T.I.N.E.

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INSTRUCTIONS

Ref: AIMCATII05

1. Read the instructions given at the beginning/end of each section or at [he beginning of a group of questions very carefully.

2. This test has three sections with 60 questions - 20, 20, and 20 respectively iJn the first. second and third secflons The TOTAL TIME available for the paper is 135 minutes. The student may apportion this time among various sections as he/she wishes, However; the student is expected to show his/her competence in all the three sections.

3. All questions carry three marks each. Each wrong answer will attract a penalty of one mark.

SECTION~[

Number of Questions = 20

DIRECTIONS ior questions 1 to 4: Answer the questions on the basis of the information given below

Six friends - Anand, 8imal, Praveen, Kiran, Yashwanth and Rohan - availed a new SMS offer. according to which there will be no charges for tile SMSs sent or received within the group. The following pie charts pertain to the details regarding the number of SMSs sent by these persons withhn the group during the month of October.

The first pie chart gives the break-up of total nurnber of SMSs received by Anand from his five friends jin October acoording to Ihe friend from whom he received the SMSs and the second pie chart giv,es the break-up of the total SMSs sent by thesefive persons within the group (i.e .. , exduding Anand) in the same month according to the personsending the SMSs.

Messages received by Anand Me·ssages sent by different persorns

Rohan 30%

Bimal 10%

Praveen 25%

15%

Kiran 20%

Total = 3000

8imal

Rohan 24%

25%

16"/u

Total » N

Assume that SMSs sent are received instantly and also the number of SMSs sent by each person is always an integer, For all the following questions, consider only the SMSs sent by tile persons within the group in the month of October.

1. What is the least possiote value of N?

(1) 3000 (2) 3750 (3) 3800 (4) 4(JOO

2. Who has sent the least percentage of his 8M3 to Anand? (1) Bimal (3) Kit-an

(2) Praveen (4) Yashwanth

AddWonaJ information for questions 3 and 4:

It is also known that at least 25% of the SMSs sent by 8.imal are to Anand and at most 40'% of the SMSs. sent by Yashwanth are to Anand.

3. Wh.at is the maximum possible number of persons who have sent more than 80% of their SMSs to Anand?

(1) 2 (2) 3 (3) 4 (4) 5

4. Which of the following can be the value of x, if x% of the SMSs sent by Kiran are [0 Anand?

(1) 30 (2) 40

(3) 50 (4) INane of these

DIRECTIONS for question 5: A!i1swer the question independently of each other.

5. Five ladies went to a super market for shopping.

Three of the ladies had Rs.4000, Rs.3000 and Rs.1000, while the other two ladies had Rs.2000 each. Given below are some. more facts about the initial and Nnal cash positions.

i) Kavya started with more money Ihan Rani. ii) Anjali spent RS.150 more than I?reeti.

iii) Babli started with more money than only one other .Iady.

iv) Preeti started with2/3rtl of what Anjali started with.

v) Kavya spent the most, but did not end with the least.

vi) Rani spent the least and ended with mote

money tharn each of Kavya and Preeti. vii) Babli spent Rs .. 350.

viii) Kavya spent 10 tlrnes more than what Babli did. Which one of the foU,owing statements can be true?

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(1) Kavya started with Rs.4000 and ended with
Rs.950
(2) Anjali started witlh RS.3000 and ended with
RS.100
(3) Rani started with RS.1000 and ended with
Rs..700.
(4) Presti started with RS.2000 and ended with
more than Rs.500. DIREClilONS for questions 6 and 7: Each question is followed by two statements, A and S, giving: certain data. You have to decide whether the information provided in the statements is sufficient 'for answering the question.

Choose 1 if the questioncan be answered by !.Ising one of the statements alone, but cannot be answered by using the otherstatemenl alone.

Choose 2 if the question can be answered by !.Ising either statement alone.

Choose 3 if Ihe quesfioncan be answered by using both the statements together, but cannot be answered by using either statement alone.

Choose 4 if the question cannot be answered even by using both the statements together.

6. A circle is inscribed in a square ABeD. What is the area of the clrcle?

A. Area of ABeD is y ern".

B. Perimeter of ABeD is x em,

7. I have a total of 125 fruits - apples and oranges put together - which are to be distributed to 12 boys and 9 girls ofa class, such that each girl gets at leas! one apple but no orange but each boy gets at least one apple and ,at least one oranqs, Can apples be distributed equally to all tile 21 students? Assume that the number of fruits of any variety, distributed for any person is always an integer.

A. The number of apples is a multiple of 7.

B. The orange-s can be distributed equally to all the

boys.

DIRECTIONS for questions 8 to 11 ;' An.swer the questions on the basis of the information given below.

