall death rates due to

cancer.

These innovations have vastly increased the demand and expectations of health care and pushed medical bills even higher –

not lower, as was once hoped, Inevitably, governments, employers and insurers who finance health care have rebelled over

the past decade against its astronomic costs, and have introduced budgets and rationing to curb them.

Just as inevitably, this limits access to health care: rich people get it more easily than poor ones.

Some proposed solutions would mean no essential change, just better management of the current system. But others, mostly

from American academics, go further, aiming to reduce the emphasis on modern medicine and its advance. Their trust is

two headed:

(i) prevention is better – and might be cheaper – than cure; and

(ii) if you want high-tech, high-cost medicine, you (or your insurers, but not the public) must pay for it, especially when its

value is uncertain.

Thus the finance of health-care systems, private or public, could be skewed to favour prevention rather than cure. Doctors

would be reimbursed for preventive practices, whilst curative measures would be severely rationed. Today the skew is all

the other way: Governments or insurers pay doctors to diagnose disease and prescribe treatment, but not to give advise on

smoking or diet.

Most of the main chronic diseases are man-made. By reducing environmental pollution, screening for and treating

biological risk indicators such as high blood pressure, providing vaccination and other such measures – above all, by

changing people's own behavior – within decades the incidence of these diseases could be much reduced. Governments

could help by imposing ferocious “Sin taxes” on unhealthy products such as cigarettes, alcohol, maybe even fatty foods, to

discourage consumption.

The trouble is that nobody knows precisely which changes – apart from stopping smoking – are really worth putting into

effect, let alone how. It is clear that people whose blood pressure is brought down have a brighter future than if it stayed

high; It is not clear that cholesterol screening and treatment are similarly valuable. Today's view of what constitutes a good

diet may be judged wrong tomorrow.

Much must change before any of these “caring” rather than “cure” schemes will get beyond the academic drawing-board.

Nobody has yet been able to assemble a coherent preventive programme. Those countries that treat medicine as a social cost

have been wary of moves to restrict public use of advanced and / or costly medical procedures, while leaving the rich to buy

what they like. They fear that this would simply leave ordinary people with third-class medicine.

In any case, before fundamental change can come, society will have to recognize that modern medicine is an imprecise

science that does not always work: and that questions of how much to spend on it, and how, should not be determined

almost incidentally, by doctor's medical preferences.

101. The discovery of sulphonamides

(a) helped the doctors to diagnose better.

(b) led to better treatment of some bacterial infections.

(c) eventually led to pharmaceutical and surgical methods of treatment.

(d) None of the above.

102. The current medical practice as carried out in America benefits mostly the

(a) doctors

(b) rich

(c) biotechnology companies

(d) None of the above

103. In some European countries anti-diabetic drugs are far more commonly used than others because

(a) the drugs are fairly easy to take.

(b) more people in those countries suffer from diabetes than in others.

(c) medical practice in different countries varies.

(d) the sedentary way of life which marks their lifestyle results in more people becoming diabetic.

104. Which of the following statements is false?

(a) Coronary by-pass operation is entirely ineffective.

(b) Drug taking is sometimes better than undergoing coronary by-pass surgery.

(c) Removing tissue from prostrate gland after non-cancerous growths appear is a risky operation.

(d) The American medicare is billed about a billion dollars annually for prostrate operations.

105. Which of the following measures if undertaken under 'Care rather than Cure' movement could prove to be

controversial?

(a) 'Sin' taxes on harmful substances such as tobacco and alcohol.

(b) Screening for high blood pressure.

(c) Providing vaccinations.

(d) Cholesterol screening.

106. The outcomes movement could make a significant impact on medical practice if only

(a) the efficacy of all drugs could be tested fast.

(b) the results from just a few thousands patients could be relied on.

(c) the patient had responded uniformly to drugs and medical procedure.

(d) pain could be easily relieved.

107. Modern cure are to expensive because

(a) bio-material are expensive.

(b) employing biotechnological process in making medicines is an expensive process.

(c) there is a huge demand for them but the supply is limited.

(d) None of these.

108. The main objection to 'care rather cure' approach is that it

(a) might leave the poor to fend for themselves.

(b) will lead to confusion as far as the choice of medical technique to be followed.

(c) is not possible to put together coherent preventive programme.

(d) will lead to the neglect to curative techniques.


549

To teach is to create a space in which obedience to truth is practiced. Space may sound a vague, poetic metaphor until we

realize 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 others.

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 a space to move, invent and produce with energy and enthusiasm. With 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), times when a spouse or a child or a friend

gives us the space, both to be and to become.

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 focus

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 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 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 oneness 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 be painful and discomforting, the learning space must be hospitable.

Hospitable 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 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 of 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 through lecturing, assigned reading, not in the form of speed reading several 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 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 class-room, 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.

129. The task of creating learning space with qualities of openness, boundaries and hospitality is

multidimensional. It involves operating at

(a) psychological and conceptual levels.

(b) physical, perceptual and behavioral levels.

(c) physical, conceptual and emotional levels.

(d) conceptual, verbal and sensitive levels.

130. The statement 'the openness of a space is created by the firmness of its boundaries' appears contradictory. Which of

the following statements provides the best justification for the proposition?

(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.

131. According to the author, learning is a painful process because

(a) it exposes our ignorance.

(b) our views and hypotheses are challenged.

(c) it involves criticizing the views of other.

(d) All of the above reasons.

132. Understanding the notion o space in our relations with other is

(a) to acknowledge the beauty of a poetic metaphor.

(b) exclusively rooted in our experiences of physical space.

(c) to accept a spiritual dimension in our dealings with our peers.

(d) to extend the parallel of physical space to our experiences in daily life.

133. Which of the following statements best describes the author's conception of learning space?

(a) Where the teacher is friendly.

(b) Where there is no grim competition for grades.

