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Passage

Direction: The passage below is accompanied by a set of questions. Choose the best answer to each question.
The National Security Act of 1947 created a national military establishment headed by a single Secretary of Defense. The legislation had been a year-and-a-half in the making—beginning when President Truman first recommended that the armed services be reorganized into a single department. During that period the President’s concept of a unified armed service was torn apart and put back together several times, the final measure to emerge from Congress being a compromise.
Most of the opposition to the bill came from the Navy and its numerous civilian spokesmen, including Secretary of the Navy James Forrestal. In support of unification were the Army air forces, the Army, and, most importantly, the President of the United States.
Passage of the bill did not bring an end to the bitter interservice disputes. Rather than unify, the act served only to federate the military services. It neither halted the rapid demobilization of the armed forces that followed World War II nor brought to the new national military establishment the loyalties of officers steeped in the traditions of the separate services. At a time when the balance of power in Europe and Asia was rapidly shifting, the services lacked any precise statement of United States foreign policy from the National Security Council on which to base future programs. The services bickered unceasingly over their respective roles and missions, already complicated by the Soviet nuclear capability that for the first time made the United States subject to devastating attack. 
Not even the appointment of Forrestal as First Secretary of Defense allayed the suspicions of naval officers and their supporters that the role of the U.S. Navy was threatened with permanent eclipse. Before the war of words died down, Forrestal himself was driven to resignation and then suicide.
By 1948, the United States military establishment was forced to make do with a budget approximately 10 percent of what it had been at its wartime peak. Meanwhile, the cost of weapons procurement was rising geometrically as the nation came to put more and more reliance on the atomic bomb and its delivery systems. 
These two factors inevitably made adversaries of the Navy and the Air Force as the battle between advocates of the B-36 and the supercarrier so amply demonstrates. Given severe fiscal restraints on the one hand, and on the other the nation’s increasing reliance on strategic nuclear deterrence, the conflict between these two services over roles and missions was essentially a contest over slices of an ever-diminishing pie.
Yet if in the end neither service was the obvious victor, the principle of civilian dominance over the military clearly was. If there had ever been any danger that the United States military establishment might exploit, to the detriment of civilian control, the goodwill it enjoyed as a result of its victories in World War II, that danger disappeared in the interservice animosities engendered by the battle over unification.
Q1: The author makes all of the following points about the National Security Act of 1947 EXCEPT
(a) It provided for a single Secretary of Defense.
(b) The legislation that came out of Congress was a compromise measure.
(c) The legislation was initially proposed by President Truman.
(d) The Navy opposed the bill that eventually became law.
(e) The bill was passed to help the nation’s demobilization effort.

RC: Philosophy & Humanities - 5 | Verbal Ability (VA) & Reading Comprehension (RC) - CAT  View Answer

Ans: (e)
Sol: The passage does not mention that the National Security Act of 1947 was passed to help the nation's demobilization effort. Instead, it states that the act did not bring an end to the rapid demobilization of the armed forces. The focus of the passage is on the creation of a national military establishment, the opposition it faced, and the consequences of the act, not its role in the demobilization effort.

Q2: According to the passage, the interservice strife that followed unification occurred primarily between the
(a) Army and Army air forces
(b) Army and Navy
(c) Army air forces and Navy
(d) Navy and Army
(e) Air Force and Navy

RC: Philosophy & Humanities - 5 | Verbal Ability (VA) & Reading Comprehension (RC) - CAT  View Answer

Ans: (e)
Sol: The passage mentions that most of the opposition to the bill came from the Navy, and in support of unification were the Army air forces, the Army, and the President. The conflicts and disputes within the military services are described, and it mentions the conflict between advocates of the B-36 (associated with the Air Force) and the supercarrier (associated with the Navy), indicating that the interservice strife occurred primarily between the Air Force and Navy.

Q3: It can be inferred from the passage that Forrestal’s appointment as Secretary of Defense was expected to
(a) placate members of the Navy
(b) result in decreased levels of defense spending
(c) outrage advocates of the Army air forces
(d) win Congressional approval of the unification plan
(e) make Forrestal a Presidential candidate against Truman

RC: Philosophy & Humanities - 5 | Verbal Ability (VA) & Reading Comprehension (RC) - CAT  View Answer

Ans: (a)
Sol: The passage mentions that even with the appointment of Forrestal as the First Secretary of Defense, suspicions of naval officers and their supporters continued, suggesting that his appointment was expected to pacify or appease members of the Navy who were concerned about the threat to their role.