Reliance Electroni.cs Ltd., on the eve of its inaugural store in U.P, nas offered some fabulous offers in the store, which are listed below. The store had exactly sixteen types of items 011 sale.

(i) Buy one iLaptop and get one Inverter free.

(ii} Buy one Mobile phone and get one MP3 player free, (iii) Buy one Microwave oven and get two Watches free .. (iv) Buy one Washing machine and get one Vacuum

cleaner free.

(v) Buy one LCO TV and get one unit of every other

item at Ihe slorefree.

However. for purchasing any other item at the store, nothing else was given free. Mr. Bindaas did extensive purchasing at the store and took home some of the sixteen types of items that were sold in the store. The following table gives the computer generated invoice 01 the number of limits (purchased + free) of each type of item delivered 10 Mr. Bindaas. After 'going home. Mr. Bindaas observed that there were a few errors in the entries under the "Number of units" column iin the invoice, i.e., 'the actual number a] units that were delivered and the number of units shown in the report were not matchlnq for some or the items. and me put a star mark against each of such type of items.

S.No. Item Number of units
1 LCD TVs 10
2 Refr,igeralors 12
3 DVD players 14
4 Washing machines 15
5 Vacuum cleaners 16
6 Microwave ovens 18
7 Air conditioners 2.0
8 DTH boxes 2.0
9 DiQicams 18
10 Laptops 17
11 Watches 18
12 lnverters 19
13 MP3 players 22
14 Hancvcams 2.3
15 Webca:ms 21
16 Mobile phones 15 Note: lt is known that aU the items due 10 Mr. Bindaas (as per his purchases} were delivered and he did not reject any item which was given as free. Further, it is possible that, for some of the sixteen types oil items, no unit was delivered (purchased or free) to Mr. Blndaas, thou.gh the

list showed otherwise. .

8.. If Mr. Bindaas marked exactly one star mark" which was against one of Microwave ovens and Watches, then what h, the least possible total number of units that Mr. Birndaas could have purchased?

(1) 95 (2) 99 (3) 103 (4) 105

9. If Mr. Bmdaas marked stars for all the types of items except OVID players, Washing machines, Vacuum cleaners. Watches and Mob.ile phones, then find the minimum possible total number of units, that Mr. Bindaas could have purchased.

(1) 19 (.2) 20

(3) 21 (4) None of these

10. If Mr. Bindaas had got a total of 30 units for free, then the minimum possible number ofr stars that he could have marked is

(1) 6, (2) 5. (3) 3. (4) 2.

11. If Mr. Bmcaas had purchased exactly 24 units, then find the minimum possible number of stars that he could have marked.

(1) 11 (3) 9-

(2) 10

(4) None of these

DIRECTIONS totouestions: 12 and 13: Answer the questions independently of each other.

12. Five persons with names P, n, H, Sand T are employed as one of the following - Professor, Engineer, Doctor, Accountant and Scientist, not necessarily ill the same order. Each one plays two different sports from among fhefoHowing - Cricket, Football,Hockey, Basketball and Volleyball. R plays Hockey and. Cricket. S plays Football The accountant neither plays Football nor Cricket. P plays Cricket and Football. Q ptays Basketball. Tis the Scientist. Qis the

(1) Doctor (2.) Professor

(3) Engineer (4) Accountant

13. In a school, there were 200 students who play Cricket,1i50 who play Hockey and 150 who play Basketball. Of these, eighty students play both

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Cricket and Hockey, sixty students play both Basketball and Hockey, while seventy students play Cricket and Basketball, Some of the, students play all the three games. Tom coaches those who play only Cricket, Dick coaches those who play only Hockey and Harry coaches those who play only Basketball. Chappel is the head coach and coaches only for the students who play more than one sport. If Tom coaches 80 students, then Ihe other three coaches can be arranged in terms of the number of students they coach as

(1) Chappel> Harry> Dic'k (2) Chappel> Dick> Harry (3) Harry> Chappel > Dick (4) Dick> Chappel> Harry

DIRECTIONS for quesfions 14 to 16: Answer the questions on lhe basis of the information givE:inlbelow.