(c) Where the students are encouraged to learn about space.

(d) Where the teacher provides information and theories which open new doors and encourages students to help each other

learn.

134. According to the author, silence must be an integral part of learning space because

(a) silence helps to unite us with others to create a community of truth.

(b) silent contemplation prepares us to construct our mind –made world.

(c) speaking is too often an exercise in the evasion of truth.

(d) speaking is too often a way of buttressing our self – serving reconstruction of reality.

135. Another way of describing the author's notion of learning space can be summarized in the following manner

(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.

136. According to the author, an effective teach does not allow

(a) feelings to arise within the learning space.

(b) silence to become an integral part of the learning space.

(c) learning space to be filled by speed reading of several hundred pages of assigned reading.

(d) violation of learning space boundaries.

137. An emotionally honest learning space can only be created by

(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.

138. Conceptual space with words can be created by

(a) assigned reading and lecturing.

(b) speed reading and written comprehension.

(c) gentle persua sion and deliberate action.

(d) creative extrapolation and illustrations.

550

Management education gained new academic stature within US Universities and greater respect from outside during the

1960's and 1970's. Some observers attribute the comp etitive superiority of US corporations to the quality of business

education. In 1978, a management professor, Herbert A. Simon of Carnegie Mellon University, won the Nobel Prize in

economics for his work in decision theory. And the popularity of business education continued to grow, since 1960, the

number of master's degrees awarded annually has grown from under 5000 to over 50,000 in the mid 1980's as the MBA has

By the 1980's, however, US business schools faced critics who charged that learning had little relevance to real business

problems. Some went so far as to blame business schools for the decline in US competitiveness.

Amidst the criticisms, four distinct arguments may be discerned. The first is that business schools must be either

unnecessary or deleterious because Japan does so well without them. Underlying this argument is the idea that management

ability cannot be taught, one is either born with it or must acquire it over years f practical experience. A second argument is

that business schools are overly academic and theoretical. They teach quantitative models that have little application to real

world problems. Third, they give inadequate attention to shop floor issues, to production processes and to management

resources. Finally, it is argued that the encourage undesirable attitudes in students, such as placing value on the short term

and 'bottom line' targets, while neglecting longer term development criteria. In summary, some business executives

complain that MBA's are incapable of handing day to day operational decisions, unable to communicate and to motivate

people, and unwillingly to accept responsibility for following through on implementation plans. We shall analyze these

criticisms after having reviewed experiences in other countries.

In contrast to the expansion and development of business education in the United States and more recently in Europe,

Japanese business schools graduate no more than two hundred MBA's each year. The Keio Business School (KBS) was the

only graduate school of management in the entire country until the mid 1970's and it still boasts the only two year masters

programme. The absence of business schools in Japan would appear in contradiction with the high priority placed upon

learning by its Confucian culture. Confuscian colleges taught administrative skills as early as 1630 and Japan

wholeheartedly accepted Western learning following the Meiji restoration of 1868 when hundreds of students were

dispatched to universities in US, Germany, England and France to learn the secrets of western technology and

modernization. Moreover, the Japanese educational system is highly developed and intensely competitive and can be

credited for raising the literary and mathematical abilities of the Japanese to the highest level in the world.

Until recently, Japan corporations have not been interested in using either local or foreign business schools for the

development of their future executives. Their in-company training programs have sought the socialization of newcomers,

the younger the better. The training is highly specific and those who receive it have neither the capacity nor the incentive to

quit. The prevailing belief, says Imai, 'is a management should be born out of experience and many years of effort and not

learnt from educational institutions.' A 1960 survey of Japanese senior executives confirmed that a majority (54%) believed

that managerial capabilities can be attained only on the job and not in universities.

However, this view seems to be changing: the same survey revealed that even as early as 1960. 37% of senior executives

felt that the universities should teach integrated professional management. In the 1980's a combination of increased

competitive pressures and greater multi-nationalisation of Japanese business are making it difficult for many companies to

rely solely upon internally trained managers. This has led to a rapid growth of local business programmes and a greater use

of American MBA programmes. In 1982-83, the Japanese comprised the largest single group of foreign students at

Wharton, where they not only learnt the latest techniques of financial analysis, but also developed worldwide contacts

through their classmates and became Americanized, something highly useful in future negotiations. The Japanese, then do

not 'do without' business schools, as is sometimes contended. But the process of selecting and orienting new graduates,

even MBA's, into corporations is radically different than in the US. Rather than being placed in highly paying staff

positions, new Japanese recruits are assigned responsibility for operational and even menial tasks. Success is based upon

Japan's system of highly competitive recruitment and intensive in-company management development, which in turn are

grounded in its tradition of universal and rigorous academic education, life -long employment and strong

group identification.

The harmony among these traditional elements has made Japanese industry highly productive and given

corporate leadership a long term view. It is true that this has been achieved without much attention to university business

education, but extraordinary attention has been devoted to the development of managerial skills, both within the company

and through participation in programmes sponsored by the Productivity Center and other similar organizations.

139. The author argues that the Japanese system

(a) is better than the American system.

(b) Is highly productive and gives corporate leadership a long term view as a result of its strong traditions.

(c) is slowly becoming Americanized.

(d) succeeds without business schools, where as the US system fails because of it.

140. The growth of popularity of business schools among students was most probably due to

(a) Herbert A. Simon a management professor winning the Nobel Prize in economics.

(b) the gain in academic stature.

(c) the large number of MBA degree awarded.

(d) a perception that it was a 'passport to good life.'

141. According to the passage

(a) learning, which was useful in the 1960's and 1970's became irrelevant in the 1980's.

(b) management education faced criticisms in the 1980's

(c) business schools are insensitive to the needs of industry.

(d) by the 1980's business schools contributed to the decline in US competitiveness.

142. A criticism that management education did not face was that

(a) it imparted poor quantitative skills to MBA's.