Q4: With which of the following statements about defense unification would the author most likely agree?
(a) Unification ultimately undermined United States military capability by inciting interservice rivalry.
(b) The unification legislation was necessitated by the drastic decline in appropriations for the military services.
(c) Although the unification was not entirely successful, it had the unexpected result of ensuring civilian control of the military.
(d) In spite of the attempted unification, each service was still able to pursue its own objectives without interference from the other branches.
(e) Unification was in the first place unwarranted and in the second place ineffective.

RC: Philosophy & Humanities - 5 | Verbal Ability (VA) & Reading Comprehension (RC) - CAT  View Answer

Ans: (c)
Sol: The passage suggests that the principle of civilian dominance over the military was a clear outcome of the unification, even though the unification itself did not entirely succeed in resolving interservice disputes. The passage indicates that if there was any danger of the military exploiting its victories in World War II to the detriment of civilian control, it disappeared in the interservice animosities generated by the battle over unification.

Q5: The author cites the resignation and suicide of Forrestal in order to
(a) Underscore the bitterness of the interservice rivalry surrounding the passage of the National Security Act of 1947
(b) Demonstrate that the Navy eventually emerged as the dominant branch of service after the passage of the National Security Act of 1947
(c) Suggest that the nation would be better served by a unified armed service under a single command
(d) provide an example of a military leader who preferred to serve his country in war rather than in peace
(e) Persuade the reader that Forrestal was a victim of political opportunists and an unscrupulous press

RC: Philosophy & Humanities - 5 | Verbal Ability (VA) & Reading Comprehension (RC) - CAT  View Answer

Ans: (a)
Sol: The passage mentions Forrestal's resignation and suicide in the context of the bitterness of interservice disputes and the battle over unification. It is used to emphasize the intensity of the conflicts and animosities within the military services during that time.

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FAQs on RC: Philosophy & Humanities - 5 - Verbal Ability (VA) & Reading Comprehension (RC) - CAT

1. What is the significance of studying philosophy and humanities?
Ans. Studying philosophy and humanities is significant as it enables individuals to develop critical thinking skills, gain a deeper understanding of the human experience, and explore fundamental questions about existence, ethics, and knowledge. It also helps in fostering empathy, cultural awareness, and appreciation for diverse perspectives, enhancing communication and problem-solving abilities, and providing a foundation for ethical decision-making.
2. How can philosophy and humanities contribute to personal growth and self-reflection?
Ans. Philosophy and humanities contribute to personal growth and self-reflection by encouraging individuals to question their assumptions, beliefs, and values. Through the study of philosophy, one can gain insights into the nature of the self, explore different philosophical traditions, and engage in introspection. Humanities subjects like literature, art, and history provide opportunities for self-reflection by exposing individuals to different perspectives, experiences, and emotions, thereby fostering personal growth and self-awareness.
3. Are philosophy and humanities relevant in today's technologically-driven world?
Ans. Philosophy and humanities are highly relevant in today's technologically-driven world. While technology advances at a rapid pace, philosophy and humanities subjects provide the necessary ethical, social, and cultural context to navigate these advancements responsibly. They help in critically examining the impact of technology on society, addressing ethical dilemmas, and understanding the human implications of scientific and technological progress. Additionally, philosophy and humanities promote critical thinking and creativity, which are essential skills in various professional fields.
4. How can studying philosophy and humanities contribute to societal progress?
Ans. Studying philosophy and humanities contributes to societal progress by fostering an informed and engaged citizenry. These disciplines encourage individuals to think critically, challenge existing social structures, and understand the historical, cultural, and social contexts that shape society. Philosophy and humanities also promote empathy, tolerance, and respect for diverse perspectives, fostering social cohesion and cooperation. Furthermore, they provide a platform for addressing societal issues, advocating for social justice, and shaping public policy.
5. Can philosophy and humanities help in developing transferable skills for future careers?
Ans. Yes, studying philosophy and humanities can develop transferable skills that are valuable in future careers. These disciplines promote critical thinking, analytical reasoning, problem-solving, and effective communication skills, which are highly sought after by employers in various fields. Additionally, philosophy and humanities foster creativity, adaptability, and the ability to navigate complex ethical and cultural issues, making individuals well-equipped to handle diverse professional challenges. These transferable skills enable graduates to pursue careers in areas such as law, education, journalism, business, public service, and many more.
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