Mr Chauhan had taken the dealership of 'Neo Sky', a DTH operator in his town. As part of popularisinq the concept of DTH in his town, he offered the customers a 50% discount on the monthly subscription of Rs.20D for the first six months. For receivlnq a connection. the customers had to first purchase a set top box worth Rs,30000n the 10·h of any month, from February to July. If they were satisfied with the connection, the customer had the option of renewing the connection each month by renewing it 01"1. the 9th of that month. Else they could return the set top box and would be refunded RS.2.750 after accounting fora. cancellation fee of Rs.250 .. The following table gives the number of set top boxes installed by IMr. Chauhan and the number of set top boxes renewed by the customers in the different months, starting from March to August, when the initial offer ended. Though no set top box wasinstaHed under the offer in August, the existing customers had the option of renewing in August

Month N!umber of new Number of old
connections connections renewed
February 155 -
March 29 103
April 41 99
May 69 83
June 26 114
July 52 95
Auoust - 128 14. The number of connections that were renewed at least: once during the offer period was at least

(1) 103 (2) 131

(3) 167 (4) None of these

15. The number of connectlons that were not renewed even once was at least

(1) 52 (2) 79

(3) 74 (4) None of these

16. The number of new connections in February, which were renewed throughout the offer period was at most

(1) 99 (2) 103

(3) 83 (4) None of these

DIRECTIONS for queslion 17: Answer Ihe question independentlyof each other.

17. There was a fheft in Mr. Anil's house. When he found out that each of his three servants had seen

the thief, but did not catch him, he was furious. He asked each servant to describe the tthief. As the servants didn't like Mr. Anil, all made a statement each which contained one truth and one lie,

Servant 1 saidl: "The thief was black iUl colour and had a knife."

Servant 2 said: "The thief had a gun and was tall." Servant 3 said "The thief was brown in colour ano was not tall,"

Based on the above statements, which of the following could be a correct description of the thief? (1} The thief was brown in colour, had a gun and

was not tau.

(2} The thief was brown in colour, had a knife and was tall.

(3} The thief was black in colour, had a knife and was tall.

(4) The thief was black. in colour, had a knife and was not ta~1.

DIRECTIONS for questions 18 to 20: Answer the questions on the basis of the information given below.

Ata coachirng institute, each of !hie six faculty members ~ A. B, C, D, E and F - teaches classes of at least one of the three subjects - Physics, Chemistry and Maths. Further, it is also known that,

(a) A cam teach only Physics, while each of Band C can teach Physics and Chemistry but mot Maths.

(b) E can teach Physics and Maths but not Chemistry, while 0 can teach Chemistry and Maths but not Physi:cs.

(c) F can teach only Maths.

Mr. Planner, the director of the coachlnq institute, schedules the classes at the institute for every week. On any day of the week on which the classes. are scheduled. he has to schedule one class each in the three subjects - Physics, Chemistry and Maths - and on t!he remaining days, there will be no classes. While SCheduling, he has to satisfy the following conditions:

(I) In a week, any faculty member teaches not more than two classes of the same subject and not more than three classes in total,

(ii) Any faculty member teaches an most one ctassin a day.

'18. Om how many days of a week can the classes be scheduled?

(1) 3 (2) 4 (3) 6 (4) 5

19. Whiclh of the following cannot be the ~ist of facu~ty members taking classes on any single day?

(1) A,BandF (2) S,DandF

(3} B, C and F (4) A, E and F

20. If E takes two Glasses, of Physics in a week, then which of the following represents the correct combination of faculty member and thie respective number of classes of Chemistry that the facuUy member taught in that week?

(1) 8-2,G-2andO-1

(.2) B ~ 1 , C -"2 and D - 2

(3) B-2, C - 1 and 0 - 2

(4) None ofthese

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SECTION-II Number of Questions '" 20

DIRECTIONS for questions 21 and 22:' Answer the questions on the basis of the information given below.

A king gave each of his sons a tew gold coins SUJch that no pair of sons has the same total number of gold coins as any other pair of SOilS.

21. If the king had six sons, what is the minimum number of gold coins tha[ the king could have given ilis sons?

P) 21 (2) 28 (3) 30 (4) 32

22. If the king g'av€ less than 1 DOgo'.ld coins on the whole to this sons, what is the maximum number of sons he could have had.?

0) 7 (2) 8 (3) 10 (4) 11

DIRECTIONS for questions 23 to 27: Answer the questions independently of each other.

23. If P : q "" q : r= r : s =: 6; then p~ + q; + r~ q +r + s

(1) 3 (2) 6 (3) 9 (4) 36

24,. In .6.ABC, D is a point on Be. P and Q are points on AS and AC respectively such that DP is perpendicular to AB and DO is perpendicular to AC. If the altitudes from B to AC and C to AB are 30 cm and 40 em respectively and OQ= 6,. find nFl.

(1) 24 em (2) 32 em (3) 36 em (4) 48 em

25. Twofuncfions F(x) and G(x) are defined as follows:

F(x) '" Ji + 8x - 18 G(x) = 3x - 6 - J

If H(x) '" Maximum (F(x), G(x)), for what value(s) of x would H(x) assume tts minimum value?