(b) it was unnecessarily and deleterious.

(c) it was irrevocably irrelevant.

(d) it inculcated undesirable attitudes in students.

143. The absence of business schools in Japan

(a) is due to the prevalent belief that management ability can only be acquired over years of practical experience.

(b) was due to the high priority placed on learning as opposed to doing in Confucian culture.

(c) is hard to explain for the proponents of business education.

(d) contributed a great deal to their success in international trade and business.

144. The 1960's and 1970's can best be described as a period

(a) when quality business education contribute to the superiority of US corporations.

(b) when the number of MBA's rose from under 5,000 to over 50,000.

(c) when management education gained new academic stature and greater respect.

(d) when the MBA became more disreputable.

145. US business schools faced criticism in the 1980's because

(a) of the decline in Japanese competitiveness.

(b) many critics felt the learning had little relevance to business problems.

(c) people realized that management ability cannot be taught.

(d) MBA's were unwilling to accept responsibility for implementation on the shop floor.

146. Training programmes in Japanese corporations have

(a) been based upon Confucian culture.

(b) sought the socialization of newcomers.

(c) been targeted at people who have neither the capacity nor the incentive to quit.

(d) been teaching people to do menial tasks.

147. The Japanese modified their views on management education because of

(a) greater exposure to US MBA programmes.

(b) the need to develop worldwide contacts and become Americanized.

(c) the outstanding success of business schools in the US during the 1960's and 1970's.

(d) a combination of increased competitive pressures and greater multi-nationalisation of Japanese business.

148. The Japanese were initially able to do without business schools as a result of

(a) their highly developed and intensively competitive education system.

(b) dispatching hundreds of Western technology and modernization.

(c) their highly specific in-company training programmes.

(d) prevailing beliefs r egarding educational institutions.

149. The main difference between US and Japanese corporations is

(a) that one employs MBA's the other does not.

(b) that US corporations do not employ Japanese people.

(c) that US corporations pay more to fresh recruits.

(d) in the process of selecting and orienting new recruits.

150. The author argues that

(a) Japanese do not do without business schools as is generally perceived.

(b) Japanese corporations do not hire MBA's because of traditions of universal and rigorous academic education, life long

employment and strong group identification.

(c) placing MBA's in operational and menial tasks is a major factor in Japanese business success.

(d) US corporations should emulate the Japanese and change the way new recruits are

551

In order to better understand conservation in China, it is essential that one has a grasp of what the term

“Chinese conservatism” means. Chinese conservatism is markedly different from the conservatism of the

modern West. The political term “conservative” came about during the French Revolution and inspired men who were

determined to preserve Christian and aristocratic elements in European society. Chinese conservatism began around the

time of the Taiping Rebellion and had as its primary objectives the preservation of both Confucian society and non-feudal

strains of pre-Opium War Chinese society. While western conservatism believes in sacredness of private property and

distrust of cosmopolitanism, the Chinese conservatism is the defense of a rational cosmopolitan order. Thus, the only

common area of agreement between European and Chinese conservatism is the intent to conserve.

During the Tung -chin Restoration, the great aim was the revival of Confucian values and institutions. But these aims had to

be modified so that they might endure. Restoration statesmen had no desire to create a new society – they wanted to restore

a society that they believed had been based on truth. The statesmen of the Restoration stretched the traditional ideology to

its limits in an effort to make the Confucian system under new conditions. They were true conservatives in a great tradition,

living in an age when revolutionary change was unavoidable. The aim of the Restoration was to restore to their original

vitality the best of the ancient institutions. During the Restoration, the two immediate problems were the suppression of

rebellion and the stabilization of foreign relations. In addition, the people were striving for a restoration of the system of

government by superior civil officials.

The men in the hierarchy of the Restoration rose to prominence through proven ability in both civil and military affairs.

They emphasized human and social training – that is, indoctrination, morality, and the art of leadership through the

cultivation of character. The great majority of the officials rose through the examination system.

During the chaos of this period, the examination system had lost much of its effectiveness. This is important and must be

noted because the examination system was the traditional avenue for selecting officials . The senior official of Restoration

realized that their policies would be ineffective unless the quality of the junior official was improved, so it was their duty to

weed out the officials who had attained office in irregular ways and to promote the examination system as the only way to

high position. But these men of the Restoration had enough foresight to determine that it was impossible to select officials

automatically on the basis of objective tests alone. As a result, the system of recommendation was ushered in, whereby; a

high official sponsored the career of a promising young man. This acted as an important supplement to the examination

system.

119. The traditional method for selecting officials was

(a) approximately by the civil government.

(b) t he examination system.

(c) through a subjective testing system.

(d) sponsorship by a high government official.

120. A primary objective in the development of Restoration thought was

(a) to modify traditional Chinese society to reflect new conditions.

(b) to create a new society based on truth.

(c) the knowledge that Chinese conservatism is superior to western conservatism.

(a) the desire to familiarized China with military technology.

121. The major similarity between Chinese and western conservatism is

(a) that Chinese conservatism attempted to preserve traditions.

(b) that Chinese conservatism developed during the Taiping Revolution.

(c) the cosmopolitan nature of western conservatism.

(d) that Chinese conservatism is primarily land oriented.

122. The most significant Chinese philosopher mentioned in the passage is

(a) Tung-chin.

(b) I. Ching.

(c) Buddha

(d) None of the above.

123. During the Restoration, ancient institutions

(a) were no longer accepted as a viable alternative to western technology.

(b) were studied only as classical examples of a former glorious past.

(c) were to be the cornerstones of a changing but traditional society.

(d) were considered as a primary reason for the decline of traditional China.

124. The western conservatives int ended to preserve all the following except

(a) Christianity.

(b) private property.

(c) cosmopolitanism.

(d) aristocratic elements.

