XAT Mock Test - 8 (New Pattern) - CAT MCQ
30 Questions MCQ Test Mock Test Series for XAT - XAT Mock Test - 8 (New Pattern)
Direction: Read the passage and answer the questions that follow
As Xenophanes recognized as long ago as the sixth century before Christ, whether or not God made man in His own image, it is certain that man makes gods in his. The gods of Greek mythology first appear in the writings of Homer and Hesiod, and, from the character and actions of these picturesque and, for the most part, friendly beings, we get some idea of the men who made them and brought them to Greece.
But ritual is more fundamental than mythology, and the study of Greek ritual during recent years has shown that, beneath the belief or skepticism with which the Olympians were regarded, lay an older magic, with traditional rites for the promotion of fertility by the celebration of the annual cycle of life and death, and the propitiation of unfriendly ghosts, gods or demons. Some such survivals were doubtless widespread, and, prolonged into classical times, probably made the substance of Eleusinian and Orphic mysteries. Against this dark and dangerous background arose Olympic mythology on the one hand and early philosophy and science on the other.
In classical times the need of a creed higher than the Olympian was felt, and Aeschylus, Sophocles and Plato finally evolved from the pleasant but crude polytheism the idea of a single, supreme and righteous Zeus. But the decay of Olympus led to a revival of old and the invasion of new magic cults among the people, while some philosophers were looking to a vision of the uniformity of nature under divine and universal law.
The main idea of the passage is that
Direction: Read the passage and answer the questions that follow
As Xenophanes recognized as long ago as the sixth century before Christ, whether or not God made man in His own image, it is certain that man makes gods in his. The gods of Greek mythology first appear in the writings of Homer and Hesiod, and, from the character and actions of these picturesque and, for the most part, friendly beings, we get some idea of the men who made them and brought them to Greece.
But ritual is more fundamental than mythology, and the study of Greek ritual during recent years has shown that, beneath the belief or skepticism with which the Olympians were regarded, lay an older magic, with traditional rites for the promotion of fertility by the celebration of the annual cycle of life and death, and the propitiation of unfriendly ghosts, gods or demons. Some such survivals were doubtless widespread, and, prolonged into classical times, probably made the substance of Eleusinian and Orphic mysteries. Against this dark and dangerous background arose Olympic mythology on the one hand and early philosophy and science on the other.
In classical times the need of a creed higher than the Olympian was felt, and Aeschylus, Sophocles and Plato finally evolved from the pleasant but crude polytheism the idea of a single, supreme and righteous Zeus. But the decay of Olympus led to a revival of old and the invasion of new magic cults among the people, while some philosophers were looking to a vision of the uniformity of nature under divine and universal law.
All the following are mentioned in the passage EXCEPT
Direction: Read the passage and answer the questions that follow
As Xenophanes recognized as long ago as the sixth century before Christ, whether or not God made man in His own image, it is certain that man makes gods in his. The gods of Greek mythology first appear in the writings of Homer and Hesiod, and, from the character and actions of these picturesque and, for the most part, friendly beings, we get some idea of the men who made them and brought them to Greece.
But ritual is more fundamental than mythology, and the study of Greek ritual during recent years has shown that, beneath the belief or skepticism with which the Olympians were regarded, lay an older magic, with traditional rites for the promotion of fertility by the celebration of the annual cycle of life and death, and the propitiation of unfriendly ghosts, gods or demons. Some such survivals were doubtless widespread, and, prolonged into classical times, probably made the substance of Eleusinian and Orphic mysteries. Against this dark and dangerous background arose Olympic mythology on the one hand and early philosophy and science on the other.
In classical times the need of a creed higher than the Olympian was felt, and Aeschylus, Sophocles and Plato finally evolved from the pleasant but crude polytheism the idea of a single, supreme and righteous Zeus. But the decay of Olympus led to a revival of old and the invasion of new magic cults among the people, while some philosophers were looking to a vision of the uniformity of nature under divine and universal law.
The passage implies which of the following
Direction: Read the passage and answer the questions that follow.
Most students arrive at [college] using “discrete, concrete, and absolute categories to understand people, knowledge, and values.” These students live with a dualistic view, seeing “the world in polar terms of we-right-good vs. other-wrong-bad.” These students cannot acknowledge the existence of more than one point of view toward any issue. There is one “right” way. And because these absolutes are assumed by or imposed on the individual from external authority, they cannot be personally substantiated or authenticated by experience. These students are slaves to the generalizations of their authorities. An eye for an eye! Capital punishment is apt justice for murder. The Bible says so.