(1) ~ (2) -4

2,

(3) Both (1) or (2) (4) -2

26. Set A has six. elements. Four subsets P, Q,. Rand S are chosen from A at random. What is the probability that P n Q () R n S '" $7

(1) (15)6 (2) 1 __ (1.[jt (3) 165 {4) 165

16 16" 157' 156

27. If fresh grapes contain 8Q% water and 20% pulp, by we~glht, ana110 kg of fresh grapes yield 2.5 kg of dry grapes, then find the percentage of pulp, by weigN, in clry grapes.

11) 20% (2) 40% (3) 75% (4) 80%

DIRECTIONS for questions 28 and 29: Answer the questions on the basis of the information given below.

P is, a set of four-digit numbers which satisfy the following conditions:

(i) The digit in the thousands place is greater than the digit in the hundreds place.

(ii) The digit in the tens place is greater than the digit in the hundreds place but less than the digit in the units place.

28. How many numbers of the set P have a digit appearing more than once?

{1) 120 (2) 240 (3) 252 (4), 264

29. How many numbers are there inset P?

(1) 810 (2) 828 (3) 870 (4} 884

DIRECTIONS for questions 30 to 40: Answer the queslionsindependently of each other,

30. Ram, Shyam and Tarun were each g~ven a distinct six-diqit number, ln each of these numbers the ten-thousands digit was replaced by a d~git y. Each of them was then informed that these numbers hIad a common divisor d and was asked (,0 find y. Ram carne up with three possible values of y, while Shyarn and Tatun came up with four possible values of y each. Which of the fomowing could be a possible value of d?

(1) a (2) 80 (3) 3D (4) 54

31. AI a school library, two VII standard students, two VIII standard students and one IX standard student, all arrive together at the check-out counter. But the librarian can deal with them onl:y one student at a time, I n how many ways can the five stucents 'be checked out, such that the first VII standard student to be checked out is done so before the first VIII standard student to be checked out?

(1) 60 (2) 24 (3) 48 (4) 72

3.2. If F := 0..2 + 0.22 + 0.222 + 0.22.22 + up to n

terms, then

2n + 1 {1) F=:--

9

2 . 2

(2) F:: ~[gn-1+(O,1)" ] 81,

{3} F = .£.!9n + 1- (0 .. 1)" I

81 .

(4) F=' ~I9n-1+(O.1n 81

33. How many three-digit cubes ending with 247 (1) 20

(3) 16

natural numbers have, their

(2) 18

(4) None of these

34. A, workingi alone, takes m times as much time as Band C, working together, to complete a piece of work. B, working alone, takes m times as much time as A and C, working together, to complete the same piece of work and C, working alone. takes m times as much time as A and B, working together, to complete the same piece of work. Find m,

(1) 2 (2) 3 (3) 4 (4) 5

35. There afe two paints A and B along a stream. I took 5 hours to row from A to B and 3 hours to row back to A. A log of wood was letl, to float freely, at B at 6:00 a.rn. on Monday. Au what time will the log of wood reach A?

(1) 12:00 noon on Tuesday {2) 6:00 p.rn. on Monday (3) 9:00 p.rn, on Monday (4) 9:00 a.rn. on Tuesday

36. Find the positive square root of 27 - 6.[6 + 12./3 - 6./2 .

(1) .J3 - 3,J2 + J6 (2) J3 + 3-/2 - J6

(3) 3J2 - J3 - J6 (4) -../6 + 13 -3.,[2

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37. There is a 1J0~nt A on the side PO of a square PQRS. If PA == 4.5 inches and the area of the triangle AQR is 50 sq.inches, what is the perimeter of the square PQRS?

(1)40 em (2) 45 inches

(3) 50 ern (4) 50 inches

38. There are two numbers such that the difference of their cubes .is 134 times their difterence and the sum their cubes is 62 times their sum. If a right triangle is formed with the magnitudes of the lengths (in ern) of its perpendicular sidles be:ing equal to the sum and the difference of the numbers, what is the length (in cm) of its hypotenuse?

(1) 712 (2) 65

(3) 14 (4) Data inconsistent

39.

A cat saw a squirrel when the latter was exactly at the middle of a vertical pole. At that moment, the angle of elevation of the squirrel, as observed by the cat, was 30°. The cat then ran a certain distance towards the pole and chased the squirrel. which then ran to the top of the pole. The cal, which is now 20 m away from the fool of the pole, finds that the squirrel now has all. angte of elevation of 60~. What distance did the cat run?

(1) 6m (2) 10m

(3) 1 oJ3 m (4) 6.13 m

40.

A function y = f (x) is said to be reflexive, if x = f {y). Which of the following is a reflexivefunction?

