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VERBAL CLUBBED MCQs
Total Questions : 504
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Answer: Option B. -> Intelligent
:
B
The word 'fatuous' refers to something stupid, silly or lacking in seriousness. Since we have to pick up an alternative that is most inappropriate in the given context, we need to choose an option that's opposite in meaning to the word 'Fatuous'.
Thus, answer option (b) stands out as the correct answer choice.
:
B
The word 'fatuous' refers to something stupid, silly or lacking in seriousness. Since we have to pick up an alternative that is most inappropriate in the given context, we need to choose an option that's opposite in meaning to the word 'Fatuous'.
Thus, answer option (b) stands out as the correct answer choice.
Answer: Option D. -> Reading textbooks
:
D
According to the passage, civic education in the schools made little attempt to develop participatory political skills. The political skills were developed when the students attended political parties’ meetings, town meetings, in churches and the coffee or ale houses where men gathered for conversation (Look at the lines “In the first half of the Republic…. of government than the schools).
:
D
According to the passage, civic education in the schools made little attempt to develop participatory political skills. The political skills were developed when the students attended political parties’ meetings, town meetings, in churches and the coffee or ale houses where men gathered for conversation (Look at the lines “In the first half of the Republic…. of government than the schools).
Answer: Option D. -> Resented condescending criticism
:
D
The author before, quoting Elizabeth Barrett, says that the women writers expected harsh and jeering reviews. But the critics were generous towards them. They considered the critics' view to be condescending because the writers wanted rigorous and impartial criticism and did not want any considerations based on their sex. Hence option (d) is the correct answer.
:
D
The author before, quoting Elizabeth Barrett, says that the women writers expected harsh and jeering reviews. But the critics were generous towards them. They considered the critics' view to be condescending because the writers wanted rigorous and impartial criticism and did not want any considerations based on their sex. Hence option (d) is the correct answer.
Question 84. 1. It is very easy to acquire bad habits, such as eating too many sweets, or consuming alcohol.
A. In case of addicts of drinks, alcohol is not at all necessary in any way to anybody.
B. The more we do a thing, the more we tend to like doing it.
C. Millions of people do without it.
D. This is called the 'force of habit.' 6. In view of the disadvantages, total prohibition is enforced in some states.
A. In case of addicts of drinks, alcohol is not at all necessary in any way to anybody.
B. The more we do a thing, the more we tend to like doing it.
C. Millions of people do without it.
D. This is called the 'force of habit.' 6. In view of the disadvantages, total prohibition is enforced in some states.
Answer: Option B. -> BDAC
:
B
Option(a) is not correct because D is not a suitable sentence to precede sentence 6. Options (c) & (d) are not correct because the D following A does not make any sense. Option (b) is correct because sentence D is a continuation of B - habit in D refers to 'the more we do . . . . .' in D.
:
B
Option(a) is not correct because D is not a suitable sentence to precede sentence 6. Options (c) & (d) are not correct because the D following A does not make any sense. Option (b) is correct because sentence D is a continuation of B - habit in D refers to 'the more we do . . . . .' in D.
Answer: Option D. -> Is/am
:
D
Option D. We should not get confused by the words that come between the subject and verb; they do not affect agreement.Connectives, phrases such ascombined with,coupled with,accompanied by,added to,along with,together with, andas well as, do not change the number of the subject. These phrases are usually set off with commas. Furthermore, when'I'is one of the two subjects connected byeither/ororneither/nor, we should put it second and follow it with the singular verb'am'.
:
D
Option D. We should not get confused by the words that come between the subject and verb; they do not affect agreement.Connectives, phrases such ascombined with,coupled with,accompanied by,added to,along with,together with, andas well as, do not change the number of the subject. These phrases are usually set off with commas. Furthermore, when'I'is one of the two subjects connected byeither/ororneither/nor, we should put it second and follow it with the singular verb'am'.
Answer: Option B. -> Realistic and analytical
:
B
The author gives a realistic and detailed description of the education system in the passage. She gives a neutral take on the views held about education during the formative years of the Republic. She also talks about the content of the textbooks during that time and the subsequent changes over the course of time. She also describes the values imparted to the students through education in school and the skills imbibed outside (political meetings etc.). Hence option B.
:
B
The author gives a realistic and detailed description of the education system in the passage. She gives a neutral take on the views held about education during the formative years of the Republic. She also talks about the content of the textbooks during that time and the subsequent changes over the course of time. She also describes the values imparted to the students through education in school and the skills imbibed outside (political meetings etc.). Hence option B.
Question 87. 1. As new refugees keep pouring (A)/ dropping (B) in, and those granted asylum have the right to bring family later, there is no end in sight.
2. Schools are struggling to integrate (A)/discipline (B) refugee children who speak no German.
3. While extremist parties have become serious competitors (A)/ contenders (B) for power in some other European countries, they remain marginal in Germany, and voters have faith that their government will restore order.
The correct sequence is___
2. Schools are struggling to integrate (A)/discipline (B) refugee children who speak no German.
3. While extremist parties have become serious competitors (A)/ contenders (B) for power in some other European countries, they remain marginal in Germany, and voters have faith that their government will restore order.