Most students break through the dualistic stage to another equally frustrating stage—multiplicity. Within this stage, students see a variety of ways to deal with any given topic or problem. However, while these students accept multiple points of view, they are unable to evaluate or justify them. To have an opinion is everyone’s right. While students in the dualistic stage are unable to produce evidence to support what they consider to be self-evident absolutes, students in the multiplistic stage are unable to connect instances into coherent generalizations. Every assertion, every point, is valid. In their democracy they are directionless. Capital punishment? What sense is there in answering one murder with another?
The third stage of development finds students living in a world of relativism. Knowledge is relative: right and wrong depend on the context. No longer recognizing the validity of each individual idea or action, relativists examine everything to find its place in an overall framework. While the multiplist views the world as unconnected, almost random, the relativist seeks always to place phenomena into coherent larger patterns. Students in this stage view the world analytically. They appreciate authority for its expertise, using it to defend their own generalizations. In addition, they accept or reject ostensible authority after systematically evaluating its validity. In this stage, however, students resist decision making. Suffering the ambivalence of finding several consistent and acceptable alternatives, they are almost overwhelmed by diversity and need means for managing it. Capital punishment is appropriate justice—in some instances.
In the final stage students manage diversity through individual commitment. Students do not deny relativism. Rather they assert an identity by forming commitments and assuming responsibility for them. They gather personal experience into a coherent framework, abstract principles to guide their actions, and use these principles to discipline and govern their thoughts and actions. The individual has chosen to join a particular community and agrees to live by its tenets. The accused has had the benefit of due process to guard his civil rights, a jury of peers has found him guilty, and the state has the right to end his life. This is a principle my community and I endorse
Students who are “dualistic” thinkers may not be able to support their beliefs convincingly because
Direction: Read the passage and answer the questions that follow.
Most students arrive at [college] using “discrete, concrete, and absolute categories to understand people, knowledge, and values.” These students live with a dualistic view, seeing “the world in polar terms of we-right-good vs. other-wrong-bad.” These students cannot acknowledge the existence of more than one point of view toward any issue. There is one “right” way. And because these absolutes are assumed by or imposed on the individual from external authority, they cannot be personally substantiated or authenticated by experience. These students are slaves to the generalizations of their authorities. An eye for an eye! Capital punishment is apt justice for murder. The Bible says so.
Most students break through the dualistic stage to another equally frustrating stage—multiplicity. Within this stage, students see a variety of ways to deal with any given topic or problem. However, while these students accept multiple points of view, they are unable to evaluate or justify them. To have an opinion is everyone’s right. While students in the dualistic stage are unable to produce evidence to support what they consider to be self-evident absolutes, students in the multiplistic stage are unable to connect instances into coherent generalizations. Every assertion, every point, is valid. In their democracy they are directionless. Capital punishment? What sense is there in answering one murder with another?
The third stage of development finds students living in a world of relativism. Knowledge is relative: right and wrong depend on the context. No longer recognizing the validity of each individual idea or action, relativists examine everything to find its place in an overall framework. While the multiplist views the world as unconnected, almost random, the relativist seeks always to place phenomena into coherent larger patterns. Students in this stage view the world analytically. They appreciate authority for its expertise, using it to defend their own generalizations. In addition, they accept or reject ostensible authority after systematically evaluating its validity. In this stage, however, students resist decision making. Suffering the ambivalence of finding several consistent and acceptable alternatives, they are almost overwhelmed by diversity and need means for managing it. Capital punishment is appropriate justice—in some instances.
In the final stage students manage diversity through individual commitment. Students do not deny relativism. Rather they assert an identity by forming commitments and assuming responsibility for them. They gather personal experience into a coherent framework, abstract principles to guide their actions, and use these principles to discipline and govern their thoughts and actions. The individual has chosen to join a particular community and agrees to live by its tenets. The accused has had the benefit of due process to guard his civil rights, a jury of peers has found him guilty, and the state has the right to end his life. This is a principle my community and I endorse
In paragraph two, the author states that in their “democracy” students in the multiplicity stage are directionless. The writer describes multiplicity students as being in a “democracy” because
Direction: Read the passage and answer the questions that follow.
