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AILET Mock Test-7 (New Pattern) - CLAT MCQ


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30 Questions MCQ Test AILET (UG) Mock Test Series - AILET Mock Test-7 (New Pattern)

AILET Mock Test-7 (New Pattern) for CLAT 2024 is part of AILET (UG) Mock Test Series preparation. The AILET Mock Test-7 (New Pattern) questions and answers have been prepared according to the CLAT exam syllabus.The AILET Mock Test-7 (New Pattern) MCQs are made for CLAT 2024 Exam. Find important definitions, questions, notes, meanings, examples, exercises, MCQs and online tests for AILET Mock Test-7 (New Pattern) below.
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AILET Mock Test-7 (New Pattern) - Question 1

Direction: Fill in the blank of the following sentence by using the most appropriate word from the options given below the sentence.

Q. Most people find his poetry______________ and mysterious

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 1
Option A is wrong because eerie means strange and frightening. There is no reference of 'frightening' in the statement.

Option B is right because esoteric means understood by few people with special interest. Something which is mysterious is something which is not understood by everybody.

Option C is wrong because enchanting is a positive word and esoteric is more correct in this scheme of the statement.

Option D is wrong because strange is more of a repetition of mysterious.

AILET Mock Test-7 (New Pattern) - Question 2

Direction: Fill in the blank in the following sentence by using the most appropriate word from the options given below the sentence.

Q. There was a _________________ of books strewn over his bed.

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 2
As it was strewn over the bed, it had to be jumble. Pile, Bunch and Lot do not convey the idea of strewn (means untidy scatter) over the bed.
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AILET Mock Test-7 (New Pattern) - Question 3

Direction: Fill in the blank in the following sentence by using the most appropriate word from the options given below the sentence.

Q. Only _______________ fingers can do this needlework

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 3
nimble – means ''agile, quick and neat in movements. Since question refers to the needlework thus it needs skillful act and neat/fast movements of fingers are required to complete the task. 'Thin and long' are out of context as they may or may not help in finishing the task mentioned. Same goes for 'artistic', which is generally used in terms of other forms of art especially drawing/painting, hence rejected.
AILET Mock Test-7 (New Pattern) - Question 4

Direction: Fill in the blank in the following sentence by using the most appropriate word from the options given below the sentence.

Q. The word 'steed' has a more romantic _________ than the word 'horse'

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 4
connotation – suggesting of a meaning.The word 'steed' used in the sentence may be used in different contexts as well.
AILET Mock Test-7 (New Pattern) - Question 5

Direction: Fill in the blank in the following sentence by using the most appropriate word from the options given below the sentence. Although more than one option may be correct, only one amongst them is the most effective

Q. It was in __________ but she took it seriously

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 5
jest – an utterance intended to be taken as humor.
AILET Mock Test-7 (New Pattern) - Question 6

Direction: Choose the most logical order of sentences from among the given choices to construct a coherent paragraph.

A. Thus is the oligopoly in the international ratings market perpetuated, despite the near collapse of the global financial systems resulting from the overenthusiastic statistical virtuosity of the ‘trusted’ large agencies.

B. Yet, despite this reputation they continue to be seen as a second best option pending the day when Moody’s and S&P will see the light and establish microfinance rating divisions.

C. It is well known to those engaged with microfinance that the activities of small, specialized raters have facilitated and enabled a substantial flow of funds from banks and investors into the microfinance institutions (MFIs), especially in India but also in other parts of the developing world.

D. Surprising amounts of international donor funds have been devoted to inducing such an outcome to the detriment of the rating market and delaying the long-term acceptance of the specialized agencies.

E. The four leading international microfinance raters (each a small agency) started within the past 8-10 years and have within the specialized world of microfinance established an excellent reputation for reliable assessment of MFIs.

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 6
B is a negative comment on the information given about IMRs having an excellent reputation mentioned in E. The paragraph talks about raters and they are introduced in sentence C. D continues with the idea in B and A completes the paragraph. Hence the sequence is C – E – B – D – A
AILET Mock Test-7 (New Pattern) - Question 7

Direction: Read the passage and answer the question based on it.

