VARC Sectional 1

Directions for questions 1-6: The following passage consists of a set of six questions. Read the
passage and answer the questions that follow.

Artificial Intelligence (which I'll refer to hereafter by its nickname, “AI”) is the subfield of Computer Science
devoted to developing programs that enable Artificial Intelligence (which I'll refer to hereafter by its
nickname, “AI”) is the subfield of Computer Science devoted to developing programs that enable
computers to display behaviour that can (broadly) be characterized as intelligent. Most research in AI is
devoted to fairly narrow applications, such as computers to display behaviour that can (broadly) be
characterized as intelligent. Most research in AI is devoted to fairly narrow applications, such as
planning or speech-to-speech translation in limited, well defined task domains. But substantial interest
remains in the long-range goal of building generally planning or speech-to-speech translation in limited,
well defined task domains. But substantial interest remains in the long-range goal of building generally
intelligent, autonomous agents, even if the goal of fully human-like intelligence is elusive and is seldom
pursued explicitly and as such. intelligent, autonomous agents, even if the goal of fully human-like
intelligence is elusive and is seldom pursued explicitly and as such.
Throughout its relatively short history, AI has been heavily influenced by logical ideas. AI has drawn on
many research methodologies: the value and
relative importance of logical formalisms is questioned by some leading practitioners, and has been
debated in the literature from time to time. But most relative importance of logical formalisms is
questioned by some leading practitioners, and has been debated in the literature from time to time. But
most
members of the AI community would agree that logic has an important role to play in at least some central
areas of AI research, and an influential minority members of the AI community would agree that logic has
an important role to play in at least some central areas of AI research, and an influential minority
considers logic to be the most important factor in enabling strategic, fundamental advances. considers
logic to be the most important factor in enabling strategic, fundamental advances.
The relations between AI and philosophical logic are part of a larger story. It is hard to find a major
philosophical theme that doesn't become entangled with
issues having to do with reasoning. Implicatures, for instance, have to correspond to inferences that can
be carried out by a rational interpreter of issues having to do with reasoning. Implicatures, for instance,
have to correspond to inferences that can be carried out by a rational interpreter of
discourse. Whatever causality is, causal relations should be inferable in everyday common sense
settings. Whatever belief is, it should be possible for discourse. Whatever causality is, causal relations
should be inferable in everyday common sense settings. Whatever belief is, it should be possible for
rational agents to make plausible inferences about the beliefs of other agents. The goals and standing
constraints that inform a rational agent's behaviour rational agents to make plausible inferences about the
beliefs of other agents. The goals and standing constraints that inform a rational agent's behaviour
must permit the formation of reasonable plans. must permit the formation of reasonable plans.
In each of these cases, compatibility with an acceptable account of the relevant reasoning is essential for
a successful philosophical theory. But the In each of these cases, compatibility with an acceptable
account of the relevant reasoning is essential for a successful philosophical theory. But the
methods in the contemporary philosophical inventory are too crude to provide anything like an adequate
account of reasoning that is this complex and this methods in the contemporary philosophical inventory
are too crude to provide anything like an adequate account of reasoning that is this complex and this
entangled in broad world knowledge. entangled in broad world knowledge.
Bringing an eclectic set of conceptual tools to the problem of idealized reasoning in realistic settings, and
using computers to model and test the theories, Bringing an eclectic set of conceptual tools to the
problem of idealized reasoning in realistic settings, and using computers to model and test the theories,
research in AI has transformed the study of reasoning—especially of practical, common sense reasoning.
This process and its outcome is well documented in
Russell & Norvig 2010. Russell & Norvig 2010.
The new insights and theories that have emerged from AI are, I believe, of great potential value in
informing and constraining many areas of philosophical The new insights and theories that have emerged
from AI are, I believe, of great potential value in informing and constraining many areas of philosophical
inquiry. The special case of philosophical logic that forms the theme of this article may provide support for
the more general point. Although logic in AI inquiry. The special case of philosophical logic that forms the
theme of this article may provide support for the more general point. Although logic in AI
grew out of philosophical logic, in its new setting it has produced new theories and ambitious programs
that would not have been possible outside of grew out of philosophical logic, in its new setting it has
produced new theories and ambitious programs that would not have been possible outside of a
community devoted to building full-scale computational models of rational agency. community devoted to
building full-scale computational models of rational agency.
I imagine that the audience for this entry will consist primarily of philosophers who have little or no
familiarity with AI. In writing this survey, I have tried
to concentrate on the issues that arise when logic is used in understanding problems in intelligent
reasoning and guiding the design of mechanized
reasoning systems. Logic in AI is a large and rapidly growing field—I haven't tried to achieve anything like
complete coverage. In Section 3 and Section 4 I reasoning systems. Logic in AI is a large and rapidly
growing field—I haven't tried to achieve anything like complete coverage. In Section 3 and Section 4 I
have tried to provide an overview with some historical and technical details concerning nonmonotonic
logic and reasoning about action and change, a topic have tried to provide an overview with some
historical and technical details concerning nonmonotonic logic and reasoning about action and change, a
topic
that is not only central in AI but that should be of considerable interest to philosophers. The remaining
sections provide brief and more or less inadequate that is not only central in AI but that should be of
considerable interest to philosophers. The remaining sections provide brief and more or less inadequate
sketches of selected topics, with references to the primary literature.

