Read the passage below and answer the questions that follow nGlobal history has taken a boost from the current conflicts

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Previous Question: Follow the given instructions for the next 5 questions: Below is given a question followed by two statements numbered I and II. The question may or may not be answered with the help of these statements. You have to decide if these statements are sufficient to answer the question. Give answer a) if only 1 of the statements is sufficient to answer the question but other statement is not b) if both statements I and II are together sufficient to answer the question although neither statement suffices by itself c) if statement I and statement II are sufficient to answer the question independently and separately d) if the two statements are not sufficient and more data is needed to answer the question. Q 32.What is the age of A? Statements: I. The age of B is 24 years II. A is older than B Q 33.What is the age of B? Statements: I. The age of A is 18 years II. B is 5 years younger than A Q 34.Shyam is the brother of Mohan? Statements: I. Mohan is the son of Ram II. Shyam is the son of Ram Q 35.Is X the brother of Y? Statements: I. X is the son of Z II. Y is the daughter of Z Q 36.Is X the brother of Y? Statements: I. Z is the father of X II. Z is the father of Y Next Question: Read the following passage and attempt the 3 questions that follow: In modern times, the list of educationists continues to include formidable intellects—William James, for example, who’s ‘Talks to Teachers’, is among the best books on education ever written. Two of the greatest philosophers in this century, Ludwig Wittgenstein and Karl Popper, were elementary-school teachers who of necessity would have thought deeply about educational issues. Wittgenstein’s professor at Cambridge, Bertrand Russell, founded a school, and Russell’s colleague, Alfred North Whitehead, wrote the impeccable Aims of Education. And, of course, America’s greatest homegrown systematic philosopher, John Dewey, was an educationist par excellence. In other words, the history of Western philosophy is so bound up with the subject of education that the two can hardly be separated. One might even say that just as it is natural for a physicist upon reaching his deepest understandings to be drawn toward religion, so it is natural for a mature philosopher to turn toward the problems of education. Why, then, this persistent prejudice against the subject and those who make a profession of its study? Definitive Answers await a rich and extensive research project to which sociologists, psychologists, historians, perhaps even anthropologists must contribute their perspectives. I mention anthropology because I suspect the intensity of the prejudice varies from culture to culture. There are places—China, for example—where the prejudice may not exist at all. But if we confine ourselves to the West, we are almost sure to find that it is in the United States that the prejudice is maintained in its most active state. There are great universities in America—Yale, for example—where a student cannot major in the subject. There are even universities where the subject is held in such low esteem that it is possible for a student to major in, of all things, Business Administration but not Education. Of course, Business Administration alumni are usually better positioned to give large gifts to a university than are Education alumni, but this fact by itself cannot explain the pervasiveness of the prejudice. After all, in many universities where the subject of education is considered a side issue, if considered at all, students may major in such subjects as Social Work and nursing, neither of which promises its graduates the wherewithal to bestow large gifts on Alma Mater. No, I do not think the economics of universities will tell us very much. My own attempts to look into the matter have led in another direction, and by following that path, I believe I have found a way of reversing the prejudice entirely. Even better, I believe my inquiries point toward a solution to a more formidable problem; namely, how to increase our own selfrespect. The usual reason given by standard-brand academics for their distaste for the subject of education is that it is trivial. This they say without much forethought, as if by rote, as if they neither expected nor could resist a rebuttal. When rebuttal comes in the form of a few wellchosen questions of the type “Is it trivial to examine what is meant by learning, and what relation, if any, teaching has to learning?” their attack shifts to a different ground. “It is not the triviality of the subject”, they say. Q 4.Which is the best book of Modern times that is written on Education? OptionA America’s greatest homegrown B Business Administration alumni C Talks to Teachers D Aims of Education Q 5.Name the philosophers of Modern times who worked more on Education. OptionA Alfred North Whitehead and William James B Ludwig Wittgenstein and Karl Popper C Bertrand Russell and John Dewy D None of the above

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Read the passage below and answer the questions that follow:
Global history has taken a boost from the current conflicts, protests and riots against corporate
globalization, and the threat of worldwide terrorism against the West. These events fit into a
global pattern of the rise and fall of societies that can be traced back to ancient times. True of all
the ancient empires we know, the cycle of rise and decline appears to be accelerating. The
twentieth century saw the collapse of seven great empires – Mandarin China, Germany, Austria-
Hungary, Ottoman Turkey, Japan, the British empire, and twice over in the case of Tsarist and
Soviet Russia. Since the events of September 11th, 2001, the twenty-first century seems likely to
threaten the sole remaining superpower, the United States, with nemesis. The key to the
formation, survival and decline of all historical societies is their use of surplus income and
resources. Without the extraction, by an elite, of products surplus to immediate requirements – in
the form of food, arms, luxuries and other goods and services produced by farmers, craftsmen,
traders and servants – no society, beyond the most primitive, would be able to afford the
protection, law and order, administration, defense, spiritual advice, personal services, cultural
production and so on essential to its existence. This is so obvious that it scarcely needs
expressing, yet we know little about the way it arose out of the chaos of pre-civilized experience.
The rise is shaded in pre-history, since the formation of a society cannot be known until it has
acquired the tools – written language or a reliable oral tradition – to express it.
Q 1.As per the passage what is most important for the Historical societies’ survival?
OptionA Optimal use of Income and Resources
B
Constructive use of Excess income and resources
C Global Rise and fall
D
Free from terrorism and conflicts
Q 2.What is common for all the societies discussed in the passage?
OptionA
Terrorism
B Surplus of Income and Resources
C Rise and fall cycle
D
Conflicts
Q 3.What is true as per the passage?
OptionA
Rise and fall is imminent for all the societies.
B Language and Writing knowledge are tools because of which we know about precivilized
history.
C Surplus income was not used properly in the previous societies but not in ours.
D
United States is on the brink of extinction like other societies after events of 11th
September.: Asked In CAT AVINAS SHARMA (11 years ago); Unsolved; Is this Puzzle helpful? (5) (1) Submit Your Solution

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Latest CAT Aptitude Question SOLUTION: Read the passage below and answer the questions that follow: Global history has taken a boost from the current conflicts, protests and riots against corporate globalization, and th

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