CAM- 1st December

A to D

A. Para -Based

Directions: The sentences given in each of the following questions, when properly sequenced ,
form a coherent paragraph. Choose the most logical order of sentences to form a coherent
paragraph.

Q1)

(1) Their instinct is to protect industries and companies that already exists, not the upstarts that would
destroy them.

(2) Consumers will have little difficulty adapting to the new age of better products, swiftly delivered.

(3) They shower old factories with subsidies and bully bosses who want to move production abroad.

(4) Governments find change harder.

(5) They cling to a romantic belief that manufacturing is superior to services.

Q2)

(1) In the decade to 2010 the number of manufacturing jobs in America fell by about a third.

(2) Prompted by the global financial crisis some western policymakers now reckon it is about time their
countries returned to making stuff in order to create jobs and prevent more manufacturing skills from
being exported.

(3) For over 100 years, America was the world's leading manufacturer but now it is neck-and-neck with
China.

(4) The rise of outsourcing and offshoring and the growth of sophisticated supply chains has enabled
companies the world over to use China, India and other lower-wage countries as workshops.

(5) That supposes two things: that manufacturing is important to a nation and its economy, and that these
new forms of manufacturing will create new jobs.
Q3)

(1) Firms cluster together for a variety of reasons.

(2) There are universities and research laboratories nearby, so the process of coming up with new ideas
and the means of turning those ideas into products are closely linked.

(3) This relationship will become more intimate with new manufacturing technologies.

(4) One of the most successful incubators for new farms are industrial clusters, of which Silicon Valley is
the best known and most imitated example.

(5) The skills that are available in a particular area, the concentration of specialist services and the
venture capital from investors with the close understanding of their market are a few.

Q4)

(1) On the arid planes that surround the Nile, north of Khatroum, in Sudan, a huge dam is slowly taking
shape.

(2) According to the first independent review of the dam plans, inadequate thought has been given to the
environmental and social consequences of flooding hundreds of square kilometers of land.

(3) The billion-dollar Merowe project will more than double the amount of electricity that Sudan can
produce and is just one of a dozen new dam projects being built across Africa using Chinese money and
expertise.

(4) That is far from unusual when it comes to Chinese investment in Africa, environmental groups allege.

But scientists and environmentalists who have studied the dam say that poor local people will suffer because
necessary precautions are not being taken.
B. Reading Comprehension
'Criticism' in the words of Walter Pater,' is the art of interpreting art'. It serves as an intermediary
between the author and the reader by explaining the one to the other. By his special aptitude and
training, the critic feels the virtue of a masterpiece, disengages it, and sets it forth. Carlyle said,'
Criticism stands like an interpreter between the inspired and the uninspired; between the prophet and
those who hear the melody of his word, and catch some glimpse of their material meaning, but
understand not their deeper import'. In other words, the critic explains the full meaning and value of a
work to those who might not grasp either without his help. This suggests a somewhat narrow view of his
function as being mainly didactic, In its wider application, Criticism, as Matthew Arnold defines it, is 'a
disinterested endeavour to learn and propagate the best that is known and thought in the world'.
Etymologically, however, the word signifies 'judgement', which tradition regards as the critic's primary
concern. Throughout the 17th and 18th centuries the critic was looked upon as a judge with no other
duty than to pronounce upon the faults or merits of a work, in accordance with a whole code of laws
framed to guide him in his task. This idea still exists, and it would not be easy to discard it. What
matters to the reader, however, is not the final judgement but the process by which it is reached , and it
is in this' exposition' or' appreciation' that he will find the value of the finest works of criticism. He will
learn, too, that the critic who can praise with discernment is a better guide than the one who is too free
with his censure. The influence of the former is positive and creative, while the latter is only destructive.
The two functions we have distinguished, judgement and appreciation, lead to an examination of the
two opposed stand-points from which the world has looked at Criticism —the Classical and the
Romantic, or the Dogmatic and the Impressionistic. The former is the older view which began with the
Renaissance and held sway until the time of Rousseau. The latter view then predominated, with the
important exception of the work of Mathew Arnold, until it was attacked by the modern critics,
T.E. Hume, T.S. Eliot, I.A. Richards and F.R. Leavis. It was at its greatest strength at the beginning and
at the end of the 19th century appealing particularly to the poet- critics, Wordsworth, Swinburne, Oscar
Wilde and Arthur Symons, but it still has powerful adherents today. The Classical standpoint, also called
Dogmatic from its insistence on a uniform standard, laid particular emphasis on the judicial function of
Criticism, regulating it by the 'rules' of ancient classics as codified by Aristotle and his followers. It
advocated right judgement as a step right enjoyment. Classical Criticism dominated European thought
in the 16th, 17th and 18th centuries, when Aristotle's poetics, based on the practice of Homer and the
Athenian dramatists, was acknowledged as the master key to the treasures of literature. Italy set the
fashion and France and England followed suit.