Q1. Primary developmental work conducted within the field of AI can be defined as:
1. broad behavioural practices dominated by logic.
2. narrowed applications which include understanding and conducting clear tasks.
3. a compilation of research that try to make computers autonomous agents.
4. creating computers which function spontaneously like human beings.

Q2. From your reading of the passage, which of the following correlations can be made
non-erroneously?
1. Entire human species - Overarching goals
2. Logical primacy - Artificial Intelligence development
3. Rational activity – Philosophical gamut
4. Causality - Actuality

Q3. Work on AI has opened up new avenues for which age old practices?
1. Study of day to day reasoning Study of day to day reasoning
2. Study of fundamentals of logic Study of fundamentals of logic
3. Study of intricacies of philosophical reasoning Study of intricacies of philosophical reasoning
4. Study of logical imagination

Q4. The given passage has been most likely taken from:

1. undergraduate students studying AI. undergraduate students studying AI.

2. junior teachers teaching AI. junior teachers teaching AI.
3. science enthusiasts investigating the development of AI. science enthusiasts investigating the
development of AI.
4. junior researchers working on AI.

Q5. People working within the field of AI view successful implementation of AI as:
1. computational agents capable of rational activities. computational agents capable of rational activities.
2. computational agents with higher logical faculties. computational agents with higher logical faculties.
3. computational agents with varied information base. computational agents with varied information base.
4. computational agents with complex philosophical functions. computational agents with complex
philosophical functions.

Q6. Which one of the following do you believe should be one of the primary criteria for a superior
AI?
1. Performing detailed and defined tasks Performing detailed and defined tasks
2. Replicating speech patterns Replicating speech patterns
3. Formulating rational plans Formulating rational plans
4. Replicating rational plans

Directions for questions 7-12: The following passage consists of a set of six questions. Read the
passage and answer the questions that follow.