4x+3 4x+3

(1) Y=--· (2) Y=-·_·-

3x+4 3x-4

(3) 3x-5

Y=--· 6x-4

'4) 4x-9

\ Y= 9x+5

SECTION-ffi

Number of Questtons "" 20

DIRECTIONS for questions 41 to 44: Read the following passage and answer the questions that follow it

Following the conclusion of the first Ind~a-US strategic dialogue, commentators in the Indian press have nearly uniforrnty expressed frustration with the lack of action under the Obarna administration. To judge w'hether this dissatisfaction is grounded In reality, we must first ask whether each country has enough reason to invest in a close relationship with the other in Ihefirst place,

From the Indian perspecflvs, there seems to be sufficient reason for an affirmative answer. Accounting for almost a quarter of the world's GOP, the United States is by far the largesteconomy in the, world, II is also tile only superpower on the globe and likely to remain so .iin the foreseeable future, It is a democracy that values other democracies. And, finally, it is by Far the single largest recipient of India's exports of goods and services. If we seek rising economic prosperity and increasing voice in world affairs, America is a good bet.

An affirmative answer seems less clear-cut from the US perspective, at least on the surface. True, India is by far the world's largest democracy, But this cannot be a game changer by its,elf since it has been true for the last 60 years. At $1.25 trillion, the lndian economy is just a Iittle more than 2% of the world economy. Globally, it ranks a low 1111i in terms of economic size, ranking behind China and Braziil. Above aH, India accounts for less than 2% of US exports and imports.

Seen in this context, the puzzle is not why the Obama administration is not doing more to promote ties with India but haw India hies come to commend so much attention on the global stage .. The main explanation of this puzzle lies lin where the United States sees India going iin the next 15 to 20 years.

In the last seven years, India has gmwn 11-12% per year in real oonars. Based on the current dynamism in the economy, high and rising savings rate, a young population that is expected 10 grow younger and the past experiences of countries such as South Korea, Taiwan and China, India can be reasonably expected to sustain 10% growth in real dollars over the next 15 years .. This would tum the country into a $5 trillion economy, catapult it into the fourth, if not third, position worldwide, Ibehind only the UJS, China and Japan. No forward-locking nation - least of all the US -would ignore an economy with such potentia],

BlJIl this is not the only factor working in favour of a partnership with India. American perceptions of India are also shaped by the vast numbers of highly successful Indians - a large majority of them first-generation immigrants - that they see around them. Wilile the presence of lndians in the US is not new, their phenomenal success is. In the last 115 years, their inrfluence in the tech and finance industries and higher education has grown as that of no ofher single group. A year aqo, when microprocessor giant Intel decided [0 put its employees in its TV cornrnerclals, the first person it chose was Ajay IBhatt, the inventor of the USB port who had received his first engin.eering degree in the Maharaja Saya,jirao University of Baroda. And to ensure that his Indian oriqlns are not lost lipan the viewers, it replaced the real Bhatt by an even more Indian-looking moustached actorl

Complementing this feature .is the presence of 1.00,000 students from India, on the US campuses. The US leadership recoqnizes that these are not any 100,000 students. Instead, they are among the brightest young men and women anywhere who would be among the movers and shakers of tomorrow around the globe. And this flow is likely to continue. Therefore, as ,8 country that looks ahead, the US has plenty of reasons to seek. a lonq-term partnership with lndla,

Therefore, it is no surprise that during the first India-US strategic dialogue, the urs took great pains to counteract the impression that it lacked enthusiasm for India in any way.

How do we then explain the continuing frustration among the commentators in the Indian press? The answer perhaps is that outside of the higl1ly complex security-area, there is very little beyond the atmospherics that the governments can do to promote partners~ips. IEven commentators who deplore the US for failing to match its wordis with action alid Tri·umphant Il'1stUlute of Management Education Pvt. Ud. (T.I.M.E.) HO: 95B. 2n" Floor, Siddarusetty Complex, Secunderabad - SOD .003.

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exhort it to move beyond symbolism do not 'offer a concrete set of actions they would like the latter to take. Demands for the removal of certain export controls, which find frecusnt mentions, do not mak.€ a coherent agendla.

While the governments can make some contribution in areas of mutual interest such as research in aqrlculture and technology and high:er education and possibly dialogue on trade and climate changes issues, the bulk. of the lonq-term relationship will be built on buslness-to-buslness and lndlvlduat-to-indlvldual contacts outside of tile government sector, as has been the case to-date, The outsourcing relationship between the countries did not have its origins in any US government decision to promote it. Nor d'id the American investors in India or lndianinvestors in America end up in their respective destinations because their governments placed them there. While continuing dialogue has signal value, the ultimate key to achieving a true partnership remains sustained rapid growth that turns India into a $5 trillion economy in no more than 15 years.