This, briefly, is what Classical Criticism stands for: judgement based on absolute standards and
established conventions. It is scarcely necessary to point out how severely if restricts the free playoff
the critical faculty, just as the same doctrine for a long term fettered the imagination and technique of
the creative writer. With the French revolution, Criticism, together with the rest of literature, began to
shake off the shackles of classical authority. Among English authors, Wordsworth was probably the first
to recognize fully that a work of art carries with it its own canon of enjoyment, independent of any
outside aid, and that it has its own particular mode of expression, which it does not impose on anything
else in the same genre. Thus, Criticism was now expected to ascertain the viewpoint and intention of
the writer if it proposed to assess a work of art. The doctrines of Aristotle simply do not enter into the
matter. This is the Romantic view of Criticism, from which has evolved, in recent times, the conception
of Impressionism or the pure enjoyment of literature as the highest exercise of critical faculty. This form
of Criticism is entirely subjective. The critic is concerned only with expressing what he himself has felt in
the presence of the work of art or literature that he is discussing . He is not affected by what others
have said about their own response to the same work, and a sensitive and penetrating critic might even
cause his readers to see it, as it were, with new eyes, and invest it with qualities hitherto unrecognized,
so that he almost creates a new work from the old. The last thing any good critic of this would do would
be to enforce his observation by an appeal to accepted conventions or ancient authorities.
Q1)

All of the following are true about the critical approach to criticism EXCEPT:

(A) It began in Italy and spread to England and France.

(B) It was attacked by modern critics like Richards and Leavis.

(C) It limited the freedom of the creative writers as also of the critics.

(D) It focused on rules derived from the classical works of Greece.

Q2)

Pick the options that are true to the passage:

(A) A creative writer's work may be Influenced by the criticism It is subjected to

(B) Matthew Arnold belonged to the classical school of criticism.

(C) Carlyle can be classified with the Romantics.

(D) Oscar Wilde was a proponent of the Dogmatic view of Criticism.

(A) a and d are true (B) a and c are false (C) a, b and c are true (D) b, c and d are true.

Q3)

As Inferred from the passage, which of the following is NOT a function of Criticism?

(A) To help the reader appreciate the finer nuances of a literary work.

(B) To judge the merits and shortcomings of a literary work.

(C) To be a bridge between the creator of a literary work and his audience.

(D) To teach readers to produce literary works.

Q4)

Pick the odd man out from the following statements about the Romantic view of Criticism:

(A) It laid emphasis on the enjoyment of a work.

(B) Matthew Arnold was its chief exponent.

(C) It was Individualistic and subjective.

(D) It was not bound by adherence to rules.

C. Quantitative Aptitude

Q1)
The value of a magic Number triples from the first day to the second day, decreases by half from the
second day to third day and increases by half of the increase from the first day to the second day on the
fourth day. If the cycle repeats and the value of the magic number after 10 days is 375, what was the
value on the 1st day?

Q2)
The cost of painting the 4 walls of a room is Rs 2000. The cost of painting the 4 walls of another room
whose height is 25% more, whose lengths is 20% more and whose breadth is 50 % more than the 1st
room is Rs 3300. What's the ratio of the length to the breadth of the 1st room?