Logicism comes down to this: In the nineteenth century, mathematicians had shown that all of classical
mathematics can be defined in terms of, and derived from, arithmetic. Most importantly, Richard Dedekind
had shown in 1872 that the real numbers can be defined in terms of rational numbers. Then rational from,
arithmetic. Most importantly, Richard Dedekind had shown in 1872 that the real numbers can be defined
in terms of rational numbers. Then rational numbers were defined in terms of natural numbers, thus
demonstrating that the real numbers can be derived from natural numbers. This is called the numbers
were defined in terms of natural numbers, thus demonstrating that the real numbers can be derived from
natural numbers. This is called the arithmetization of mathematics arithmetization of mathematics. The
next step was taken by Giuseppe Peano, based on work by Dedekind, who showed in 1890 that
arithmetic can be . The next step was taken by Giuseppe Peano, based on work by Dedekind, who
showed in 1890 that arithmetic can be reduced to five axioms and three undefined concepts. This is
reduced to five axioms and three undefined concepts. This is the axiomatization of arithmetic.
axiomatization of arithmetic. After this, all one has to do to reduce mathematics to logic – since
mathematics has already been reduced to arithmetic and arithmetic has been reduced to 3 concepts and
5 axioms – is to define Peano’s 3 concepts in terms of logical concepts, thus expressing Peano’s axioms
logically, and then derive Peano’s 5 axioms from logical truths, showing that Peano’s axioms, and thus all
the mathematics based on them, are logical truths. Peano’s three undefined concepts are: 0, natural
number, and successor. Russell starts by thus all the mathematics based on them, are logical truths.
Peano’s three undefined concepts are: 0, natural number, and successor. Russell starts by defining
natural numbers logically as classes of classes. Specifically, a natural number is the class of all classes
containing the same number of things, so that defining natural numbers logically as classes of classes.
Specifically, a natural number is the class of all classes containing the same number of things, so that the
number 1 is the class of all singletons (classes with one member), 2 is the class of all couples, and so on.
With this definition, Russell then defines the number 1 is the class of all singletons (classes with one
member), 2 is the class of all couples, and so on. With this definition, Russell then defines Peano’s other
two basic concepts logically and derives Peano’s axioms from logic. Peano’s other two basic concepts
logically and derives Peano’s axioms from logic. Put this way, demonstrating logicism is a seemingly
simple task. But Russell and Whitehead soon ran into difficulties, namely, contradictions Russell found in
the new logic and set theory. The most famous of these is called Russell’s paradox. Some sets are
members of themselves, others are not. The set of in the new logic and set theory. The most famous of
these is called Russell’s paradox. Some sets are members of themselves, others are not. The set of
things that are not red is itself not red, so it is a member of itself, but the set of red things is not red, so it
is not a member of itself. Since “x is a set that is things that are not red is itself not red, so it is a member
of itself, but the set of red things is not red, so it is not a member of itself. Since “x is a set that is not a
member of itself” seems to be a meaningful predicate, there must be a set of the sets that are not
members of themselves that corresponds to the not a member of itself” seems to be a meaningful
predicate, there must be a set of the sets that are not members of themselves that corresponds to the
predicate (by the comprehension axiom). But is that set a member of itself? If it is a member of itself, then
it isn’t. But if it isn’t a member of itself, then it is. predicate (by the comprehension axiom). But is that set a
member of itself? If it is a member of itself, then it isn’t. But if it isn’t a member of itself, then it is. A
contradiction ensues no matter how one answers. A contradiction ensues no matter how one answers. To
avoid this and similar paradoxes, Russell’s logic, and the logicism based on it, became quite complex,
and the ultimate success of this logicism is still a To avoid this and similar paradoxes, Russell’s logic, and
the logicism based on it, became quite complex, and the ultimate success of this logicism is still a matter
of debate. Many believe that you cannot completely reduce mathematics to logic. Others say the final
verdict is not yet in. Still others say it can be a matter of debate. Many believe that you cannot completely
reduce mathematics to logic. Others say the final verdict is not yet in. Still others say it can be done. In
any case, it is significant and astonishing how much of mathematics Russell and Whitehead
demonstrated can be reduced to logic. And if one is done. In any case, it is significant and astonishing
how much of mathematics Russell and Whitehead demonstrated can be reduced to logic. And if one is
willing to tolerate a few pesky contradictions here and there, it absolutely can be done. willing to tolerate a
few pesky contradictions here and there, it absolutely can be done. Russell’s original form of logicism, in
his 1903 Russell’s original form of logicism, in his 1903 Principles of Mathematics, Principles of
Mathematics, did not attempt to avoid the paradoxes of the new logic, and so did not contain the
complexities Russell later added to his logic to avoid them. It is a straightforward theory that contains all
the basic elements of logicism without the complexities Russell later added to his logic to avoid them. It is
a straightforward theory that contains all the basic elements of logicism without the complexities. We
present this basic logicism, which we call naïve logicism, in Chapter 2. The complex version meant to
avoid paradoxes, which occurs in the complexities. We present this basic logicism, which we call naïve
logicism, in Chapter 2. The complex version meant to avoid paradoxes, which occurs in the 1910-13
Principia Mathematica, 1910-13 Principia Mathematica, we call restricted logicism. we call restricted
logicism.