41. As regards the view of the commentators in the Indian press that the US has not done much to improve the India - US partnerships, the author's opinion is that

(1) it is fully justified because the Obama administration has not done much in this direction. (.2) it is unfair as the US adrnirusuafion is doing its best to improve the partnership.

(3) it is misplaced, as the ,governments' sphere of influence in improving the partnerships is very much restricted.

(4) it is a case of over expectation as India is not a great economic power from the US viewpoint.

42. The author cites the example of Ajay Bhatt to emphasize

(1) the brilliance of young Indian engineers.

(2) how successful Indians have been in America. (3) the economic worth of Indians in America.

(4) the reverence US companies show towards Indians.

43. Regarding the econormc relaflonshlp between India and the US, t;he author feels that

(1) India needs the US for its economic development while Amsrlca's n:seds for economic partnership wit~ India are much less. (2) both India and the US need each other to serve

the interests of their respective economies.

(3) the United States can afford to ignore India Whereas lndia cannot take such a risk.

(4) India can reach a stag!; w:here it may not strive for a closer economic relationship but it cannot afford to .compromise on strategic interests.

44,. The author's optimism regarding sustained growth of Indian eoonomyis based on all the following reasons EXCEPT

(1) similar experience of some other countries, (2) past economic growth of India,

(3) demographic profile.

(4) setback to some other economies.

OIRECTIIONS for questions 45 to 47: I~ each question, a word with its contextual usage is provided, Pick the word from among the, allternatives that is the most appropriate substitute for the question word in the g,jven context and mark its number as your answer.

45. Inexorably Much of the acaderruc and poputar

literature, wtletlher explicitly or implicitly, adopts 'the position that globalisation processes are leading inexorably towards a homogenized world in which g.eographicall' differen~lation is be.ing I will be 'Obliterated.

(1) incorrigibly (3) ineluctably

(2) infallibly

(4} irrepressibly

46. Cornerstone : Individualism is the cornerstone of modern democracy, but excessive individualism can have neoattve effects on democracy by makihg social cohesion less achievabie,

(1) monolith (2) bedrock

(3) anchor (4) firmament

47. Frenet.i.c: For most people gojng about their frenetic lives in cities and tOWIlS, pausinq to notice the nature around them .. ~s nothing short of a luxury ..

(1 ) fretful (2) fractious

(3) furious (4) frenzied

DlRECTIIONS for questions 48 and 49: Each question has a pair of CAPITALISED words followed by four pairs of words, Choose the pair of words that best expresses a relationship similar to that expressed by the capitalized pair,

48. MAVERICK: CONFORMITY

(1) Hedonist: Depravity (2} Infidel: Perfidy

(3) Profligate: Frugality {4} Ascetic : Austerity

49. DOCtRINAIRE: LIBERAL (1) Peremp'tory:. Intransigent (2) Dogged: Tenacious

(3) Jejune: Ingenuous

(4) Tautological: Succinct

DIRECTIONS for questions 50 to 53: Read the following paSsage and answer the questions thai foillow it.

The premium on emotional intelligence can only rise as orqanizations become increasingly dependent on the talents and creativity of workers who are independent ag!ents. Even now 77 percent of American "Knowledge workers" say they decide what to do on the JOb, rather than being told by someone else,

The rising popularity of telecommuting is accelerating this trend. Autonomy can work only if it goes hand in hand with self-control, trustworthiness, aod ccosclennousness. And as people work less "fm the company" and more for themselves, emotional intelligence will be required to maintain the relationships vital for workers' survival.

Such free agents suggest a future for work somewhat akin to the fLinctioning of the immune system, where roaming cells spot a pressing need, spontaneously collect into a tightly knit, highly coordinated wor.kin9 group to meet that need, and dissipate into free agency onoe again as the job finishes. In an organizational context such groups. each with a epeciatized mix of talent anc expertise, may erise within and across organizational boundaries as demands require, then cease to exist once their task is accomplished. That mode already lypifiies the entertainment industry, where a pseudo-orqanlzatlon coalesces for the duration of a project, then disbands. This, many suggest, will be a standard mode for work in thefuture.

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Such virtual teams can be especial:ly agile because they are headed by whoever has the requisite skills, rather than by someone who happens to have the title "manager." Ad hoc project groups and task forces are proliferating within many organizations; other companies are creating the talent capacity for such groups by linking people together to chat and to share information and ideas.