(A) 2:1 (B) 5:3 (C) 3:2 (D) Cannot be determined

Q3)
A man jumps out of a plane at a height of 2300m with a closed parachute. The distance that a man falls
under the gravity in t seconds is 5t2 meters and the distance that the man falls with an open parachute
under gravity in t seconds is (2t2 – 3t) meters. Find the possible height at which he can open the
parachute so as to reach the ground in exactly 40 seconds. (in m).

(A) 1175 (B) 1360 (C) 2000 (D) None of these

Q4)
A and B are two types of acid solutions containing water and acid in the ratios of 5: 4 and 3: 2
respectively, both by weight. What quantity of solution A, by weight, must be mixed with 25 kg of acid
2
solution B and 32 kg of acid so that the resulting solution has 66 3 %of acid content, by weight, in it?

(A) 27 kg (B) 36 kg (C) 18 kg (D) None of these

Q5)
A, B and C can complete a work in a certain number of days by working together. After they work for nine
days, some part of the work is left on the last day. This work can be completed by A, B and C in 1/2 a day,
3/4 of a day and one day respectively. In how many days can A, B and C complete the work by working
together?

1 3 1
(A) 10 4
(B) 9 13
(C) 11 7
(D) Cannot be determined.

Q6)
In a trapezium, the non-parallel sides are equal, and the parallel sides measure 7 & 25. Each diagonal is
perpendicular to one of the non-parallel sides. What is the area of the trapezium?
Q7)
Some friends have some money which was in an increasing G.P. The total money with the first and the
last friend was 66 and the product of the amount that the second friend had and that the last, but one
friend had (in rupees) was 128. If the total money with all the friends was 126, find how many friends were
there?

(A) 6 (B) 5 (C) 3 (D) Cannot be determined

Q8)
Using the fact that log102 = 0.30103& log103 = 0.47712, find the leading (leftmost) digit of2142.

Q9)
A number N is formed by writing the natural number n, n times, successively, i.e., N=
122333444455555……... lf N has 2000 digits, find the remainder when it is divided by 5.

(A) 1 (B) 0 (C) 4 (D) 2

D. DILR

Set-1:
Directions for question 1 to 4: Answer these questions on the basis of the information given
below.

Five students — A. B. C, D and E were made to answer five multiple choice questions where each
question had five possible options and only one correct answer. A right answer would fetch four marks
and one mark is deducted for a wrong answer. The choices were assigned such that if any single choice
was marked for all the questions, one would get zero marks in total. The choices marked by the
students were as follows.

When the answers were evaluated, it was found that only student C ended up with negative marks and
no two students scored equal marks.

Q1)
Which student answered all the five questions correctly?

(A) A (B) E (C) B (D) D

Q2)
How many marks did student B score?

Q3)
What is the correct answer choice for question III?

Q4)
The student who answered exactly three questions correctly is

(A) D (B) B (C) A (D) E

Set-2:
Directions for questions 5 to 7: Answer the following questions based on the information given
below.
In XYZ Ltd., the employees are classified into five levels from level 1 to level 5 based on their
experience. All new employees join at level 1. An employee is promoted from one level to the next level
exactly after 5 years, until he reaches level 5. Any employee who is promoted to the next level stays
with the company for at least two more years. The pie charts below give the break up of employees of
XYZ Ltd., as on 1st January 2019 and 1st January 2020.

Q5)
At least how many employees got promoted to the next level in the given period?

Q6)
At most how many employees got promoted to the next level in the given period?

Q7)
The number of new employees who joined the company in the given period is at MOST

(A) 9 (B) 13 (C) 15 (D) None of these

Q8)
If on 1st January 2020, the company had only 10 employees with experience of more than ten but less
than 11 years, then the number of employees who were with the company on 1st January 2019 but left the
company that year is at most
(A) 5 (B) 7 (C) 8 (D) 6