Q7. According to the given passage how can we say that real numbers can be defined in terms of
natural numbers?
1. Real numbers can be derived from natural numbers and natural numbers can be derived from rational
numbers.
2. Real number can be derived from rational numbers and rational numbers can be derived from natural
numbers.
3. Real numbers can be expresses in terms of rational numbers and rational numbers can be expressed
in terms natural numbers.
4. Natural numbers can be expressed in terms of rational numbers and rational numbers can be
expressed in terms of natural numbers.

Q8.According to the passage which of the following sentences is correct?

1.In Principles of Mathematica, Russell tried to avoid the paradoxes of new logic (of logicism) but failed.
2.1910-13 Principia Mathematica is called restricted logicism.
3.Russell started defining real numbers logically as classes of classes.
4.According to Peano, arithmetic can be reduced to five axioms. According to Peano, arithmetic can be
reduced to five axioms.

Q9.After doing a thematic study of the given passage, what can be said about the aim of the
passage?
1. To define logicism and different attributes attached to it
2. To take a vivid look at Russell’s works as a mathematician and his achievement in the field of Logicism
3. To discuss the evolution of Mathematics (to logicism) from the 19th century to early 20th century using
Russell’s work as an introspection
4. To understand the factors which lead to restrictive logicism, the revised version of logicism of 1913-14

Q10.Which of the following defines the phrase ‘pesky contradictions’ as used in the given
passage?
1. Troublesome contradictions existing in logicism one may have to indulge into while reducing
mathematics to logic.
2. Important contradictions existing in logicism one may have to indulge into while reducing mathematics
to logic.
3. Difficult contradictions existing in logicism one may have to indulge into while reducing mathematics to
logic.
4. Agreeable contradictions existing in logicism one may have to indulge into while reducing mathematics
to logic

Q11.Which of the following best describes the nature of this passage?

1. It is a book review which aims to compare a certain work with similar works written before.
2. It is a newspaper article which has a blog like storytelling pattern.
3. It is a scholarly article which focuses on narrating the evolution of a certain theory.
4. It is a scholarly article which focuses on busting certain myths pertaining to the evolution of a certain
paradigm.

Q12.What can be inferred from the last paragraph of the given passage?
1.Russell chose to avoid complexities in his book “Principia Mathematica”.
2.To avoid paradoxes which were present in Principles of Mathematics, Russell made logicism more
complex in Principia Mathematica.
3.The paradoxes made Principles of Mathematics an easy text to comprehend.
4.Russell preferred a straight forward narrative in his teaching over a logically troubling approach.
Directions for questions 13-15: The following passage consists of a set of three questions. Read
the passage and answer the questions that follow

Transportation developments have greatly influenced the pace and course of business growth in America.
The early turnpike and the canal systems each broadened the market area by lowering costs and
speeding distribution. But the influence of railroads dwarfed all of these previous developments. Railroads
pioneered many aspects of business administration and enhanced some land values enormously. They
also had an important impact on the growth of certain cities. Atlanta, for example, was transformed from a
spot in the wilderness to a thriving metropolis as a result of the construction of the Western and Atlantic
Railroad.

Railroads also provided a large outlet for savings.Their capital requirements were so great that they
provided the first big opening for the investment banker – who by the end of the 19th century was in
control of many railroads. Railroads, too, because of the stress of competition, both in construction and
operation, were the first big firms to experiment with new forms of business organization such as pools
and consolidation. It followed – because railroads were so vital to the nation and because their
performance was tied in with the business cycle – that the highways which came later were the first form
of business to have their operations regulated in large degree by the government.

Finally, railroads were responsible for a great many jobs, at one time more than 2,000,000 workers.
Railroads were easily the nation’s largest employers during the post-Civil War, pre-World War I period. In
addition they were responsible, indirectly, for tens of thousand of other jobs in the coal, iron, steel, and
engineering industries – in such big enterprises, for example, as the Pullman Palace Car Company and
the Westinghouse Air Brake Company. \ The Pullman Company, in 1909, was the eighth largest firm in
the nation in terms of assets, and practically all of its output went to American railroads. Railroads,
actually, were to the period 1850-1915 what the auto industry is to today in terms of being the pacesetter
or bellwether of the economy. The biggest difference is that no one railroad ever dominated the rail
industry as Ford and GM once dominated the auto industry.

Q13. Which of the following can be logically inferred from the passage?