125. The most appropriate title for the passage will be

(a) The Chinese examination system.

(b) Chinese Conservatism

(c) How the officials rose

(d) Impact of the Taiping Rebellion

552

Every state has a constitution, since every state functions on the basis of certain rules and principles. It has often been

asserted that the United States has a written constitution, but that the constitution of Great Britain is unwritten. This is true

only in the sense that, in the United States, there is a formal document called the Constitution, whereas there is no such

document in Great Britain. In fact, however, many parts of the British constitution exist in written form, whereas important

aspects of the American constitution are wholly unwritten. The British constitution includes the bill of Rights (1689), the

Act of Settlement (1700 – 01), the Parliament Act of 1911, the successive Representation of the People Acts (which

extended the suffrage), the statutes dealing with the structure of the courts, the various local government acts, and many

others. These are not ordinary statutes, even though they are adopted in the ordinary legislative way, and they are not

codified within the structure of single orderly document. On the other hand, such institutions in the United States as the

presidential cabinet and the system of political parties, though not even mentioned in the written constitution, are most

certainly of constitutional significance. The presence or absence of a formal written document makes a difference, of course,

but only one of degree. A single-document constitution has such advantages as greater precision, simplicity, and

consistency. In a newly developing state as Israel, on the other hand, the balance of advantage has been found to lie with an

uncodified constitution evolving through the growth of custom and the medium of statutes. Experience suggests that some

codified constitutions are much too detailed. An overlong constitution invites disputes and litigation is rarely read or

understood by the ordinary citizen and injects too much rigidity in cases in which flexibility is often preferable. Since a very

long constitution says to many things on too many subjects, it must be amended often, and this makes it still longer. The

United States Constitution of 7,000 words is a model of brevity, whereas many of that country's state constitutions are much

too long - the longes t being hat of the sate of Louisiana, whose constitution now has about 255,000 words. The very new,

modern constitutions of the recently admitted states of Alaska and Hawaii and the Commonwealth of Puerto Rico have,

significantly, very concise constitutions ranging from 9,000 to 15,000 words. The 1949 constitution of India, with 395

articles, is the wordiest of all national constitutions. In contract, some of the world's new constitutions, such as those of

Japan and Indonesia, are very short indeed.

Some constitutions are buttressed by powerful institutions such as an independent judiciary, whereas other, though

committed to lofty principles, are not supported by governmental institutions endowed with the authority to defend these

principles in concrete situation. Accordingly, many juristic writers distinguish between “normative” and “normal”

constitutions. A normative constitution is the one that not only has the status of supreme law but it also fully activated and

effective; it is habitually obeyed in the actual life of the state. A nominal constitution may express high aspirations, but it

does not, in fact, reflect the political realities of the state. Article 125 of the 1936 constitution of the Soviet Union and the

article 87 of the 1954 constitution of the People's Republic of China both purport to guarantee freedom of speech, but in

those countries even mild expressions of dissent are likely to be swiftly and sternly repressed. Where the written

constitution is only nominal, behind the verbal façade will be found the real constitution containing the basic principles

according to which power is exercised in actual fact. Thus in the Soviet Union, the rules of the Communist Party describing

its organs and functioning are more truly the constitution of that country than are the grand phases of the 1936 Stalin

constitution. Every state, in short has a constitution, but in some, real constitution operates behind the façade of a nominal

constitution.

126. The lengthiest constitution in the world is that of

(a) Great Britain.

(b) India

(c) Puerto Rico.

(d) Soviet Union.

127. The instance of a country without a written constitution mentioned in the passage is

(a) People's Republic of China

(b) Japan.

(c) Israel.

(d) Indonesia.

128. The unwritten parts of the US constitution deal with

(a) Courts.

(b) presidential cabinet.

(c) relationship between the Centre and the States.

(d) fundamental rights.

129. In the United States

(a) the newly admitted states have lengthy constitutions.

(b) the newly admitted states have concise constitutions.

(c) the political parties have no constitutional significance.

(d) the constitution can be termed 'normal'.

130. In countries with 'normative' constitutions

there will be very little freedom of speech.

(b) there are effective instruments to enforce their provisions.

(c) political realities are different from what are enshrined in them.

(d) there are frequent amendments to them.

131. By 'normal' constitution, the author means

(a) a written constitution.

(b) one that contains lofty ideals.

(c) a lengthy constitution.

(d) a constitution that is not being enforced.

132. One of the drawbacks of a long constitution is

(a) its publication is expensive.

(b) it is difficult to understand.

(c) it may require to be amended frequently.

(d) it is difficult to enforce.

133. According to the author, the difference between a written and an unwritten constitution

(a) has no significance.

(b) is just one of degree.

(c) has been exaggerated by politicians.

553

An urgent problem is now threatening libraries throughout the world. Their collections, which are crucial for diverse

purposes as economic development, educational research and recreational pursuits, are in danger of disintegrating.

The problem is mainly due to one cause – the type of paper on which books have been printed for the past one and a half

centuries. Until the 1850s, paper was produced from linen or cotton rags and proved to be relatively long-lasting. In the

mid-19th century, however, the popula r demand for paper and the commercial need for an economic method of production

led to the use of mechanically ground wood pulp. Paper manufactured for wood pulp is highly acidic and therefore

inherently unstable. It contains lignin – a major factor in causing paper to discolour and disintegrate. The

useful lifespan of most 20th-century book papers has been estimated to be no more than a few decades.

Libraries comprise an important part of the market for printed books and they are increasingly aware of

the fragility of this material. The extent of the deterioration of library collections is alarming. Surveys conducted at various

major institutions reveal that 26% to 40% of the books they hold are seriously embrittled and thus unavailable for normal

use.