Most students arrive at [college] using “discrete, concrete, and absolute categories to understand people, knowledge, and values.” These students live with a dualistic view, seeing “the world in polar terms of we-right-good vs. other-wrong-bad.” These students cannot acknowledge the existence of more than one point of view toward any issue. There is one “right” way. And because these absolutes are assumed by or imposed on the individual from external authority, they cannot be personally substantiated or authenticated by experience. These students are slaves to the generalizations of their authorities. An eye for an eye! Capital punishment is apt justice for murder. The Bible says so.
Most students break through the dualistic stage to another equally frustrating stage—multiplicity. Within this stage, students see a variety of ways to deal with any given topic or problem. However, while these students accept multiple points of view, they are unable to evaluate or justify them. To have an opinion is everyone’s right. While students in the dualistic stage are unable to produce evidence to support what they consider to be self-evident absolutes, students in the multiplistic stage are unable to connect instances into coherent generalizations. Every assertion, every point, is valid. In their democracy they are directionless. Capital punishment? What sense is there in answering one murder with another?
The third stage of development finds students living in a world of relativism. Knowledge is relative: right and wrong depend on the context. No longer recognizing the validity of each individual idea or action, relativists examine everything to find its place in an overall framework. While the multiplist views the world as unconnected, almost random, the relativist seeks always to place phenomena into coherent larger patterns. Students in this stage view the world analytically. They appreciate authority for its expertise, using it to defend their own generalizations. In addition, they accept or reject ostensible authority after systematically evaluating its validity. In this stage, however, students resist decision making. Suffering the ambivalence of finding several consistent and acceptable alternatives, they are almost overwhelmed by diversity and need means for managing it. Capital punishment is appropriate justice—in some instances.
In the final stage students manage diversity through individual commitment. Students do not deny relativism. Rather they assert an identity by forming commitments and assuming responsibility for them. They gather personal experience into a coherent framework, abstract principles to guide their actions, and use these principles to discipline and govern their thoughts and actions. The individual has chosen to join a particular community and agrees to live by its tenets. The accused has had the benefit of due process to guard his civil rights, a jury of peers has found him guilty, and the state has the right to end his life. This is a principle my community and I endorse
Which one of the following kinds of thinking is NOT described in the passage?
Direction: Read the passage and answer the questions that follow.
Most students arrive at [college] using “discrete, concrete, and absolute categories to understand people, knowledge, and values.” These students live with a dualistic view, seeing “the world in polar terms of we-right-good vs. other-wrong-bad.” These students cannot acknowledge the existence of more than one point of view toward any issue. There is one “right” way. And because these absolutes are assumed by or imposed on the individual from external authority, they cannot be personally substantiated or authenticated by experience. These students are slaves to the generalizations of their authorities. An eye for an eye! Capital punishment is apt justice for murder. The Bible says so.
Most students break through the dualistic stage to another equally frustrating stage—multiplicity. Within this stage, students see a variety of ways to deal with any given topic or problem. However, while these students accept multiple points of view, they are unable to evaluate or justify them. To have an opinion is everyone’s right. While students in the dualistic stage are unable to produce evidence to support what they consider to be self-evident absolutes, students in the multiplistic stage are unable to connect instances into coherent generalizations. Every assertion, every point, is valid. In their democracy they are directionless. Capital punishment? What sense is there in answering one murder with another?
The third stage of development finds students living in a world of relativism. Knowledge is relative: right and wrong depend on the context. No longer recognizing the validity of each individual idea or action, relativists examine everything to find its place in an overall framework. While the multiplist views the world as unconnected, almost random, the relativist seeks always to place phenomena into coherent larger patterns. Students in this stage view the world analytically. They appreciate authority for its expertise, using it to defend their own generalizations. In addition, they accept or reject ostensible authority after systematically evaluating its validity. In this stage, however, students resist decision making. Suffering the ambivalence of finding several consistent and acceptable alternatives, they are almost overwhelmed by diversity and need means for managing it. Capital punishment is appropriate justice—in some instances.