1. Early turnpike and canal systems were not largely regulated by the U.S. government
2. Current automakers directly employ more workers than did the railroad industry
3. The Pullman Car Company had more assets than the Westinghouse Brake Company
4. Railroads dramatically increased the land values in Atlanta
5. Highways are more regulated today than railroads.

Q14. It can be inferred from the passage that the railroad system:

1. Had a greater influence on American markets than the American highway system
2. Required more capital than any other business before
3. Increased all land values across the U.S.
4. Involved strong competition among the companies that formed it
5. Created more employment than any industry before.

Q15. During the post-Civil War, pre-World War I period, if the railroad business was declining it
could be expected that:
1. Investment banking would decline
2. Land values would decline
3. Production at the Pullman Company would decline
4. U.S. savings would decline
5. Car production would increase

Directions for questions 16-19: The following passage consists of a set of four questions. Read
the passage and answer the questions that follow

In reaction to a rigid, overrefined classical curriculum, some educational philosophers have swung sharply
to an espousal of “life experience” as the sole source of learning. ​Using their narrow interpretation​ of
John Dewey’s theories for support and spouting such phrases as “Teach the child, not the subject,” they
demand an end to rigorous study and insist that only through doing can learning take place. While not all
adherents to this philosophy would totally eliminate the study of great books, the gradual subordination of
literature in the school curriculum reflects their influence.

What is the purpose of literature? Why read if life alone is to be our teacher? James Joyce tells us that
the artist reveals the human condition by re-creating life out of life; Aristotle, that art presents universal
truths because its form is taken from nature. Thus, consciously or otherwise, great writers extend our
understanding of ourselves and our world. We can soar with them to the heights of aspiration or plummet
with them to the depths of despair. How much wider is the understanding we gain from reading than from
viewing life through the keyhole of our individual experience.

This function of literature, the enlarging of our life sphere, is of major importance in itself. Additionally,
however, literature suggests solutions to social problems. The overweening ambitions of political
leaders—and their sneering contempt for the law—did not appear for the first time in the writings of
Bernstein and Woodward. The problems and behavior of the guilt-ridden did not await the appearance of
the bearded psychoanalysts of the nineteenth century.

Federal Judge Learned Hand wrote, “I venture to believe that it is as important to a judge called upon to
pass on a question of constitutional law, to have at least a bowing acquaintance with Thucydides, Gibbon,
and Carlyle, with Homer, Dante, Shakespeare, and Milton, with Montaigne and Rabelais, with Plato,
Bacon, Hume, and Kant, as with the books which have been specifically written on the subject. For in
such matters everything turns upon the spirit in which he approaches the questions before him.”
How do we overcome our dissenter? We must start with the field of agreement: the belief that education
should serve to improve the individual and society. We must persuade our dissenters that the voices of
human experience stretch our human faculties and open us to learning. We must convince them of the
unity of life and art. We must prove to them that far from being separate, literature is that part of life that
illumines life.

Q16. The primary purpose of the passage is to

1. list the writers who make up the backbone of a great literature curriculum
2. explain the function of literature
3. advocate the adoption of a new philosophy of education
4. plead for the retention of great literature as a fundamental part of the school curriculum
5. overcome the opposition of Dewey’s followers to the inclusion of contemporary literature in the
curriculum
Q17. It can be inferred from the passage that the author considers those who believe in “‘life
experience’ as the sole source of learning” (line 3) to be
1. practical
2. progressive
3. misguided
4. inflexible
5. ignorant

Q18. The passage supplies information to suggest that the author and the educational
philosophers mentioned in the first paragraph would agree that
1. learning is the key to adaptability in an ever-changing environment
2. the traditional classroom should be transformed into a learning laboratory
3. the purpose of education is to improve society as well as the individual
4. one must know history in order to understand the present and the future
5. the primary aim of education is the transmission of culture

Q19. It can be inferred from the passage that the author makes which of the following
assumptions about his readers?
1. They believe that schools should reflect society.
2. They believe that the subject, not the child, should be taught.
3. They favor a return to the classical curriculum.
4. They share his view that the study of great books is essential to education.
5. They believe that only through reading can learning take place.