Programmes are now being developed with two main aims in mind – on the one hand, to improve the physical condition of

library collections, especially by the process called 'mass de-acidification' (which is designed to eliminate acid from the

paper of publish ed books and insert a buffer compound that will provide protection against future acid attack from the

environment); and on the other, to transfer the contents of existing books to another medium (such as microfilm or optical

disk).

Libraries will only be able to carry out these special tasks with the assistance of other experts such as book conservators and

high -technology specialists. But here is another group with whom librarians have traditionally enjoyed strong affinities and

whose co-operation will be crucial if the problem of decaying collections is to be arrested – namely, the printing and

publishing industries. The existing problem – that of book collections already assembled in libraries – is of vast proportions,

but it is intensified by the continuing use of acid-based paper in book publishing. The key issue is how to preserve the books

of the future, not simply those of the past.

If the future dimensions of the conservation problem are to be curbed, there will need to be widespread adoption of paper

which is of archival quality.

This change does not relate to a narrowly perceived need because the long term preservation of library collections is

important – both for the overall social benefits they bring as well as for the special advantages they bestow on the printing

and publishing industries.

In the first place, libraries are of critical importance to the future well-being of citizens since they provide the knowledge

base of society. They contain the record of humanity – the accumulation of ideas and insights and discoveries on which

social effort and progress are possible. The destruction of libraries would represent an immense cultural loss, a form of

amnesia which would affect every member of society.

In the second place, printers and publishers have an economic interest in turning to paper of archival quality. So long as the

libraries are acquiring books with a short lifespan they will be forced to devote an increasing share of their budgets to

conservation. These budgets are severely strained by the combined impact of inflation and currency devaluation, and there

is scarcely any prospect of enlarged government funding. As a result, libraries will be compelled to balance the preservation

of their collections against the expansion of those collations. In short, the choice will be between conservation and

acquisition – and the funds for conservation are likely to come from acquisition budgets. This unpalatable choice will

damage both libraries and the printing and publishing industries and can only be minimized in its effects by a bold decision

to convert to use of permanent paper.

134. The tone of the passage is one of

(a) informed concern.

(b) destructive criticism.

(c) derisive ridicule.

(d) helpless alarm.

135. The phrase 'archival quality' implies

(a) a smooth paper.

(b) thick paper.

(c) long-lasting paper.

(d) alkaline paper.

136. Wood -pulp as raw material for paper was developed because of

(a) the need to produce large quantities of paper.

(b) the shortage of linen.

(c) the need to develop non-acidic paper.

(d) scientific research.

137. If paper has to last long …

(a) it should be made of cotton rags.

(b) it should be non-acidic.

(c) it should be alkaline.

(d) preservatives must be used.

138. On of the reasons not mentioned in the passage in favour of producing long-lasting paper is

it will help preserve the knowledge -base of society.

(b) it will enable more books to be brought by libraries.

(c) it will lead to more governmental allocation to libraries.

(d) it will help the publishing industry.

139. Purchase of new books by libraries are bound to be curtailed because of all the following reasons except

(a) drastic reduction in governmental funding.

(b) the need for spending more money for conservation of old books.

(c) the need to microfilm books.

(d) inflationary trends.

140. Continued use of wood-pulp paper in book will affect

I. libraries.

II. General public.

III. the publishing industry.

IV. The governments.

(a) I and III only

(b) II and III only

(c) I, II, III and IV

(d) I, II, and III only

141. The substance which causes paper to discolour is

(a) acid.

(b) linen.

(c) lignin.

(d) preservatives.

554

The Japanese want their Emperor to reign for long, very long, but their Prime Ministers to have very short tenures. During

the 61 years Hirohito has been on the Chrysanthemum throne, 38 Prime Ministers have come and gone (or at least 32, if

returns to power are left out of account). Eisaku Sato's eight uninterrupted years as Prime Minister in the Sixties and early

Seve nties provoked fears about the possible ill-effects of one-man leadership on Japanese democracy, and led the dominant

Liberal Democratic Party (LDP) to lay down the norm of a two-year for a party chief and head of Government. Mr.Yasuhiro

Nakasone, now bowing out, has served for an unusual five years. His success as Prime Minister was evidenced by the ruling

party re-electing him leader more than once. But his plan to push through the Diet a Bill to levy a 5% indirect tax as part of

financial reforms failed, in spite of the LDP majority in both the chambers. It was time then for him to go.

The quick turnover of Primate Minister has contributed to the functioning of the LDP through factions. In the party that has

ruled Japan for 32 years continuously, faction alism is not something unseemly. The leader is chosen by hard bargaining –

some foreigners call it horse-trading– among the faction leaders, followed, if necessary, by a party election. For the decision

in favour of Noboru Takeshita as the next President of the LDP and Primate Minister of Japan, voting was not necessary.

His hopes were stronger than those of he other two candidates – Finance Minister Kiichi Miyazawa and former Foreign

Minister, Shintaro Abe – if only because he had proved himself more skillful in the game of factional politics. A one-time

protégé of Mr. Kakuei Tanaka, he thrust himself forward when the leader was disgraced on a charge of

accepting bribes for sale of Lockheed aircraft to Japan and debilitated by physical ailments. Mr.

Takeshita took away most of Mr. Tanaka's following and now leads the biggest faction in the LDP. Mr.

Nakasone persuaded Mr. Miyazawa and Mr. Abe to accept Mr. Takeshita's leadership. An election would

most probably have led to the same result. Mr. Takeshita seemed to have forged a firm alliance with at least two other

factions and put in his bag the votes necessary for a win.

How Mr. Takeshita will fare after taking over the reins of Government in 1987 is not so certain. He will be Japan's first

Prime Minister with a humble rural origin. A dichotomy in his nature shows through his record of teaching English in a

junior high school and not trying to speak that language in public later. When he was the Minister of Finance, he gave the

impression of an extremely cautious man with a reverence for consensus but challengingly titled a book on his ideas 'Going

My Way'. Mr. Takeshita says that continuing Mr. Nakasone's programmes would be the basis of his policy. This is not

saying enough. Japan faces two main issues, tax reforms and relations with United States. Mr. Nakasone's plan to impose an

indirect tax ran into effective opposition, and the friction with the U.S. over trade continues. Mr. Takeshita cannot be facing

an easy future as Japan's next leader and there is nothing to show yet that he will be drawing on secret reserves of

dynamism.