The question for us all is whether the new world of work will becornelncreasinqly grim, with relentless job pressures and apprehensions robbing us of both a sense of security and a place in our lives for even the simple pleasures=-or whether, even in the faoe of this new reality, we can fin.d ways to work that excite, fulfill, and nurture us.

The good news is that emotional intelli.gence can be learned. Individually, we can add these skills to our tool kit for survival at a time when "job stabllny" seems like a quaint oxymoron.

For businesses of all kinds, thle fact that emotional competencies can be assessed and improved suggests another area in which performance-c-ane so cornpetitiveness=-can be upgraded', What's needed amounts to an ernotlonal competence tune-up for the corporation.

At the individuallevel,elemernts ot .emotionallntelligence can be identified, assessed, and upgraded. At the group level, it means fine-luning the interpersonal dynamics that make groups smarter. At the crqanizational level, it means revising. the value hierarchy to make emotional intelligence a priority-"- nn the concrete terms of hiring, training and development, performance evaluation, and promotions.

To be sure, emotional intelligence is no, magic bullet, no guarantee of more market share or a i"lealthier bottomline.ihe ecology of a corporation is extraordinarily fluid and complex, .and no single intervention or change can fix every problem. But, as the saying goes,"lt"s all done with people," and if the human ingredient lis ignored, then nothing else will work as well as it might. In the years to come, companies in which people collaborate best will have a competitive edge .. And so to that extent emotional intelligence will be more vital.

But: apart from the emotional intelligence of the organizations we work for, havrng these capabilities offers each of us a way 10 survive with our humanity and sanity intact, no matter where we work. And as work chances, these human capacities can help us not jLlst compete, but also nurture the capacity [or pleasure, even joy, in our work.

50,. In the organizational context, an agg..lomeratiolil of which had had profound effects over social

emotional intelligenc'€l of workers is Seen by the relationships in the past few decades.

author as a requirement (C) Globa.lisation has,ror the first time. in world

(1) to meet g!reater than normal business demands history, created a global market and a dense

on the organization. network for production and commodity chains,

(2) to meet situational exi91encies in the organization. which have profound effects on social

(3) to meet Ihe unwieldy demands of the tOIP relationships in the past few decades.

echelons of the organization. (D) Globalisarlion has, for the first time in world

(4) to meet human resources assessment needs. history, created a global market and a dense network of production and commodity chains, which has had profound effects on social relationships in the past few decades.

(1) A. (2) B (3) C (4) D

51.

The author looks upon present days as times when (1) high paying Jobs are dime a dozen.

~2) jobs abound.

~3) guarantee of jobs is mostly assured. (4) job guarantee lsa misnomer.

At t!he indiividual level, emotional intelligence is looked upon by the author as a

p) means to achieve security of employment. ~2) competitive edge provider.

(3) normal job requirement.

(4) ladder for scaling the hierarchy.

The author feels that the imporlance of emotional inte.lligence' is felt in orgarnzations because of

(1) its ,link with autonomy, a growing trend.

~2) the rapid expansion of the business world.

{3) globalisation bringing greater interpersonal encounters.

{4) the requirements of technological advancement.

DIRECnONS for questions 54 to 56: 11'11 each question, four different ways of presenting an idea are given, Choose the one that conforms most closely to standard English usage.

52.

53.

54. ~A)

Globalisafion has, for the first time in world history, created a g:lobal market and a dense network for production and commodity chains, which have had profound effects on social relationships in the past few decades, Globalisattion mas, for the first time in world history, created a global market and a dense network of production and commodity chains,

(B)

55_ (A)

Not only the brain does contain innate mechanisms to detect defectors and reason about social contracts; it also has an emotional structure. designed to punish defectors even at the expense of immediate interest.

The brain contains not only innate mechanisms for detecting defectors and to reason about

social contracts; it also has an emotional structure designed to punish defectors even at tile expense of immediate interest.

Not only does lhe brain contain innate mechanisms to detect defectors and to reason

about social contracts: it also has an emotional structure designed to punish defectors even at tine expense of immediate interest.

The brain not only does contain innate mechanisms to detect defectors and to reason

about social contracts; it has also an emotional structure designed to punish de,fectors even at tile expense of immediate interest,

(1) A (2.) B (3) C (4) o

(B)

(C)

(D)

56_ (A)

Just as human languages may be infinitely varied but reHect common deep linguistic structures stemming from thelinquistic areas of tile neocortex, so too human cultures reflect common scclal requirements not determined by culture but biology,

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(BJ Just as human languages may be infinitely varied but reflect common deep linguistic structures stemming from the linguistic. areas of the neocortex, 50 also human cultures are refl>ectting common social requirements determined not by culture but biology.

ee) Just as human languages may be infinitely varied but reflect common deep linguistic structures stemming from the linguistic areas of the neocortex, human cultures as well may be reflecting common social requirements not determined by culture blLlu biology.