Directions for questions 20-24: The following passage consists of a set of three questions. Read
the passage and answer the questions that follow

The single-celled parasite known as Toxoplasma gondii infects more than half of the world's human
population without creating any noticeable symptoms. Once inside the human body, Toxoplasma rapidly
spreads to the heart and other organs. It can even penetrate the tight barrier that normally protects the
brain from most pathogens. Yet, the blood of infected persons carries very few free-floating Toxoplasma
cells. Scientists have long been puzzled by this ability of Toxoplasma to parasitize the human body
without triggering an immune response and without an appreciable presence in the bloodstream. Recent
research, however, has shed light on the ways in which Toxoplasma achieves its remarkable infiltration of
the human body.

Though there are few individual Toxoplasma cells coursing freely in the blood of an infected person,
scientists have discovered that the parasite is quite common in certain cells, known as dendritic cells,
involved in the human immune system. Dendritic cells are found in the digestive tract and frequently come
into contact with the various pathogens that enter the human body through food and water. When the
dendritic cells encounter pathogens, they travel to lymph nodes and relay this information to other
immune cells that then take action against the reported pathogen. Scientists have found, however, that
Toxoplasma is capable of hijacking dendritic cells, forcing them from their usual activity and using them
as a form of transportation to infect the human body quickly. Without this transport mechanism,
Toxoplasma could not reach the better-protected areas of the body.
Toxoplasma invades the human body through consumption of the undercooked meat of infected animals,
primarily pigs and chickens. Other animals, such as cats, can become infected as well. In fact, cats are a
necessary component in the reproductive cycle of Toxoplasma, since the animal's intestines are the
parasite's sole breeding ground. Toxoplasma creates egg-like cysts, known as oocysts, in the cats'
intestines. These oocysts are shed in the cats' droppings and contaminate ground water and soil,
eventually finding their way into the food chain. Because Toxoplasma must somehow find its way into a
new host cat in order to reproduce, it cannot kill its current host. Instead, it waits for the host, usually a
small rodent, to be eaten by a cat, thus providing Toxoplasma the opportunity to reproduce.

20. According to the passage, all of the following are true of Toxoplasma gondii EXCEPT

1. it can contaminate ground water

2. it enters the human body through the food chain
3. it can alter the usual behavior of human cells
4. the human body is incapable of detecting it
5. it must find a host cat in order to reproduce

21. It can be inferred from the passage that which of the following statements is true of dendritic
cells in the human body?

1. They are produced by the lymphatic system.

2. They are more numerous in the digestive tract than in any other part of the human body.
3. Most dendritic cells of persons infected with Toxoplasma carry the parasite.
4. They are the only cells capable of being infected by Toxoplasma.
5. They are able to penetrate the membranes surrounding the brain.

22. Which of the following is the most likely outcome for Toxoplasma cells that invade the human
body?

1. They will be destroyed by the immune system.

2. They will collect in the lymphatic system.
3. They will not reproduce.
4. They will be detected after several weeks.
5. They will be destroyed by other pathogens in the bloodstream.

23. The second paragraph performs which of the following functions in the passage?

1. It describes a paradox that scientists were unable to resolve for some time.
2. It explains the effectiveness of a lethal biological pathogen.
3. It describes the mechanism by which a biological event occurs in humans.
4. It demonstrates how the infectious agent reproduces itself.
5. It introduces information that is essential to understanding the role of Toxoplasma in human
development.

24. The author mentions “pigs and chickens” in the final paragraph in order to

1. provide specific examples of animals that can carry Toxoplasma

2. provide specific examples of animals that are often eaten by cats
3. provide specific examples of other animals whose dendritic cells are exploited by Toxoplasma
4. provide specific examples of animals in which Toxoplasma can breed
5. provide specific examples of animals that are immune to Toxoplasma

Directions for questions 25 to 27: The following question consists of a paragraph which is
followed by four options. Among the given options, choose the one which captures the essence
of the paragraph accurately and clearly. Type in that option as the answer in the space provided
below the question.

Q25.
Every month or so, I see a patient called Fraser in my primary care clinic, a soldier who was deployed in
Afghanistan. Fifteen years after coming home, he is still haunted by ashbacks of burning buildings and
sniper re. When Fraser began coming to see me, I was reading Redeployment (2014) by Phil Klay –
short stories about US military operations, not in Afghanistan, but in Iraq. No book can substitute for direct
experience, but Klay’s stories gave me a way to
start talking about what Fraser was going through; when I nished the book, I offered it to him. He found
reassurance in what I’d found illuminating; our conversations took new directions as we discussed
aspects of the book.

