RC Run 2006

[TheCat]

Hi puys,
This is much needed thread...someone's bugbear... ..someone's strongest area... ...So let's make this thread active.......So i will be posting the Full RC in the next post.....

Happy RC

[amitnsitian]

there's already one for this

http://www.pagalguy.com/forum/englis...c-made-ec.html (RC made EC)

[TheCat]

yaar..amit that link not working.. anyway first RC here..

The founders of the Republic viewed their revolution primarily in political rather than economic or social terms. And they talked about education as essential to the public good—a goal that took precedence over knowledge as occupational training or as a means to self-fulfillment or self-improvement. Over and over again the Revolutionary generation, both liberal and conservative in outlook, asserted its conviction that the welfare of the Republic rested upon an educated citizenry and that schools, especially free public schools, would be the best means of educating the citizenry in civic values and the obligations required of everyone in a democratic republican society. All agreed that the principal ingredients of a civic education were literacy and the inculcation of patriotic and moral virtues, some others adding the study of history and the study of principles of the republican government itself.
The founders, as was the case of almost all their successors, were long on exhortation and rhetoric regarding the value of civic education, but they left it to the textbook writers to distill the essence of those values for school children. Texts in American history and government appeared as early as the 1790s. The textbook writers turned out to be very largely of conservative persuasion, more likely Federalist in outlook than Jeffersonian, and almost universally agreed that political virtue must rest upon moral and religious precepts. Since most textbook writers were New Englander, this meant that the texts were infused with Protestant and, above all, Puritan outlooks.
In the first half of the Republic, civic education in the schools emphasized the inculcation of civic values and made little attempt to develop participatory political skills. That was a task left to incipient political parties, town meetings, churches and the coffee or ale houses where men gathered for conversation. Additionally as a reading of certain Federalist papers of the period would demonstrate, the press probably did more to disseminate realistic as well as partisan knowledge of government than the schools. The goal of education, however, was to achieve a higher form of unum (one out of many used on the Great Seal (Great Seal: n. 国玺) of the U.S. and on several U.S. coins)for the new Republic. In the middle half of the nineteenth century, the political values taught in the public and private schools did not change substantially from those celebrated in the first fifty years of the Republic. In the textbooks of the day their rosy hues if anything became golden. To the resplendent values of liberty, equality, and a benevolent Christian morality were now added the middle-class virtues-especially of New England-of hard work, honesty and integrity, the rewards of individual effort, and obedience to parents and legitimate authority. But of all the political values taught in school, patriotism was preeminent; and whenever teachers explained to school children why they should love their country above all else, the idea of liberty assumed pride of place.

1. The passage deals primarily with the
(A) content of early textbooks on American history and government
(B) role of education in late eighteenth-and early to mid-nineteenth-century America
(C) influence of New England Puritanism on early American values
(D) origin and development of the Protestant work ethic in modern America
(E) establishment of universal free public education in America
2. According to the passage, the founders of the Republic regarded education primarily as
(A) a religious obligation
(B) a private matter
(C) an unnecessary luxury
(D) a matter of individual choice
(E) a political necessity
3. The author states that textbooks written in the middle part of the nineteenth century
(A) departed radically in tone and style from earlier textbooks
(B) mentioned for the first time the value of liberty
(C) treated traditional civic virtues with even greater reverence
(D) were commissioned by government agencies
(E) contained no reference to conservative ideas
4. Which of the following would LEAST likely have been the subject of an early American textbook?
(A) basic rules of English grammar
(B) the American Revolution
(C) patriotism and other civic virtues
(D) vocational education
(E) principles of American government
5. The author’s attitude toward the educational system she discusses can best be described as
(A) cynical and unpatriotic
(B) realistic and analytical
(C) pragmatic and frustrated
(D) disenchanted and bitter
(E) idealistic and naive
6. The passage provides information that would be helpful in answering which of the following questions?
(A) Why were a disproportionate share of early American textbooks written by New England authors?
(B) Was the Federalist party primarily a liberal or conservative force in early American politics?
(C) How many years of education did the founders believe were sufficient to instruct young citizens in civic virtue?
(D) What were that names of some of the Puritan authors who wrote early American textbooks?
(E) Did most citizens of the early Republic agree with the founders that public education was essential to the welfare of the Republic?
7. The author implies that an early American Puritan would likely insist that
(A) moral and religious values are the foundation of civic virtue
(B) textbooks should instruct students in political issues of vital concern to the community
(C) textbooks should give greater emphasis to the value of individual liberty than to the duties of patriotism
(D) private schools with a particular religious focus are preferable to public schools with no religious instruction
(E) government and religion are separate institutions and the church should not interfere in political affairs
8. According to the passage citizens of the early Republic learned about practical political matters in all of the following ways EXCEPT
(A) reading newspapers
(B) attending town meetings
(C) conversing about political matters
(D) reading textbooks
(E) attending church

[sahilgoyal]

Originally Posted by TheCat

yaar..amit that link not working.. anyway first RC here.

its working dude .. dont copy paste ... just click on it!!

[fristy_guy]

Originally Posted by sahilgoyal

its working dude .. dont copy paste ... just click on it!!