Management education gained new academic stature within US Universities and greater respect from outside during the 1960’s and 1970’s. Some observers attribute the competitive superiority of US corporations to the quality of business education. In 1978, a management professor, Herbert A. Simon of Carnegie Mellon University, won the Nobel Prize in economics for his work in decision theory. And the popularity of business education continued to grow, since 1960, the number of master’s degrees awarded annually has grown from under 5000 to over 50,000 in the mid 1980’s as the MBA has become known as ‘the passport to the good life’.

By the 1980’s, however, US business schools faced critics who charged that learning had little relevance to real business problems. Some went so far as to blame business schools for the decline in US competitiveness.

Amidst the criticisms, four distinct arguments may be discerned. The first is that business schools must be either unnecessary or deleterious because Japan does so well without them. Underlying this argument is the idea that management ability cannot be taught, one is either born with it or must acquire it over years of practical experience. A second argument is that business schools are overly academic and theoretical. They teach quantitative models that have little application to real world problems. Third, they give inadequate attention to shop floor issues, to production processes and to management resources. Finally, it is argued that they encourage undesirable attitudes in students, such as placing value on the short term and ‘bottom line’ targets, while neglecting longer term development criteria. In summary, some business executives complain that MBA’s are incapable of handling day to day operational decisions, unable to communicate and to motivate people, and unwilling to accept responsibility for following through on implementation plans. We shall analyze these criticisms after having reviewed experiences in other countries.

In contrast to the expansion and development of business education in the United States and more recently in Europe, Japanese business schools graduate no more than two hundred MBA’s each year. The Keio Business School (KBS) was the only graduate school of management in the entire country until the mid 1970’s and it still boasts the only two year masters programme. The absence of business schools in Japan would appear in contradiction with the high priority placed upon learning by its Confucian culture. Confucian colleges taught administrative skills as early as 1630 and Japan wholeheartedly accepted Western learning following the Meiji restoration of 1868 when hundreds of students were dispatched to universities in US, Germany, England and France to learn the secrets of Western technology and modernization. Moreover, the Japanese educational system is highly developed and intensely competitive and can be credited for raising the literary and mathematical abilities of the Japanese to the highest level in the world.

Until recently, Japan corporations have not been interested in using either local or foreign business schools for the development of their future executives. Their in-company training programs have sought the socialization of newcomers, the younger the better. The training is highly specific and those who receive it have neither the capacity nor the incentive to quit.

The prevailing belief, says Imai, ‘is management should be born out of experience and many years of effort and not learnt from educational institutions.’ A 1960 survey of Japanese senior executives confirmed that a majority (54%) believed that managerial capabilities can be attained only on the job and not in universities.

However, this view seems to be changing: the same survey revealed that even as early as 1960, 37% of senior executives felt that the universities should teach integrated professional management. In the 1980’s a combination of increased competitive pressures and greater multi-nationalisation of Japanese business are making it difficult for many companies to rely solely upon internally trained managers. This has led to a rapid growth of local business programmes and a greater use of American MBA programmes. In 1982-83, the Japanese comprised the largest single group of foreign students at Wharton, where they not only learnt the latest techniques of financial analysis, but also developed worldwide contacts through their classmates and became Americanized, something highly useful in future negotiations. The Japanese, then do not ‘do without’ business schools, as is sometimes contended. But the process of selecting and orienting new graduates, even MBA’s, into corporations is radically different than in the US. Rather than being placed in highly paying staff positions, new Japanese recruits are assigned responsibility for operational and even menial tasks. Success is based upon Japan’s system of highly competitive recruitment and intensive in-company management development, which in turn are grounded in its tradition of universal and rigorous academic education, life-long employment and strong group identification.