Which of the following best summarizes the given paragraph?

(1) Reading the book Redeployment based on the US military operations in Iraq helped the author treat
Fraser, an American soldier deployed in Afghanistan fteen years back in a better way from the
menacingly painful hounding war reminiscence.
(2) Reading the book Redeployment based on the US military operations in Iraq helped the author treat
Fraser, an American soldier deployed in Afghanistan fteen years back in a better way from the
menacingly painful hounding war wounds.
(3) Reading the book Redeployment fteen years back based on the US military operations in Iraq helped
the author treat Fraser, an American soldier deployed in Afghanistan fteen years back in a better way
from the menacingly painful hounding war reminiscence.
(4) Reading the book Redeployment based on the US military operations in Iraq helped the author
completely cure Fraser, an American soldier deployed in Afghanistan fteen years back in a better way
from the menacingly painful hounding war reminiscence.

Q26.
When it comes to immigration, not all foreigners are the same. The treatment of non-citizen legal
residents, for example, raises very different moral and political questions from the larger debate about
who should, and who should not, be allowed to enter. Through the state’s ofcial procedures, it has
entered an agreement with the non-citizen, an agreement that brings obligations and limitations on the
conduct of both parties. A state that, without due process, simply ignores the rights and obligations it has
extended to that legal resident makes a serious breach of its moral authority and the rule of law. This is
why the state’s treatment of its non-citizen legal residents – its visa-holders and permanent resident
aliens – can say as much about its health as its treatment
of citizens.

Which of the following best summarizes the given paragraph?

(1) The authenticity of the moral authority and the rule of law of all states when legal resident rights to the
non-citizens can be challenged after analyzing the treatment the state renders in the form of rights and
obligations to its non-citizens.
(2) The veracity of the moral authority and the rule of law of any state when it grants legal resident rights
to the non-citizens can be ascertained after analyzing the treatment the state renders in the form of rights
and obligations to its citizens by birth.
(3) The veracity of the moral authority and the rule of law of any state when it grants legal resident
privileges and honors to the non-citizens can be ascertained after analyzing the treatment the state
renders in the form of rights and obligations to its citizens by birth.
(4) The veracity of the moral authority and the rule of law of any state when it grants legal resident rights
to the non-citizens can be accurately ascertained after analyzing the treatment the state renders in the
form of rights and obligations to its citizens by birth.

Q.27
Last night, most of us went to the safety and comfort of our beds before drifting off to a night’s sleep. For
some, this was the last conscious action before an episode of sleepwalking. Recent research from
Stanford University shows that up to 4 per cent of adults might have had such an experience. In fact,
sleepwalking is on the rise, in part due to increased use of pharmacologically based sleep aids – notably
Ambien. Often, the episodes are harmless. Sometimes, of course, sleepwalking is dangerous.
Somnambulists are in an irrational state during which they could harm themselves or others. Patient
committed the act – if that’s the right word – despite an agreeable relationship with the victim and a lack
of motive.
Which of the following best summarizes the given paragraph?

(1) Pharmacological sleeping aids are seminal in worsening the sound sleep of the sleepwalking patient
and recent research from the Stanford University unveils the apparently dangerous effects of
somnambulism where the patient may either get creative or harm himself as well as others.
(2) Pharmacological sleeping aids are seminal in worsening the aftermath of the sleepwalking patient and
recent research from the Stanford University unveils the apparently dangerous effects of somnambulism
where the patient may either get creative or harm himself as well as others fatally.
(3) Pharmacological sleeping aids are seminal in worsening the aftermath of the sleepwalking patient and
recent research from the Stanford University unveils the apparently dangerous effects of somnambulism
where the patient may either get creative or harm himself as well as others.
(4) Pharmacological sleeping aids are seminal in alleviating the aftermath of the sleepwalking patient and
recent research from the Stanford University unveils the apparently dangerous effects of somnambulism
where the patient may either get creative or harm himself as well as others fatally.