In the final stage students manage diversity through individual commitment. Students do not deny relativism. Rather they assert an identity by forming commitments and assuming responsibility for them. They gather personal experience into a coherent framework, abstract principles to guide their actions, and use these principles to discipline and govern their thoughts and actions. The individual has chosen to join a particular community and agrees to live by its tenets. The accused has had the benefit of due process to guard his civil rights, a jury of peers has found him guilty, and the state has the right to end his life. This is a principle my community and I endorse
Which one of the following best describes the organization of the passage?
Direction: Read the passage and answer the questions that follow.
A growing taste for shark steaks and shark-fin soup has for the first time in 400 million years put the scourge of the sea at the wrong end of the food chain. Commercial landings of this toothsome fish have doubled every year since 1986, and shark populations are plunging. It is hardly a case of good riddance. Sharks do for gentler fish what lions do for the wildebeest: they check populations by feeding on the weak. Also, sharks apparently do not get cancer and may therefore harbor clues to the nature of that disease.
Finally, there is the issue of motherhood. Sharks are viviparous. That is, they bear their young alive and swimming (not sealed in eggs) after gestation periods lasting from nine months to two years. Shark mothers generally give birth to litters of from eight to twelve pups and bear only one litter every other year.
This is why sharks have one of the lowest fecundity rates in the ocean. The female cod, for example, spawns annually and lays a few million eggs at a time. If three quarters of the cod were to be fished this year, they could be back in full force in a few years. But if humans took that big of a bite out of the sharks, the population would not recover for 15 years.
So, late this summer, if all goes according to plan, the shark will join the bald eagle and the buffalo on the list of managed species. The federal government will cap the U.S. commercial catch at 5,800 metric tons, about half of the 1989 level, and limit sportsmen to two sharks per boat. Another provision discourages finning, the harvesting of shark fins alone, by limiting the weight of fins to 7 percent of that of all the carcasses.
Finning got under the skin of environmentalists, and the resulting anger helped to mobilize support for the new regulations. Finning itself is a fairly recent innovation. Shark fins contain noodle-like cartilaginous tissues that Chinese chefs have traditionally used to thicken and flavor soup. Over the past few years rising demand in Hong Kong has made the fins as valuable as the rest of the fish. Long strands are prized, so unusually large fins can be worth considerably more to the fisherman than the average price of about $10 a pound.
But can U.S. quotas save shark species that wander the whole Atlantic? The blue shark, for example, migrates into the waters of something like 23 countries. John G. Casey, a biologist with the National Marine Fisheries Service Research Center in Narragansett, R.I., admits that international co-ordination will eventually be necessary. But he supports U.S. quotas as a first step in mobilizing other nations. Meanwhile the commercial fishermen are not waiting for the new rules to take effect. “There’s a pre-quota rush on sharks,” Casey says, “and it’s going on as we speak.”
According to the passage, shark populations are at greater risk than cod populations because
Direction: Read the passage and answer the questions that follow.
A growing taste for shark steaks and shark-fin soup has for the first time in 400 million years put the scourge of the sea at the wrong end of the food chain. Commercial landings of this toothsome fish have doubled every year since 1986, and shark populations are plunging. It is hardly a case of good riddance. Sharks do for gentler fish what lions do for the wildebeest: they check populations by feeding on the weak. Also, sharks apparently do not get cancer and may therefore harbor clues to the nature of that disease.
Finally, there is the issue of motherhood. Sharks are viviparous. That is, they bear their young alive and swimming (not sealed in eggs) after gestation periods lasting from nine months to two years. Shark mothers generally give birth to litters of from eight to twelve pups and bear only one litter every other year.
This is why sharks have one of the lowest fecundity rates in the ocean. The female cod, for example, spawns annually and lays a few million eggs at a time. If three quarters of the cod were to be fished this year, they could be back in full force in a few years. But if humans took that big of a bite out of the sharks, the population would not recover for 15 years.
So, late this summer, if all goes according to plan, the shark will join the bald eagle and the buffalo on the list of managed species. The federal government will cap the U.S. commercial catch at 5,800 metric tons, about half of the 1989 level, and limit sportsmen to two sharks per boat. Another provision discourages finning, the harvesting of shark fins alone, by limiting the weight of fins to 7 percent of that of all the carcasses.
Finning got under the skin of environmentalists, and the resulting anger helped to mobilize support for the new regulations. Finning itself is a fairly recent innovation. Shark fins contain noodle-like cartilaginous tissues that Chinese chefs have traditionally used to thicken and flavor soup. Over the past few years rising demand in Hong Kong has made the fins as valuable as the rest of the fish. Long strands are prized, so unusually large fins can be worth considerably more to the fisherman than the average price of about $10 a pound.