142. The politician who had been Prime Minister for the longest period since the Second World War was

(a) Hirohito

(b) Kakuei Tanaka

(c) Nakasone

(d) Eisaku Sato

143. When did Hirohito ascend the throne?

(a) 1946

(b) 1926

(c) In the early fifties

(d) 1936

144. Mr. Tanaka ceased to be Prime Minister because

(a) he could not get a favourable legislative bill passed by Parliament.

(b) he had completed the prescribed two years term.

(c) he was involved in a bribe scandal.

(d) of horse-trading among his party members.

145. The politician who had just recently ceased to be Prime Minister is

(a) Eisaku Sato.

(b) Yasuhiro Nakasone.

(c) Shintaro Abe.

(d) Kiichi Miyazawa.

146. Mr. Takesh ita's success in the Prime Ministerial quest is due to

his financial wizardry.

(b) his loyalty to his predecessor's policies.

(c) his skill in manipulating fractional politics.

(d) his good knowledge of English.

147. The author's assessment of the potential of Mr. Takeshita to be a successful Prime Minister can be summarized as one

of

(a) cautious optimism.

(b) enthusiastic adulation.

(c) objective skepticism.

(d) undisguised derision.

148. Factionalism in the Liberal Democratic Party is mainly due to

(a) the clash between urban and rural interests.

(b) the long reign of the Emperor.

(c) fears about one-man leadership.

(d) frequent changes in Prime Ministers.

149. Most of the erstwhile Prime Ministers of Japan

(a) were English educated.

(b) were from rural areas.

(c) had urban backgrounds.

(d) have been former Finance Ministers.

150. The number of erstwhile Prime Ministers mentioned by name in the passage is

(a) 2.

(b) 3.

(c) 4.

(d) 5.

555

anybody knows how to answer the questions in RC like "what would u like to ask the author???....OR what would be the follow up question to this passage to author?? " thanks in advance

556

Hi puys,
I need some help with approaching
1. "what would you ask the author if u meet" kind of questions.
2. Tone questions. I understand the tone of the author pretty well but find the options very confusing 😞
Any resources/suggestions please. Thanks.

557

@ragulakolla235

The core of modern doctoring is diagnosis, treatment and prognosis. Most medical schools emphasize little else. Western



doctors have been analyzing the wheezes and pains of their patients since the 17th century to identify the underlying disease



of the cause of complaints. They did it well and good diagnosis became the hall mark of a good physician. They were less



strong on treatment. But when sulphonamides were discovered in 1935 to treat certain bacterial infections, doctors found



themselves with powerful new tools. The area of modern medicine was born. Today there is a ever-burgeoning array of



complex diagnostic tests, and of pharmaceutical and surgical methods of treatment. Yet what impact has all this had on



health?



Most observers ascribe recent improvements in health in rich countries to better living standards and changes in lifestyle.



The World Health Organization cities the wide differences in health between Western and Eastern Europe. The two areas



have similar pattern of diseases: heart disease, senile dementia, arthritis and cancer are the most common cause of sickness



and death. Between 1947 and 1964, both parts of Europe saw general health improve , with the arrival of cleaner water,



better sanitation and domestic refrigerators. Since the mid 1960s, however, E. European countries, notable Poland and



Hungary, have seen mortality rates rise and life expectancy fall, why? The WHO ascribes the divergence to differences in



lifestyle-diet, smoking habits, alcohol, a sedentary way of life (factors associated with chronic and degenerative diseases)



rather than differences in access in modern medical care.



In contrast, the huge sum now spent in the same of medical progress produce only marginal improvements in health.



America devotes nearly 12% of its GNP to it high technology medicine, more than any other developed country. Yet,



overall, Americans die younger, lose more babies and are at least as likely to suffer from chronic diseases. Some medical



producers demonstrably do work: mending broken bones, the removable of cataracts, drugs for ulcers, vaccination, aspirin



for headaches, antibiotics for bacterial infections, techniques that save new born babies, some organ transplant, yet the



evidence is scant for many other common treatments. The coronary by-pass, a common, surgical technique, is usually to



overcome the observation caused by a blood clot in arteries leading to the heart. Deprived of oxygen, tissues in the heart



might otherwise die. Yet, according to a 1988 study conducted in Europe, coronary by-pass surgery is beneficial only in the



short term. A by-pass patient who dies within five years has probably lasted longer than if he had simply taken drugs. But



among those who get to or past five years, the drug-takers live longer than those who have surgery.



An American study completed in 1988 concluded that removing tissue from the prostate gland after the appearance of (noncancerous)



growth, but before the growths can do much damage, does not prolong life expectancy. Yet the operation was



performed regularly and cost Medicare, the federally – subsidized system for the elderly, over $1 billion a year.



Though they have to go through extensive clinical trials, it is not always clear that drugs provide health benefits. According



to Dr. Louise Russell, a professor of economics at Rutgers University, in New Jersey, although anti – cholesterol drugs have



been shown in clinical trails to reduce the incidence of deaths due to coronary heart disease, in ordinary life there is no



evidence that extend the individual drug taker's life expectancy. Medical practice varies widely from one country to



another. Each year in America about 60 of every 100,000 people have a coronary by-pass; In Britain about six Anti-diabetic



drugs are far more commonly used in some European countries than others. One woman in five, in Britain, has a



hysterectomy (removal of the womb) at some time during her life; In America and Denmark, seven out of ten do so.