The harmony among these traditional elements has made Japanese industry highly productive and given corporate leadership a long term view. It is true that this has been achieved without much attention to university business education, but extraordinary attention has been devoted to the development of managerial skills, both within the company and through participation in programmes sponsored by the Productivity Center and other similar organizations.

Q. The following reasons were responsible for the growth of popularity of business schools among students except

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 7
By referring to the 1st paragraph of the passage , all the given options find mention except Option C because the large increase in the number of MBA degrees awarded is an indicator of its popularity and not its cause.
AILET Mock Test-7 (New Pattern) - Question 8

Direction: Read the passage and answer the question based on it.

Management education gained new academic stature within US Universities and greater respect from outside during the 1960’s and 1970’s. Some observers attribute the competitive superiority of US corporations to the quality of business education. In 1978, a management professor, Herbert A. Simon of Carnegie Mellon University, won the Nobel Prize in economics for his work in decision theory. And the popularity of business education continued to grow, since 1960, the number of master’s degrees awarded annually has grown from under 5000 to over 50,000 in the mid 1980’s as the MBA has become known as ‘the passport to the good life’.

By the 1980’s, however, US business schools faced critics who charged that learning had little relevance to real business problems. Some went so far as to blame business schools for the decline in US competitiveness.

Amidst the criticisms, four distinct arguments may be discerned. The first is that business schools must be either unnecessary or deleterious because Japan does so well without them. Underlying this argument is the idea that management ability cannot be taught, one is either born with it or must acquire it over years of practical experience. A second argument is that business schools are overly academic and theoretical. They teach quantitative models that have little application to real world problems. Third, they give inadequate attention to shop floor issues, to production processes and to management resources. Finally, it is argued that they encourage undesirable attitudes in students, such as placing value on the short term and ‘bottom line’ targets, while neglecting longer term development criteria. In summary, some business executives complain that MBA’s are incapable of handling day to day operational decisions, unable to communicate and to motivate people, and unwilling to accept responsibility for following through on implementation plans. We shall analyze these criticisms after having reviewed experiences in other countries.

In contrast to the expansion and development of business education in the United States and more recently in Europe, Japanese business schools graduate no more than two hundred MBA’s each year. The Keio Business School (KBS) was the only graduate school of management in the entire country until the mid 1970’s and it still boasts the only two year masters programme. The absence of business schools in Japan would appear in contradiction with the high priority placed upon learning by its Confucian culture. Confucian colleges taught administrative skills as early as 1630 and Japan wholeheartedly accepted Western learning following the Meiji restoration of 1868 when hundreds of students were dispatched to universities in US, Germany, England and France to learn the secrets of Western technology and modernization. Moreover, the Japanese educational system is highly developed and intensely competitive and can be credited for raising the literary and mathematical abilities of the Japanese to the highest level in the world.

Until recently, Japan corporations have not been interested in using either local or foreign business schools for the development of their future executives. Their in-company training programs have sought the socialization of newcomers, the younger the better. The training is highly specific and those who receive it have neither the capacity nor the incentive to quit.

The prevailing belief, says Imai, ‘is management should be born out of experience and many years of effort and not learnt from educational institutions.’ A 1960 survey of Japanese senior executives confirmed that a majority (54%) believed that managerial capabilities can be attained only on the job and not in universities.

However, this view seems to be changing: the same survey revealed that even as early as 1960, 37% of senior executives felt that the universities should teach integrated professional management. In the 1980’s a combination of increased competitive pressures and greater multi-nationalisation of Japanese business are making it difficult for many companies to rely solely upon internally trained managers. This has led to a rapid growth of local business programmes and a greater use of American MBA programmes. In 1982-83, the Japanese comprised the largest single group of foreign students at Wharton, where they not only learnt the latest techniques of financial analysis, but also developed worldwide contacts through their classmates and became Americanized, something highly useful in future negotiations. The Japanese, then do not ‘do without’ business schools, as is sometimes contended. But the process of selecting and orienting new graduates, even MBA’s, into corporations is radically different than in the US. Rather than being placed in highly paying staff positions, new Japanese recruits are assigned responsibility for operational and even menial tasks. Success is based upon Japan’s system of highly competitive recruitment and intensive in-company management development, which in turn are grounded in its tradition of universal and rigorous academic education, life-long employment and strong group identification.