The correct sequence is___
:
In the first sentence, refugees are coming to a country in mass numbers and hence 'pouring in' is more appropriate in this context. Dropping is not appropriate as refugees do not 'drop in' to a new country.
Schools will face difficulty to 'integrate' the children of refugees in the class who don't speak any German. Disciplining will be a challenge applicable to all children, whether German or others.
Extremist parties are serious 'contenders' for power. A contender has a realistic chance of winning a challenge, a competitor merely competes in the challenge. In this context, the extremist parties are contenders as they have gained considerable support in other European countries.
Question 88. Select the option which has the most appropriate word to fill the blank.
Companies require capital. Start-up companies, especially US-based companies that present high risk and reward, frequently need more capital than the founder's wallet holds. This means that entrepreneurs have to seek other investors - and the success of the business will be heavily dependent by the extent to which they take account of the needs of these investors when _____ up a business plan.
Companies require capital. Start-up companies, especially US-based companies that present high risk and reward, frequently need more capital than the founder's wallet holds. This means that entrepreneurs have to seek other investors - and the success of the business will be heavily dependent by the extent to which they take account of the needs of these investors when _____ up a business plan.
Answer: Option A. -> Drawing
:
A
'Drawing' up business plan implies making a business plan as mentioned in the para. Hence option (a) is in keeping with the essence of the para and is thus correct. All the other options are not relevant in this context.
:
A
'Drawing' up business plan implies making a business plan as mentioned in the para. Hence option (a) is in keeping with the essence of the para and is thus correct. All the other options are not relevant in this context.
Question 89. I. Nothing must be (A) slower / (B) slovenor slipshod; every door, every fence, must be kept in good repair. II. I have shown specimens of this incrustation to several geologists, and they all thought that theywere of (A) ingenious / (B) igneous origin. III. In Great Mischief, your author eschewed the (A) solecism / (B) solipsism he had committed in DieFasting, of creating fictional dialogues for real historical figures. IV. As they prefer warm and damp conditions, pharaoh ants do not build their nests but simply inhabitany convenient (A) crevice / (B) crevasse. V. (A) Crimping / (B) Crumpling and fluting the edge of a pie adds a homemade touch to just aboutany pie.
Answer: Option A. -> BBAAA
:
A
The word 'slipshod' refers to a haphazard. The other word should complement it and hence 'sloven' which means untidy or careless in appearance is a be fitting word. The word 'igneous' is more appropriate in the second sentence. 'Ingenious' stands out of context. In sentence 3, 'solecism' means committing a grammatical oridiomatic error- here it would refer to incorrect semantics and hence would be the right pick.'Solipsism' is the philosophical theory that the self is all thatyou know to exist and is therefore out of context. In sentence 4, (A) 'crevice' which is an arrow crack or space, especially in the surface of a rock,befits the sentence. A 'crevasse' is a very deep crack in the thick ice of a glacier.In sentence 5, 'fluting' is the act of incising or making grooves.This hints that the other word to correspond it should be'crimping' and not 'crumpling'. 'To crimp' is to make ridges by pinching together. To 'crumple' means to crush. Therefore, the correct sequence should be BBAAA thus making answer option (A), the correct answer choice.
:
A
The word 'slipshod' refers to a haphazard. The other word should complement it and hence 'sloven' which means untidy or careless in appearance is a be fitting word. The word 'igneous' is more appropriate in the second sentence. 'Ingenious' stands out of context. In sentence 3, 'solecism' means committing a grammatical oridiomatic error- here it would refer to incorrect semantics and hence would be the right pick.'Solipsism' is the philosophical theory that the self is all thatyou know to exist and is therefore out of context. In sentence 4, (A) 'crevice' which is an arrow crack or space, especially in the surface of a rock,befits the sentence. A 'crevasse' is a very deep crack in the thick ice of a glacier.In sentence 5, 'fluting' is the act of incising or making grooves.This hints that the other word to correspond it should be'crimping' and not 'crumpling'. 'To crimp' is to make ridges by pinching together. To 'crumple' means to crush. Therefore, the correct sequence should be BBAAA thus making answer option (A), the correct answer choice.
Question 90. Read the passage and answer the question that follows.
The most important problem posed by the existence of different interest, that is to say different mental models and paradigms about and within organizations, is how to tackle their (potential) incompatibility. In order to manage the cognitive and normative differences and preferences as part of organizational practice, knowledge management and thus management education will have to detach themselves from a functionalist management ideology, and the positivistic idea of knowledge and rationality which is associated with it. Such concepts as deuteron learning, n-th order changes, and innovation (instead of improvements) do not fit into the latter approach. Functionalism has a marked preference for unity above diversity, for harmony above conflict, for (functional) integration, and it chooses order above the potential chaos of continuous change.
Incompatibility or incommensurability is then seen as a grave threat to vested interests. Functionalists in particular react too emotionally and with disgust at the idea of (apparent) unreconcilable differences which adhere to incommensurability. If, however, knowledge management and therefore also management education wish to be able to pride themselves on the fact that they aspire to continuous innovation and learning in organizations, then the management of irreconcilability and pluriformity will be an unavoidable and indispensable prerequisite for its success.