Why? If coronary heart problems were far commoner in America than Britain, or diabetes in one part of Europe than



another, such differences would be justified. But that is not so. Nor do American and Danish women become evidently



healthier than British ones. It is the medical practice, not the pattern of illness or the outcome, that differs. Perhaps



American patients expect their doctors to “do something” more urgently than British ones? Perhaps American doctors are



readier to comply? Certainly the American medical fraternity grows richer as a result. No one else seems to have gained



through such practices.



To add injury to insult, modern medical procedures may not be just of questionable worth but sometimes dangerous.



Virtually all drugs have some adverse side-effects on some people. No surgical procedure is without risk. Treatments that



prolong life can also promote sickness: the heart attack victim may be saved but survive disabled.



Attempts have been made to sort out this tangle. The “outcomes movement” born in America during the past decade, aims



to lessen the use of inappropriate drugs and pointless surgery by reaching some medical consensus which drug to give?



Whether to operate or medicate? through better assessment of the outcome of treatments.



Ordinary clinical trials measure the safety and immediate efficacy of products or procedures. The outcomes enthusiasts try



to measure and evaluate far wider consequences. Do patients actually feel better? What is the impact on life expectancy and



other health statistics? And instead of relying on results from just a few thousand patients, the effect of treating tens of



thousands are studied retrospectively. As an example of what this can turn up, the adverse side-effects associated with



Opren, an anti-arthritis drug, were not spotted until it was widely used.



Yet Dr. Arnold Epstein, of the Harvard Medical School, argues that, worthy as it may be, the outcomes movement is likely



to have only a modest impact on medical practice. Effectiveness can be difficult to measure: patients can vary widely in



their responses. In some, a given drug may relieve pain, in others not: is highly subjective. Many medical controversies will



be hard to resolve because of data conflict.



And what of the promised heart-disease or cancer cures? Scientists accept that they are unlikely to find an answer to cancer,



heart disease or degenerative brain illness for a long while yet. These diseases appear to be highly complex triggered when a



number of bodily functions go awry. No one pill or surgical procedure is likely to be the panacea. The doctors probably



would do better looking at the patient's diet and lifestyle before he becomes ill than giving him six pills for the six different



bodily failure that are causing the illness once he has got it.



Nonetheless modern medicine remains entrenched. It is easier to pop pills than change a lifetime'' habits. And there is



always the hope some new miracle cure -–or some individual miracle.



Computer technology has helped produce cameras so sensitive that they can detect the egg in the womb, to be extracted for



test tube fertilization. Bio-materials have created an artificial heart that is expected to increase life expectancy among those



fitted with one by an average of 54 months. Bio-technology has produced expensive new drugs for the treatment of cancer.



Some have proved life-savers against some rare cancers; none has yet had a substantial impact on overall death rates due to



cancer.



These innovations have vastly increased the demand and expectations of health care and pushed medical bills even higher –



not lower, as was once hoped, Inevitably, governments, employers and insurers who finance health care have rebelled over



the past decade against its astronomic costs, and have introduced budgets and rationing to curb them.



Just as inevitably, this limits access to health care: rich people get it more easily than poor ones.



Some proposed solutions would mean no essential change, just better management of the current system. But others, mostly



from American academics, go further, aiming to reduce the emphasis on modern medicine and its advance. Their trust is



two headed:



(i) prevention is better – and might be cheaper – than cure; and



(ii) if you want high-tech, high-cost medicine, you (or your insurers, but not the public) must pay for it, especially when its



value is uncertain.



Thus the finance of health-care systems, private or public, could be skewed to favour prevention rather than cure. Doctors



would be reimbursed for preventive practices, whilst curative measures would be severely rationed. Today the skew is all



the other way: Governments or insurers pay doctors to diagnose disease and prescribe treatment, but not to give advise on



smoking or diet.



Most of the main chronic diseases are man-made. By reducing environmental pollution, screening for and treating



biological risk indicators such as high blood pressure, providing vaccination and other such measures – above all, by



changing people's own behavior – within decades the incidence of these diseases could be much reduced. Governments



could help by imposing ferocious “Sin taxes” on unhealthy products such as cigarettes, alcohol, maybe even fatty foods, to



discourage consumption.



The trouble is that nobody knows precisely which changes – apart from stopping smoking – are really worth putting into



effect, let alone how. It is clear that people whose blood pressure is brought down have a brighter future than if it stayed



high; It is not clear that cholesterol screening and treatment are similarly valuable. Today's view of what constitutes a good



diet may be judged wrong tomorrow.



Much must change before any of these “caring” rather than “cure” schemes will get beyond the academic drawing-board.



Nobody has yet been able to assemble a coherent preventive programme. Those countries that treat medicine as a social cost



have been wary of moves to restrict public use of advanced and / or costly medical procedures, while leaving the rich to buy



what they like. They fear that this would simply leave ordinary people with third-class medicine.



In any case, before fundamental change can come, society will have to recognize that modern medicine is an imprecise



science that does not always work: and that questions of how much to spend on it, and how, should not be determined



almost incidentally, by doctor's medical preferences.



101. The discovery of sulphonamides



(a) helped the doctors to diagnose better.



(b) led to better treatment of some bacterial infections.



(c) eventually led to pharmaceutical and surgical methods of treatment.



(d) None of the above.



102. The current medical practice as carried out in America benefits mostly the



(a) doctors



(b) rich



(c) biotechnology companies



(d) None of the above



103. In some European countries anti-diabetic drugs are far more commonly used than others because



(a) the drugs are fairly easy to take.



(b) more people in those countries suffer from diabetes than in others.



(c) medical practice in different countries varies.



(d) the sedentary way of life which marks their lifestyle results in more people becoming diabetic.



104. Which of the following statements is false?



(a) Coronary by-pass operation is entirely ineffective.



(b) Drug taking is sometimes better than undergoing coronary by-pass surgery.