The harmony among these traditional elements has made Japanese industry highly productive and given corporate leadership a long term view. It is true that this has been achieved without much attention to university business education, but extraordinary attention has been devoted to the development of managerial skills, both within the company and through participation in programmes sponsored by the Productivity Center and other similar organizations.

Q. A criticism that management education did not face was that

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 8
2nd and 3rd paragraphs state all other options except option A.
AILET Mock Test-7 (New Pattern) - Question 9

Direction: Read the passage and answer the question based on it.

Management education gained new academic stature within US Universities and greater respect from outside during the 1960’s and 1970’s. Some observers attribute the competitive superiority of US corporations to the quality of business education. In 1978, a management professor, Herbert A. Simon of Carnegie Mellon University, won the Nobel Prize in economics for his work in decision theory. And the popularity of business education continued to grow, since 1960, the number of master’s degrees awarded annually has grown from under 5000 to over 50,000 in the mid 1980’s as the MBA has become known as ‘the passport to the good life’.

By the 1980’s, however, US business schools faced critics who charged that learning had little relevance to real business problems. Some went so far as to blame business schools for the decline in US competitiveness.

Amidst the criticisms, four distinct arguments may be discerned. The first is that business schools must be either unnecessary or deleterious because Japan does so well without them. Underlying this argument is the idea that management ability cannot be taught, one is either born with it or must acquire it over years of practical experience. A second argument is that business schools are overly academic and theoretical. They teach quantitative models that have little application to real world problems. Third, they give inadequate attention to shop floor issues, to production processes and to management resources. Finally, it is argued that they encourage undesirable attitudes in students, such as placing value on the short term and ‘bottom line’ targets, while neglecting longer term development criteria. In summary, some business executives complain that MBA’s are incapable of handling day to day operational decisions, unable to communicate and to motivate people, and unwilling to accept responsibility for following through on implementation plans. We shall analyze these criticisms after having reviewed experiences in other countries.

In contrast to the expansion and development of business education in the United States and more recently in Europe, Japanese business schools graduate no more than two hundred MBA’s each year. The Keio Business School (KBS) was the only graduate school of management in the entire country until the mid 1970’s and it still boasts the only two year masters programme. The absence of business schools in Japan would appear in contradiction with the high priority placed upon learning by its Confucian culture. Confucian colleges taught administrative skills as early as 1630 and Japan wholeheartedly accepted Western learning following the Meiji restoration of 1868 when hundreds of students were dispatched to universities in US, Germany, England and France to learn the secrets of Western technology and modernization. Moreover, the Japanese educational system is highly developed and intensely competitive and can be credited for raising the literary and mathematical abilities of the Japanese to the highest level in the world.

Until recently, Japan corporations have not been interested in using either local or foreign business schools for the development of their future executives. Their in-company training programs have sought the socialization of newcomers, the younger the better. The training is highly specific and those who receive it have neither the capacity nor the incentive to quit.

The prevailing belief, says Imai, ‘is management should be born out of experience and many years of effort and not learnt from educational institutions.’ A 1960 survey of Japanese senior executives confirmed that a majority (54%) believed that managerial capabilities can be attained only on the job and not in universities.