Directions for questions 28 to 31:In the questions below, rearrange the given set of statements
and type in the right sequence as your answer.
Q.28
1. When one considers our distant, pre-human ancestors, answers begin to take shape.
2. We need a restful sleep – would it not be more benecial if the brain went totally ‘comatose’ until that
rest was achieved?
3. But why would our brains enter into such a mixed state, representative of neither wakefulness nor
sleeping?
4. For aeons, the safety provided by the spot where our predecessors chose to lay their heads for the
night was, in many ways, compromised compared with
the safety of our current bedroom spaces.
Directions for questions 28 to 31:In the questions below, rearrange the given set of statements
and type in the right sequence as your answer.

Q29.
1. In today’s data-driven educational enterprise, faculty who do not entertain frequently do not get
promoted – or even retained – because of the inuence
of student evaluations.
2. The same goes for information technology workshops and conferences I attend, where questions such
as ‘I found the speaker interesting’ on evaluation
forms help to determine who is invited back in subsequent years.
3. TED talks are the logical conclusion of this fashion, inspiring lectures with high production values and
well-rehearsed presentations.
4. They hold one’s interest, but they convey little information.

Directions for questions 28 to 31:In the questions below, rearrange the given set of statements
and type in the right sequence as your answer.
Q30.
1. New brain-machine interfaces will improve our memory and cognition, extend our senses, and confer
direct control over an array of semi-intelligent
gadgets.
2. Genetic and epigenetic modication will allow us to change our physical appearance and capabilities,
as well as to tweak some of the more intangible
aspects of our being such as emotion, creativity or sociability.
3. Within the lifetimes of most children today, bio-enhancement is likely to become a basic feature of
human society.
4. Personalized pharmaceuticals will enable us to modify our bodies and minds in powerful and precise
ways, with far fewer side-effects than today’s drugs

Directions for questions 28 to 31:In the questions below, rearrange the given set of statements
and type in the right sequence as your answer.
Q31.
1. There is also what I call ‘the big-picture defense’, claiming that evil only appears as such from our
limited perspectives.
2. Others have argued that certain kinds of moral goodness – compassion, for instance – are not possible
in a world without evil, and the value of these
types of goodness outweighs the evils on which their existence depends.
3. There is the argument of free will, attributing evil not to God but to humanity’s misuse of its own
freedom.
4. Many solutions to the problem of evil – called ‘theodicies’ – have been proposed.

Directions for questions 32 to 34: In each of the following questions, ve sentences are given. Of
these, four sentences need to be in logical order to make a coherent paragraph. From the given
options, choose the one that does not t the sequence.
Q32.
1. Well I remember a girl, but I don’t remember her specic features, and just a blurred face.
2. This was Misha speaking about his sister who was shot in front of him by the Nazis when he was just
four years old.
3. After her execution, an ‘anti-Semitic priest’ ran up to the Nazi ofcers and told them not to shoot the
remaining Jews who were awaiting a bullet.
4. Palestine’s Jews had no illusions about what to expect from German occupation.
5. ‘They used to ask me if I remembered her… I don’t.

Directions for questions 32 to 34: In each of the following questions, ve sentences are given. Of
these, four sentences need to be in logical order to make a coherent paragraph. From the given
options, choose the one that does not t the sequence.
Q33.
1. If they probe any further, I tell them that I work with the great apes at Leipzig zoo.
2. I get apprehensive whenever someone asks me about my job.
3. Apes are humanity’s closest living relatives.
4. I’m a philosopher who works on the question of how language evolved, I reply.
5. But some people, I’ve discovered, have big problems with zoos; and plenty of philosophers and
primatologists agree with them.

Directions for questions 32 to 34: In each of the following questions, ve sentences are given. Of
these, four sentences need to be in logical order to make a coherent paragraph. From the given
options, choose the one that does not t the sequence.
Q34.
1. Not only is God the creator and ruler of the things and beings within those two realms, but He is also
the creator of the realms themselves.
2. The philosopher Gottfried Leibniz’s simple solution was to argue in 1710 that this world is necessarily
the best of all possible worlds.
3. Because He is a loving God, the one He chooses to create is surely the ‘best of all possible worlds’.
4. Leibniz depicts God assessing in His innite mind all the various possible worlds that He could create.
5. His argument suggests that it is ultimately meaningless to complain about this evil or that injustice;
because this is the best of all possible worlds.