But can U.S. quotas save shark species that wander the whole Atlantic? The blue shark, for example, migrates into the waters of something like 23 countries. John G. Casey, a biologist with the National Marine Fisheries Service Research Center in Narragansett, R.I., admits that international co-ordination will eventually be necessary. But he supports U.S. quotas as a first step in mobilizing other nations. Meanwhile the commercial fishermen are not waiting for the new rules to take effect. “There’s a pre-quota rush on sharks,” Casey says, “and it’s going on as we speak.”
If the species Homo logicus was determined to be viviparous and to have extremely low fecundity rates on land, we might expect that
Direction: Read the passage and answer the questions that follow.
A growing taste for shark steaks and shark-fin soup has for the first time in 400 million years put the scourge of the sea at the wrong end of the food chain. Commercial landings of this toothsome fish have doubled every year since 1986, and shark populations are plunging. It is hardly a case of good riddance. Sharks do for gentler fish what lions do for the wildebeest: they check populations by feeding on the weak. Also, sharks apparently do not get cancer and may therefore harbor clues to the nature of that disease.
Finally, there is the issue of motherhood. Sharks are viviparous. That is, they bear their young alive and swimming (not sealed in eggs) after gestation periods lasting from nine months to two years. Shark mothers generally give birth to litters of from eight to twelve pups and bear only one litter every other year.
This is why sharks have one of the lowest fecundity rates in the ocean. The female cod, for example, spawns annually and lays a few million eggs at a time. If three quarters of the cod were to be fished this year, they could be back in full force in a few years. But if humans took that big of a bite out of the sharks, the population would not recover for 15 years.
So, late this summer, if all goes according to plan, the shark will join the bald eagle and the buffalo on the list of managed species. The federal government will cap the U.S. commercial catch at 5,800 metric tons, about half of the 1989 level, and limit sportsmen to two sharks per boat. Another provision discourages finning, the harvesting of shark fins alone, by limiting the weight of fins to 7 percent of that of all the carcasses.
Finning got under the skin of environmentalists, and the resulting anger helped to mobilize support for the new regulations. Finning itself is a fairly recent innovation. Shark fins contain noodle-like cartilaginous tissues that Chinese chefs have traditionally used to thicken and flavor soup. Over the past few years rising demand in Hong Kong has made the fins as valuable as the rest of the fish. Long strands are prized, so unusually large fins can be worth considerably more to the fisherman than the average price of about $10 a pound.
But can U.S. quotas save shark species that wander the whole Atlantic? The blue shark, for example, migrates into the waters of something like 23 countries. John G. Casey, a biologist with the National Marine Fisheries Service Research Center in Narragansett, R.I., admits that international co-ordination will eventually be necessary. But he supports U.S. quotas as a first step in mobilizing other nations. Meanwhile the commercial fishermen are not waiting for the new rules to take effect. “There’s a pre-quota rush on sharks,” Casey says, “and it’s going on as we speak.”
Which one of the following best describes the author’s attitude toward the efforts to protect shark populations?
Direction: Read the passage and answer the questions that follow.
A growing taste for shark steaks and shark-fin soup has for the first time in 400 million years put the scourge of the sea at the wrong end of the food chain. Commercial landings of this toothsome fish have doubled every year since 1986, and shark populations are plunging. It is hardly a case of good riddance. Sharks do for gentler fish what lions do for the wildebeest: they check populations by feeding on the weak. Also, sharks apparently do not get cancer and may therefore harbor clues to the nature of that disease.
Finally, there is the issue of motherhood. Sharks are viviparous. That is, they bear their young alive and swimming (not sealed in eggs) after gestation periods lasting from nine months to two years. Shark mothers generally give birth to litters of from eight to twelve pups and bear only one litter every other year.
This is why sharks have one of the lowest fecundity rates in the ocean. The female cod, for example, spawns annually and lays a few million eggs at a time. If three quarters of the cod were to be fished this year, they could be back in full force in a few years. But if humans took that big of a bite out of the sharks, the population would not recover for 15 years.