Postmodernism belies all grand narratives like those of positivism and even Habermas’s theory of rationality, that try to force people into the mold of a specific way of thinking and acting. Postmodernism explains this tendency of grand theoretical system by positing two central characteristics of human reason : first, there is the fundamental and inalienable freedom or reason to conceptualize ‘the world’ in different ways, while second, each of these conceptualizations has a built-in and irreducible claim to university.
Management of incommensurability and heterogeneity in organizations expressly demands a postmodern epistemological perspective. Such concepts as incommensurability and internal differences have a prominent place in postmodernism. As is evident from the above quotation, postmodernism believes all great narratives on the levels of both epistemology and social philosophy. Positivism and even Habermas’ theory of rationality, which under the guise of universality attempted to force people into a certain way of thinking and acting, as history has so adequately demonstrated, do not shrink from a totalitarian approach.
Postmodernism shows that the incompatibility of grand theoretical system is to be traced to two central features of human reason : first, the fundamental freedom of thought with which to view the world in one’s own and therefore different way, and second, the inbuilt claim to universality, i.e. that one considers one’s own point of view to be the best. It is for this reason that in practice it is not enough to minimalize the differences between alternative perspectives (which could lead to a kind of pluralistic indifference); neither would it do to resolve the conflicts between them in a forcible manner (this would lead only to dogmatism). Managing differences will therefore be a challenge for knowledge management to find which leading element would be helpful in steering the ship of organization past the rocks of totalitarian rule and then around the cliffs of indifference.
A suitable title for the passage could be:
The most important problem posed by the existence of different interest, that is to say different mental models and paradigms about and within organizations, is how to tackle their (potential) incompatibility. In order to manage the cognitive and normative differences and preferences as part of organizational practice, knowledge management and thus management education will have to detach themselves from a functionalist management ideology, and the positivistic idea of knowledge and rationality which is associated with it. Such concepts as deuteron learning, n-th order changes, and innovation (instead of improvements) do not fit into the latter approach. Functionalism has a marked preference for unity above diversity, for harmony above conflict, for (functional) integration, and it chooses order above the potential chaos of continuous change.
Incompatibility or incommensurability is then seen as a grave threat to vested interests. Functionalists in particular react too emotionally and with disgust at the idea of (apparent) unreconcilable differences which adhere to incommensurability. If, however, knowledge management and therefore also management education wish to be able to pride themselves on the fact that they aspire to continuous innovation and learning in organizations, then the management of irreconcilability and pluriformity will be an unavoidable and indispensable prerequisite for its success.
Postmodernism belies all grand narratives like those of positivism and even Habermas’s theory of rationality, that try to force people into the mold of a specific way of thinking and acting. Postmodernism explains this tendency of grand theoretical system by positing two central characteristics of human reason : first, there is the fundamental and inalienable freedom or reason to conceptualize ‘the world’ in different ways, while second, each of these conceptualizations has a built-in and irreducible claim to university.
Management of incommensurability and heterogeneity in organizations expressly demands a postmodern epistemological perspective. Such concepts as incommensurability and internal differences have a prominent place in postmodernism. As is evident from the above quotation, postmodernism believes all great narratives on the levels of both epistemology and social philosophy. Positivism and even Habermas’ theory of rationality, which under the guise of universality attempted to force people into a certain way of thinking and acting, as history has so adequately demonstrated, do not shrink from a totalitarian approach.
Postmodernism shows that the incompatibility of grand theoretical system is to be traced to two central features of human reason : first, the fundamental freedom of thought with which to view the world in one’s own and therefore different way, and second, the inbuilt claim to universality, i.e. that one considers one’s own point of view to be the best. It is for this reason that in practice it is not enough to minimalize the differences between alternative perspectives (which could lead to a kind of pluralistic indifference); neither would it do to resolve the conflicts between them in a forcible manner (this would lead only to dogmatism). Managing differences will therefore be a challenge for knowledge management to find which leading element would be helpful in steering the ship of organization past the rocks of totalitarian rule and then around the cliffs of indifference.
A suitable title for the passage could be:
Answer: Option C. -> Management of incompatibility in a postmodern perspective
:
C
The main theme of the passage is -
“Management of incompatibility is a very important aspect for knowledge management and management education. Functionalism is not able to help people to manage it. The author suggests that post modernism can help management education to manage incompatibility.”
This is best captured by (c).
The main theme of the passage is not to compare functionalism and post modernism. So (a) is wrong.
(b) is a half-baked answer. It is not talking about post modernism.
(d) is again a half-baked answer.
:
C
The main theme of the passage is -
“Management of incompatibility is a very important aspect for knowledge management and management education. Functionalism is not able to help people to manage it. The author suggests that post modernism can help management education to manage incompatibility.”
This is best captured by (c).
The main theme of the passage is not to compare functionalism and post modernism. So (a) is wrong.
(b) is a half-baked answer. It is not talking about post modernism.
(d) is again a half-baked answer.
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