(D) Just as human languages may be infinitely varied but reflect common deep linguistic structures, stemming from the linguistic areas of the neocortex, so too human cultures may reflect common social requirements determined not by culture but by biology,

(1) A (2) B (3) C (4} 0

DIRECTIONS for questions 57 and 58: FOUir altemafivs summaries are given below each text. Choose the option that best captures the essence of the text.

57. Abou!a century aqo, writing in the crucible of the early Cold War, American historians were convinced Ihat something ran deep among US citizens linking them to one another -- a national personality or fundamental essence that made Americans American, ".By some alchemy," as Henry' Steele Cornrnaqer put it, "out of the blending of inheritance, environment, and experience, tihere came a distinctive American character," The very concept of naliional character went out of fashion in the 1960s when political and cultural events (not to mention challeng.es from New Left historians) made it harder 10 think of .America in singular terms. There seemed to be too much conflict and diversity to locate a core, Social historians turned away from sweeping claims about all Americans tn favour of detailed local sfudles of specific groups: slaves, pioneers, farmers, mill hands, shopkeepers, and immigrants. Suspicious of attempts to plot a I,mi\ary tradition, they disavowed not just previous definitions of American character but the notion of defining one at all,

(1) A century ago American historians believed in national personality that linked all Americans because of their inheritance, environment and experience, but in the 19605, political and cultural events including challenges from New left hlstorians seemed to disallow this oneness. Preferencing deta lled local studies of specific groups over indiscnminate claims of oneness, social historians repudiated the very idea of national character.

(2) A century ago American hi storia ns believed in national personality that linked all Americans because of the bilendirlg of inheritance, environment and experience, but in the 19605, political and cultural events from New Left historians seemed to disallow the onenessas their indiscriminate claims for detailed local studies of specific groups repudiated the notion of national character.

(3) Though American historians were convinced about the national character for the oneness of America a century ago, the conflict and diversity by specific groups like slaves, pioneers, farmers, mill hands, shopkeepers, and

immigrants. supported by the New Left historians, disallowed it. Hence the social historians repudiated the very idea of one national character in the 1960s.

(4) A century ago American historians believed lin national personality that linked ail Americans because of their inheritance, environment and experience, but in the 1.960s, political and cuttural events including chamenges from New Left historians seemed to disallow this oneness. Social historians suspiciously disavowed the notion of defining one at all, as it turned away from sweeping claims about specific groups.

58. None of us know what lies inside, the President's heart, It's possible that he fooled gullible progressives during the election into believing he was a left-liberal partisan when in fact he is much closer to a conservafive corporate shi~l. An awful lott of progressives,including two I happen to know who sport Nobel Prizes on their shelves, feel til is way, and their oerspecnve cannot be completely discounted. His view 011 the development of trne Beltway, meanwhile, posits just the opposite.

(1) The President's equivocal nature was clear when he caused some progressives to believe thai he was pro left-liberal, while,in reality, me was Closer 10 conservatives. tnstead, his take on t!he Beltway displays divergence from this.

(2) The President's demeanour is equivocal. Duriin9 theelections, he caused some progressives to believe that he was, pro left-llberal, while in reality, he was closer to conservatives, But his take on the Beltway belies this view.

(3) The equivocal nature ot the President during the elections, which showed that he made the progressives believe he was pro left-liberal, while in reall ty, he was closer to conservatives, belies his take on the Be:ltway.

(4) The President's demeanour is equlvocal. During the elections, he made the progressives believe thai he was pro left-liberal, while in reality, he was closer to conservatives. But his take on the Beltway does not support this view,

DIRECTIONS for questions 59 and 60: Each of the following questions has a. paragraph wHh one italicised word t!hat does not make sense, Choose the most appropriate replacement for that word, from the options giiven below the paragraph.

59. Most modern maps of the Peruvian Amazon only hint at the lives, indeed, the very existence of the people who live there. There are neat little dots representing the towns, and an occasional aeroplane leon to Indicate where a pilot can safely land Oil ani airstrip. Nature itself a dense, finii expanse of jungle - is shown in various shades of

·green.

( 1 ) fe rtille (3) verdant

(2) bounteous (4) luxurious

60. For cbiloren, Nature, comes in many forms. A nswborn c.alf, a pet that lives and elies, a fort nestlirng in stinging nettles, a worn path through the woods. Whatever shape it takes, nature offers a child a larger world, separate from his or her parents, and, unlike television, it does not steal Hme bun mittzes it.

(1) amplifies (2) curtails

(3) restricts (4) impedes

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