Well i skimmed through the other thread on RC let this one be alive with people sending RC topics and question. And later at the end of the day let the ans come out by the poster of RC wat say

[gaurav200x]

Originally Posted by fristy_guy

Well i skimmed through the other thread on RC let this one be alive with people sending RC topics and question. And later at the end of the day let the ans come out by the poster of RC wat say

Let's see what the mods have to say...

[TheCat]

yes..yaar lets make this thread alive...we will only discuss question and answer....

here are the answer for first RC...

1.A
2.E
3.c
4.D
5.B
6.B
7.A
8.D

[TheCat]

This one is a scienific passage having interesting inference based questions....
let's see how many u get correct........... ..so here it goes..


All of the cells in a particular plant start out (start out: 开始, 着手) with the same complement of genes. How then can these cells differentiate and form structures as different as roots, stems, leaves, and fruits? The answer is that only a small subset of the genes in a particular kind of cell are expressed, or turned on, at a given time. This is accomplished by a complex system of chemical messengers that in plants include hormones and other regulatory molecules. Five major hormones have been identified: auxin, abscisic acid (abscisic acid: [生化]脱落酸), cytokinin, ethylene, and gibberellin. Studies of plants have now identified a new class of regulatory molecules called oligosaccharins.

Unlike the oligosaccharins, the five well-known plant hormones are pleiotropic rather than specific; that is, each has more than one effect on the growth and development of plants. The five has so many simultaneous effects that they are not very useful in artificially controlling the growth of crops. Auxin, for instance, stimulates the rate of cell elongation, causes shoots to grow up and roots to grow down, and inhibits the growth of lateral shoots. Auxin also causes the plant to develop a vascular system, to form lateral roots, and to produce ethylene.


The pleiotropy of the five well-studied plant hormones is somewhat analogous to that of certain hormones in animal. For example, hormones from the hypothalamus in the brain stimulate the anterior lobe of the pituitary gland (pituitary gland) to synthesize and release many different hormones, one of which stimulates the release of hormones from the adrenal cortex (adrenal cortex). These hormones have specific effects on target organs all over the body. One hormone stimulates the thyroid gland, for example, another the ovarian follicle (ovarian follicle: 卵泡) cells, and so forth. In other words, there is a hierarchy of hormones. Such a hierarchy may also exist in plants. Oligosaccharins are fragments of the cell wall released by enzymes: different enzymes release different oligosaccharins. There are indications that pleiotropic plant hormones may actually function by activating the enzymes that release these other, more specific chemical messengers from the cell wall.

Happy Reading......questions in the subsequent post

[TheCat]

Questions...

1. According to the passage, the five well-known plant hormones are not useful in controlling the growth of crops because
(A) it is not known exactly what functions the hormones perform
(B) each hormone has various effects on plants
(C) none of the hormones can function without the others
(D) each hormone has different effects on different kinds of plants
(E) each hormone works on only a small subset of a cell’s genes at any particular time
2. The passage suggests that the place of hypothalamic hormones in the hormonal hierarchies of animals is similar to the place of which of the following in plants?
(A) Plant cell walls
(B) The complement of genes in each plant cell
(C) A subset of a plant cell’s gene complement
(D) The five major hormones
(E) The oligosaccharins
3. The passage suggests that which of the following is a function likely to be performed by an oligosaccharin?
(A) To stimulate a particular plant cell to become part of a plant’s root system
(B) To stimulate the walls of a particular cell to produce other oligosaccharins
(C) To activate enzymes that release specific chemical messengers from plant cell walls
(D) To duplicate the gene complement in a particular plant cell
(E) To produce multiple effects on a particular subsystem of plant cells
4. The author mentions specific effects that auxin has on plant development in order to illustrate the
(A) point that some of the effects of plant hormones can be harmful
(B) way in which hormones are produced by plants
(C) hierarchical nature of the functioning of plant hormones
(D) differences among the best-known plant hormones
(E) concept of pleiotropy as it is exhibited by plant hormones
5. According to the passage, which of the following best describes a function performed by oligosaccharins?
(A) Regulating the daily functioning of a plant’s cells
(B) Interacting with one another to produce different chemicals
(C) Releasing specific chemical messengers from a plant’s cell walls
(D) Producing the hormones that cause plant cells to differentiate to perform different functions
(E) Influencing the development of a plant’s cells by controlling the expression of the cells’ genes
6. The passage suggests that, unlike the pleiotropic hormones, oligosaccharins could be used effectively to
(A) trace the passage of chemicals through the walls of cells
(B) pinpoint functions of other plant hormones
(C) artificially control specific aspects of the development of crops
(D) alter the complement of genes in the cells of plants
(E) alter the effects of the five major hormones on plant development
7. The author discusses animal hormones primarily in order to
(A) introduce the idea of a hierarchy of hormones
(B) explain the effects that auxin has on plant cells
(C) contrast the functioning of plant hormones and animals hormones
(D) illustrate the way in which particular hormones affect animals
(E) explain the distinction between hormones and regulatory molecules

Good night dosto...answer's tomorrow...

[logic]

Originally Posted by TheCat

yes..yaar lets make this thread alive...we will only discuss question and answer....

here are the answer for first RC...

1.A
2.E
3.c
4.D
5.B
6.B
7.A
8.D

here are my answers:
1.A
2.E
3.C
4.D
5.B
6.E
7.A
8.C


can u explain the answers to question 6 and 8.