However, this view seems to be changing: the same survey revealed that even as early as 1960, 37% of senior executives felt that the universities should teach integrated professional management. In the 1980’s a combination of increased competitive pressures and greater multi-nationalisation of Japanese business are making it difficult for many companies to rely solely upon internally trained managers. This has led to a rapid growth of local business programmes and a greater use of American MBA programmes. In 1982-83, the Japanese comprised the largest single group of foreign students at Wharton, where they not only learnt the latest techniques of financial analysis, but also developed worldwide contacts through their classmates and became Americanized, something highly useful in future negotiations. The Japanese, then do not ‘do without’ business schools, as is sometimes contended. But the process of selecting and orienting new graduates, even MBA’s, into corporations is radically different than in the US. Rather than being placed in highly paying staff positions, new Japanese recruits are assigned responsibility for operational and even menial tasks. Success is based upon Japan’s system of highly competitive recruitment and intensive in-company management development, which in turn are grounded in its tradition of universal and rigorous academic education, life-long employment and strong group identification.

The harmony among these traditional elements has made Japanese industry highly productive and given corporate leadership a long term view. It is true that this has been achieved without much attention to university business education, but extraordinary attention has been devoted to the development of managerial skills, both within the company and through participation in programmes sponsored by the Productivity Center and other similar organizations.

Q. The 1960’s and 1970’s can best be described as a period

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 9
In 1960's and 1970's management education gained academic stature.(Refer to first paragraph)

A management professor was even awarded the Nobel prize.

It also gained more respect.

AILET Mock Test-7 (New Pattern) - Question 10

Direction: The first and the last sentences are placed correctly, arrange the remaining sentences to form a logical sequence and then choose the correct option.

1) If all the countries

P. for the common benefit of humanity

Q. then they will never wrestle with each other

R. work in partnership

S. and agree to abide by these laws,

6) and there will be no hostilities.

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 10
Line R is the opening line and describes how all countries need to work in partnership.Line P defines the cause of R...so it follows (for is conjunction)In sentence S, we know that the conjunction joins only same part of speech. And, work and agree both are verbs so it follows P.Line Q gives the effect part for the cause for which 6 is also an add on.The correct

sequence is RPSQ.

AILET Mock Test-7 (New Pattern) - Question 11

Direction: The first and the last sentences are placed correctly, arrange the remaining sentences to form a logical sequence and then choose the correct option.

1) After a backbreaking life

P. to the hushed village where he was born

Q. most of which he had spent in the metropolitan area,

R. and where he anticipated to spend

S. he retired in his old age

6) his remaining years.

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 11
Line Q will follow line 1 as it is explains the "back breaking "life he spent in a metropolitan area. Line S follows as it describes how he retired in his his old age to the hushed life and decided to go back to the place he was born .So, SP is the sequence. Line R will follow as it contains the second verb i.e" spend "( first is in P i.e born) and Line 6 elaborates on what he wanted to spend(his remaining years)The sequence will be QSPR.
AILET Mock Test-7 (New Pattern) - Question 12

Direction: In the following question, out of the given group of wordings, choose one appropriately spelled.

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 12
Prepossessing is the correct spelling
AILET Mock Test-7 (New Pattern) - Question 13

Direction: In the following question, out of the given group of wordings, choose one appropriately spelled.

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 13
Scenario is correct spelling
AILET Mock Test-7 (New Pattern) - Question 14

Direction: Choose the option which is most Similar in meaning of the underlined word as used in the context of the sentence.

Q. His conjecture was better than mine.

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 14
Someone’s fact , doubt or surprise cannot be better than others , hence the answer is option A.

Conjecture means an opinion or conclusion formed on the basis of incomplete information.

AILET Mock Test-7 (New Pattern) - Question 15

Direction: Identify the meaning of the given idiom/ phrase.

A man of straw:

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 15
'A man of straw' means 'a person of little substance.Hence, option (C) is the correct answer.
AILET Mock Test-7 (New Pattern) - Question 16

Direction: Identify the meaning of the given idiom/ phrase.

Put on the market:

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 16
'Put on the market' means 'to offer for sale'. Hence, option (A) is the correct answer.
AILET Mock Test-7 (New Pattern) - Question 17

Direction: Choose the option which is most Opposite in meaning of the underlined word as used in the context of the sentence.