(c) Removing tissue from prostrate gland after non-cancerous growths appear is a risky operation.



(d) The American medicare is billed about a billion dollars annually for prostrate operations.



105. Which of the following measures if undertaken under 'Care rather than Cure' movement could prove to be



controversial?



(a) 'Sin' taxes on harmful substances such as tobacco and alcohol.



(b) Screening for high blood pressure.



(c) Providing vaccinations.



(d) Cholesterol screening.



106. The outcomes movement could make a significant impact on medical practice if only



(a) the efficacy of all drugs could be tested fast.



(b) the results from just a few thousands patients could be relied on.



(c) the patient had responded uniformly to drugs and medical procedure.



(d) pain could be easily relieved.



107. Modern cure are to expensive because



(a) bio-material are expensive.



(b) employing biotechnological process in making medicines is an expensive process.



(c) there is a huge demand for them but the supply is limited.



(d) None of these.



108. The main objection to 'care rather cure' approach is that it



(a) might leave the poor to fend for themselves.



(b) will lead to confusion as far as the choice of medical technique to be followed.



(c) is not possible to put together coherent preventive program-me.



(d) will lead to the neglect to curative technique

558

Henry Varnum Poor, editor of American Railroad Journal, drew the important elements of the image of the railroad together in 1851, ―Look at the results of this material progress...the vigor, life, and executive energy that followed in its train, rapidly succeeded by wealth, the refinement and intellectual culture of a high civilization. All this is typified, in a degree, by a locomotive. The combination in its construction of nice art and scientific application of power, its speed surpassing that of our proudest courser, and its immense strength, are all characteristic of our age and tendencies. To us, like the telegraph, it is essential, it constitutes a part of our nature, is a condition of our being what we are.‖

In the third decade of the nineteenth century, Americans began to define their character in light of the new railroads. They liked the idea that it took special people to foresee and capitalize on the promise of science. Railroad promoters, using the steam engine as a metaphor for what they thought Americans were and what they thought Americans were becoming, frequently discussed parallels between the locomotive and national character, pointing out that both possessed youth, power, speed, single-mindedness, and bright prospects.

Poor was, of course, promoting acceptance of railroads and enticing his readers to open their pocketbooks. But his metaphors had their dark side. A locomotive was quite unlike anything Americans had ever seen. It was large, mysterious and dangerous; many thought that it was a monster waiting to devour the unwary. There was a suspicion that a country founded upon Jeffersonian agrarian principles had bought a ticket and boarded a train pulled by some iron monster into the dark recesses of an unknown future.

To ease such public apprehensions, promoters, poets, editors, and writers alike adopted the notion that locomotives were really only ―iron horses an early metaphor that lingered because it made steam technology ordinary and understandable. Iron horse metaphors assuaged fears about inherent defects in the national character, prompting images of a more secure future, and made an alien technology less frightening, and even comforting and congenial.

Essayist Ralph Waldo Emerson saw the locomotive as an agent of domestic harmony. He observed that ―the locomotive and the steamboat, like enormous shuttles, shoot every day across the thousand various threads of national descent and employment and bind them fast in one web,adding ―an hourly assimilation goes forward, and there is no danger that local peculiarities and hostilities should be preserved. To us Americans, it seems to have fallen as a political aid. We could not else have held the vast North America together, which we now engage to do.

1. Which of the following claims would the author of the passage most agree with?

A. The railroad undermined America's progressive tendencies.

B. Railroad promoters like Poor denounced Jeffersonian agrarian principles.

C. The Ameicans in general were against the railroad

D. Ralph Waldo Emerson thought that the railroad would harm America.

E. Americans generally supported the development of the railroad.

2.Suppose that an early nineteenth-century American inventor had developed a device that made it easier to construct multi-story building. How would early nineteenth-century Americans be expected to react to this invention?

A. They would not support society's use of such a device.

B. They would generally support society's use of such a device.

C. They would have no opinion about society's use of such a device.

D. They themselves would not use such a device.

E. They would initially view such a device with skepticism

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The passage of the constitution - 108th Amendment Bill, popularly known as the Women's Reservation Bill, in the Rajya Sabha on 9 March came as a belated spring-breaker.The events of the previous day, which marked 100 years of the decision to celebrate 8 March as women's day,in fact, had served as a crude reminder of the long struggle that lay ahead for women on the road to equality. The irony of how much more brutal and intense the opposition and intolerance is to ass

ertion by women in the public sphere as well as within the precincts of individual homes, would have escaped only those who wished not to see it.___________

1) why does policy making on behalf of women meet with such severe resistance ? 2) Why is the passing of the Bill in The Rajya Sabha even referred to as "bulldozing"? 3) Do we not need to stop and wonder why this is the case? 4) Have these leaders opposed to the bill intervened to check the skewed growth paradigm? 5) Has this led to a serious questioning of their right to be there

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Heyguys

I am reading the Hindu Editorials and other magazine regularly but still I am not scoring well in RC any suggestion to improve it, since I am in a hectic job so I can not spare more than 2 hr for cat preparation.

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In the past the country of Siduria has relied heavily on imported oil. Siduria recently implemented a program to convert heating systems from oil to natural gas. Siduria already produces more natural gas each year than it burns, and oil production in Sidurian oil fields is increasing at a steady pace. If these trends in fuel production and usage continue, therefore, Sidurian reliance on foreign sources for fuel should decline soon. Which of the following is an assumption on which the argument depends?

A. In Siduria the rate of fuel consumption is rising no more quickly than the rate of fuel production.

B. Domestic production of natural gas is rising faster than is domestic production of oil in Siduria.

C. No fuel other than natural gas is expected to be used as a replacement for oil in Siduria.

D. Buildings cannot be heated by solar energy rather than by oil or natural gas.

E. All new homes that are being built will have natural-gas-burning heating systems.