So, late this summer, if all goes according to plan, the shark will join the bald eagle and the buffalo on the list of managed species. The federal government will cap the U.S. commercial catch at 5,800 metric tons, about half of the 1989 level, and limit sportsmen to two sharks per boat. Another provision discourages finning, the harvesting of shark fins alone, by limiting the weight of fins to 7 percent of that of all the carcasses.
Finning got under the skin of environmentalists, and the resulting anger helped to mobilize support for the new regulations. Finning itself is a fairly recent innovation. Shark fins contain noodle-like cartilaginous tissues that Chinese chefs have traditionally used to thicken and flavor soup. Over the past few years rising demand in Hong Kong has made the fins as valuable as the rest of the fish. Long strands are prized, so unusually large fins can be worth considerably more to the fisherman than the average price of about $10 a pound.
But can U.S. quotas save shark species that wander the whole Atlantic? The blue shark, for example, migrates into the waters of something like 23 countries. John G. Casey, a biologist with the National Marine Fisheries Service Research Center in Narragansett, R.I., admits that international co-ordination will eventually be necessary. But he supports U.S. quotas as a first step in mobilizing other nations. Meanwhile the commercial fishermen are not waiting for the new rules to take effect. “There’s a pre-quota rush on sharks,” Casey says, “and it’s going on as we speak.”
An irony resulting from the announcement that sharks will be placed on the managed list is
Read the following sentences and choose the one the option that best arranges them in a logical order.
1. Accordingly, people who say of a universal statement that we know its truth from experience usually mean that the truth of this universal statement can somehow be reduced to the truth of singular ones, and that these singular ones are known by experience to be true; which amounts to saying that the universal statement is based on inductive inference.
2. The problem of induction may also be formulated as the question of the validity or the truth of universal statements which are based on experience, such as the hypotheses and theoretical systems of the empirical sciences.
3. Thus to ask whether there are natural laws known to be true appears to be only another way of asking whether inductive inferences are logically justified.
4. For many people believe that the truth of these universal statements is ‘known by experience’; yet it is clear that an account of an experience—of an observation or the result of an experiment—can in the first place be only a singular statement and not a universal one.
Read the following sentences and choose the one the option that best arranges them in a logical order.
1. Then, as the marsh winds made the fire glow and flare, I thought I heard the voice outside, of the man with the iron on his leg who had sworn me to secrecy, declaring that he couldn't and wouldn't starve until to-morrow, but must be fed now.
2. The guilty knowledge that I was going to rob Mrs. Joe—I never thought I was going to rob Joe, for I never thought of any of the housekeeping property as his—united to the necessity of always keeping one hand on my bread and butter as I sat, or when I was ordered about the kitchen on any small errand, almost drove me out of my mind.
3. Conscience is a dreadful thing when it accuses man or boy; but when, in the case of a boy, that secret burden co-operates with another secret burden down the leg of his trousers, it is (as I can testify) a great punishment.
4. If ever anybody's hair stood on end with terror, mine must have done so then. But, perhaps, nobody's ever did?
5. At other times, I thought, What if the young man who was with so much difficulty restrained from imbruing his hands in me should yield to a constitutional impatience, or should mistake the time, and should think himself accredited to my heart and liver to-night, instead of to-morrow!
Direction: Read the following passage and answer the question.
Trade fairs are among the most memorable events that take place periodically with the purpose of promoting sales, launching new products, bringing together manufacturers of a particular line of products and educating the public. They are held at all levels-international, national, state and district. The most prominent among them are the India International Trade Fair, World Book Fair, Information Technology fair, Electronic Trade and Technology Fair, Textile Fair, Auto Expo, state-level book fairs, district level exhibitions etc. India Trade Promotion Organisation (ITPO), which was incorporated in 1992 by the merger of Trade Development Authority (TDA) with the Trade Fair Authority of India (TFAI), has been playing a commendable role in this respect.
It can be said without a doubt that sales promotion is the most important purpose of these fairs. Bringing together the largest possible number of manufacturers, suppliers, existing and potential buyers under the same roof helps to promote the products in an effective way. All these people come together on a single platform for a fixed period of time. This offers a unique opportunity to manufacturers and suppliers to display their best products and services and the buyers get a chance to see a wide range of products and services.
Conferences, seminars, live product demonstrations and presentations are regular features of these fairs and exhibitions. Besides these, colourful cultural programmes are also important features of such fairs. These fairs give a good opportunity to the artists to showcase their skills and talent at such specially organized programmes.