Q. The Prime Minister's frightened radio broadcast galvanized the people's spirit

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 17
'Galvanize' means to arouse or stimulate awareness or action.'Dampen' meaning to diminish the activity or vigor of something is the best antonym for it.
AILET Mock Test-7 (New Pattern) - Question 18

Direction: Choose the option which is most Opposite in meaning of the underlined word as used in the context of the sentence.

Q. His friends liked everything about him except his frugality, in every condition he tried to save money.

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 18
Since he is always trying to save money, thus frugality means to be a miser. Thus the answer is option 2, which is its opposite
AILET Mock Test-7 (New Pattern) - Question 19

Direction: Identify the meaning of the given idiom/ phrase.

Q. To meet someone halfway:

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 19
'To meet someone halfway' means 'to reach an agreement with somebody by giving them part of what they want'. Hence, option (B) is the correct answer.
AILET Mock Test-7 (New Pattern) - Question 20

Direction: Identify the meaning of the given idiom/ phrase.

Q. A wild-goose chase:

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 20
'A wild-goose chase' means 'a search for something that is impossible for you to find or that does not exist and which makes you waste a lot of time'. Hence, option (D) is the correct answer.
AILET Mock Test-7 (New Pattern) - Question 21

Direction: Read the passage and answer the question based on it.

Civilization is basically a vital kind of grouping. Without civilizations, the world as we know it would not be. Civilizations have different qualities than regular groups of people such as nomads. For example, a civilization develops surpluses of things which helps the people be a stable community. These surpluses also create the construction and growth of cities and helps develop secure, formal states. Government is also present in civilizations. One very important part of a civilization is an advanced writing method. A civilization can only be complete with all of these factors, or it will just fall apart. Nomads are nowhere close to being a civilization even though sometimes groups of nomads have good technology. The words 'culture' and 'civilization' have been often used synonymously, though they have clearly defined meanings differentiating them. 'Civilization' means the betterment of ways of living, making Nature bend to fulfil the needs of humankind. It includes also organizing societies into politically well-defined groups working collectively for improved conditions of life in matters of food, dress, communication, and so on. Thus a group considers itself as civilized, while others were looked down upon as barbarians. This has led to wars and holocausts, resulting in mass destruction of human beings. What are the good parts of our civilization ? First and foremost there are order and safety. If today I have a quarrel with another man, I do not get beaten merely because I am physically weaker and he can kick me down. I go to law, and the law will decide as fairly as it can between the two of us. Thus in disputes between man and man right has taken the place of might. Moreover, the law protects me from robbery and violence. Nobody may come and break into my house, steal my goods or run off with my children. Of course, there are burglars, but they are very rare, and the law punishes them whenever it catches them. It is difficult for us to realize how much this safety means. Without safety these higher activities of mankind which make up civilization could not go on. The inventor could not invent, the scientist find out or the artist make beautiful things. Hence, order and safety, although they are not themselves civilization are things without which civilization would be impossible. They are as necessary to our civilization as the air we breathe is to us; and we have grown so used to them that we do not notice them any more than we notice the air.Another great achievement of our civilization is that today civilized men are largely free from the fear of pain. They still fall ill, but illness is no longer the terrible thing it used to be.... Not only do men and women enjoy better health; they live longer than they ever did before, and they have a much better chance of growing up.... Thirdly, our civilization is more secure than any that have gone before it. This is because it is much more widely spread.... Previous civilizations were specialized and limited, they were like oases in a desert.

Q. The essential condition for the promotion of higher activities of life is:

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 21
The essential condition is safety.Also the idea is supported by the statement in paragraph which reads "Without safety these higher activities of mankind which make up civilization could not go on".
AILET Mock Test-7 (New Pattern) - Question 22

Direction: Read the passage and answer the question based on it.