ITPO stands for:
Direction: Read the following passage and answer the question.
Trade fairs are among the most memorable events that take place periodically with the purpose of promoting sales, launching new products, bringing together manufacturers of a particular line of products and educating the public. They are held at all levels-international, national, state and district. The most prominent among them are the India International Trade Fair, World Book Fair, Information Technology fair, Electronic Trade and Technology Fair, Textile Fair, Auto Expo, state-level book fairs, district level exhibitions etc. India Trade Promotion Organisation (ITPO), which was incorporated in 1992 by the merger of Trade Development Authority (TDA) with the Trade Fair Authority of India (TFAI), has been playing a commendable role in this respect.
It can be said without a doubt that sales promotion is the most important purpose of these fairs. Bringing together the largest possible number of manufacturers, suppliers, existing and potential buyers under the same roof helps to promote the products in an effective way. All these people come together on a single platform for a fixed period of time. This offers a unique opportunity to manufacturers and suppliers to display their best products and services and the buyers get a chance to see a wide range of products and services.
Conferences, seminars, live product demonstrations and presentations are regular features of these fairs and exhibitions. Besides these, colourful cultural programmes are also important features of such fairs. These fairs give a good opportunity to the artists to showcase their skills and talent at such specially organized programmes.
What are some of the regular features of such trade fairs?
Direction: Read the following passage and answer the question.
Trade fairs are among the most memorable events that take place periodically with the purpose of promoting sales, launching new products, bringing together manufacturers of a particular line of products and educating the public. They are held at all levels-international, national, state and district. The most prominent among them are the India International Trade Fair, World Book Fair, Information Technology fair, Electronic Trade and Technology Fair, Textile Fair, Auto Expo, state-level book fairs, district level exhibitions etc. India Trade Promotion Organisation (ITPO), which was incorporated in 1992 by the merger of Trade Development Authority (TDA) with the Trade Fair Authority of India (TFAI), has been playing a commendable role in this respect.
It can be said without a doubt that sales promotion is the most important purpose of these fairs. Bringing together the largest possible number of manufacturers, suppliers, existing and potential buyers under the same roof helps to promote the products in an effective way. All these people come together on a single platform for a fixed period of time. This offers a unique opportunity to manufacturers and suppliers to display their best products and services and the buyers get a chance to see a wide range of products and services.
Conferences, seminars, live product demonstrations and presentations are regular features of these fairs and exhibitions. Besides these, colourful cultural programmes are also important features of such fairs. These fairs give a good opportunity to the artists to showcase their skills and talent at such specially organized programmes.
How is the trade fair an effective way of promoting products?
Direction: Read the poem carefully and answer the questions that follow.
If you can keep your head when all about you
Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or being lied about, don't deal in lies,
Or being hated, don't give way to hating,
And yet don't look too good, nor talk too wise:
If you can dream - and not make dreams your master;
If you can think - and not make thoughts your aim;
If you can meet with Triumph and Disaster
And treat those two impostors just the same;
If you can bear to hear the truth you've spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build 'em up with worn-out tools:
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: 'Hold on!'
If you can talk with crowds and keep your virtue,
Or walk with Kings - nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds' worth of distance run,
Yours is the Earth and everything that's in it,
And - which is more - you'll be a Man, my son!
Why is the poet addressing triumph and disaster as imposters?
Direction: Read the poem carefully and answer the questions that follow.
If you can keep your head when all about you
Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or being lied about, don't deal in lies,
Or being hated, don't give way to hating,
And yet don't look too good, nor talk too wise:
If you can dream - and not make dreams your master;
If you can think - and not make thoughts your aim;
If you can meet with Triumph and Disaster
And treat those two impostors just the same;
If you can bear to hear the truth you've spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build 'em up with worn-out tools:
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: 'Hold on!'
If you can talk with crowds and keep your virtue,
Or walk with Kings - nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds' worth of distance run,
Yours is the Earth and everything that's in it,
And - which is more - you'll be a Man, my son!
What is the poet's attitude in the entire poem?
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17 docs|30 tests
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Important Questions for XAT Mock Test - 8 (New Pattern)
XAT Mock Test - 8 (New Pattern) MCQs with Answers
Online Tests for XAT Mock Test - 8 (New Pattern) Mock Test Series for XAT
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