Civilization is basically a vital kind of grouping. Without civilizations, the world as we know it would not be. Civilizations have different qualities than regular groups of people such as nomads. For example, a civilization develops surpluses of things which helps the people be a stable community. These surpluses also create the construction and growth of cities and helps develop secure, formal states. Government is also present in civilizations. One very important part of a civilization is an advanced writing method. A civilization can only be complete with all of these factors, or it will just fall apart. Nomads are nowhere close to being a civilization even though sometimes groups of nomads have good technology. The words 'culture' and 'civilization' have been often used synonymously, though they have clearly defined meanings differentiating them. 'Civilization' means the betterment of ways of living, making Nature bend to fulfil the needs of humankind. It includes also organizing societies into politically well-defined groups working collectively for improved conditions of life in matters of food, dress, communication, and so on. Thus a group considers itself as civilized, while others were looked down upon as barbarians. This has led to wars and holocausts, resulting in mass destruction of human beings. What are the good parts of our civilization ? First and foremost there are order and safety. If today I have a quarrel with another man, I do not get beaten merely because I am physically weaker and he can kick me down. I go to law, and the law will decide as fairly as it can between the two of us. Thus in disputes between man and man right has taken the place of might. Moreover, the law protects me from robbery and violence. Nobody may come and break into my house, steal my goods or run off with my children. Of course, there are burglars, but they are very rare, and the law punishes them whenever it catches them. It is difficult for us to realize how much this safety means. Without safety these higher activities of mankind which make up civilization could not go on. The inventor could not invent, the scientist find out or the artist make beautiful things. Hence, order and safety, although they are not themselves civilization are things without which civilization would be impossible. They are as necessary to our civilization as the air we breathe is to us; and we have grown so used to them that we do not notice them any more than we notice the air.Another great achievement of our civilization is that today civilized men are largely free from the fear of pain. They still fall ill, but illness is no longer the terrible thing it used to be.... Not only do men and women enjoy better health; they live longer than they ever did before, and they have a much better chance of growing up.... Thirdly, our civilization is more secure than any that have gone before it. This is because it is much more widely spread.... Previous civilizations were specialized and limited, they were like oases in a desert.

Q. What according to the author has the freedom from the fear of pain led to?

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 22
Given directly in the paragraph with the support of the statement which reads "Another great........did before".
AILET Mock Test-7 (New Pattern) - Question 23

Direction: Identify the meaning of the given idiom/ phrase.

to move heaven and earth

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 23
The given phrase means 'to try everything possible'.
AILET Mock Test-7 (New Pattern) - Question 24

Direction: In the following question, out of the given group of wordings, choose one inappropriately spelled.

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 24
Enumerate is the correct spelling which means to ascertain the number of; count.
AILET Mock Test-7 (New Pattern) - Question 25

Direction: In the following question, out of the given group of wordings, choose one inappropriately spelled.

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 25
It should be ingenious not ingenius.
AILET Mock Test-7 (New Pattern) - Question 26

Direction: Choose the option which is most Similar in meaning of the underlined word as used in the context of the sentence.

Demur: He demurred at the idea of looking after the children on holidays.

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 26
the word demur means raise objections or show reluctance, hence is the answer is option 3 .
AILET Mock Test-7 (New Pattern) - Question 27

Direction: Choose the option which is most Similar in meaning of the underlined word as used in the context of the sentence.

Connubial : Connubial contracts were drawn up before the marriage ceremony.

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 27
Connubial is relating to marriage or the relationship between a married couple
AILET Mock Test-7 (New Pattern) - Question 28

Direction: Choose the option which is most Similar in meaning of the underlined word as used in the context of the sentence.

Universal : Philosophers are universally skeptic.

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 28
universal means relating to or done by all people or things in the world or in a particular group; applicable to all cases. So, 'Generally' is the right choice.
AILET Mock Test-7 (New Pattern) - Question 29

Direction: Identify the meaning of the given idiom/ phrase.

Elbow room

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 29
"Elbow room " means space for movement.
AILET Mock Test-7 (New Pattern) - Question 30

Direction: Identify the meaning of the given idiom/ phrase.

To die in harness

Detailed Solution for AILET Mock Test-7 (New Pattern) - Question 30
To die in harness means to die while in service
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