Can someone tell me how many questions do I need to attempt correctly in verbal?My word power is weakđ
Can i edit my CAT Form now?Â
is there any whatsapp grp for this thread.... plz send the link..
In this world which is full of unpredictable experiences, I have had a good life â longer than most, better than many.
what is the error in this sentence?
 AIMCAT/ SIMCAT or BULLCAT??
 Which is the most accurate and best test series ?Â
Can anyone provide  the link of last 15 years question papers for CAT,
 But presently (a) / currently (b) I came to a smoky light proceeding from a low, wide building, the door of which stood invitingly open. Â
In this world which is full of unpredictable experiences, I have had a good life - longer than many, better than most. In this world which is full of unpredictable experiences, I have had a good life - longer than most, better than many. Can someone tell me which one is right and why?
Pls arrange this
You must stretch out further to attain your objective.Â
Why is this sentence incorrect? (Question taken from last AIMCAT)
Mujhe aise adhe-2 answer option show ho rhe h. Can anyone help me??
 In the realm of public policy, we live in an age of numbers. To hold teachers accountable, we examine their studentsâ test scores. To improve medical care, we quantify the effectiveness of different treatments. There is much to be said for such efforts, which are often backed by cutting-edge reformers. But do we hold an outsize belief in our ability to gauge complex phenomena, measure outcomes and come up with compelling numerical evidence? A well-known quotation usually attributed to Einstein is âNot everything that can be counted counts, and not everything that counts can be counted.â Iâd amend it to a less eloquent, more prosaic statement: Unless we know how things are counted, we donât know if itâs wise to count on the numbers.
The problem isnât with statistical tests themselves but with what we do before and after we run them. First, we count if we can, but counting depends a great deal on previous assumptions about categorization. Consider, for example, the number of homeless people in Philadelphia, or the number of battered women in Atlanta, or the number of suicides in Denver. Is someone homeless if heâs unemployed and living with his brotherâs family temporarily? Do we require that a woman self-identify as battered to count her as such? If a person starts drinking day in and day out after a cancer diagnosis and dies from acute cirrhosis, did he kill himself? The answers to such questions significantly affect the count.
Second, after weâve gathered some numbers relating to a phenomenon, we must reasonably aggregate them into some sort of recommendation or ranking. This is not easy. By appropriate choices of criteria, measurement protocols and weights, almost any desired outcome can be reached. Consider those ubiquitous articles with titles like âThe 10 Friendliest Collegesâ or âThe 20 Most Lovable Neighbourhoodsâ. Such articles would be more than fluff if they answered critical questions. Are there good reasons the authors picked the criteria they did? Why did they weigh the criteria in the way they did? If changes in the criteria were made, would the rankings of the friendliest colleges or most lovable neighbourhoods be vastly different?
Since the answer to the last question is usually yes, the problem of reasonable aggregation is no idle matter. Recently released e-mail from employees at the credit-rating agency Standard & Poorâs indicated a wish to âdiscuss adjusting criteriaâ for rating securities and âmassage the sub-prime and alt-A numbers to preserve market shareâ. The criteria adjustments were analogous to the adjustments that would put an area of abandoned buildings onto the list of the most lovable neighbourhoods.
These two basic procedures â counting and aggregating â have important implications for public policy. Consider the plan to evaluate the progress of New York City public schools inaugurated by the city a few years ago. While several criteria were used, much of a schoolâs grade was determined by whether studentsâ performance on standardised state tests showed annual improvement. This approach risked putting too much weight on essentially random fluctuations and induced schools to focus primarily on the topics on the tests. It also meant that the better schools could receive mediocre grades because they were already performing well and had little room for improvement. Conversely, poor schools could receive high grades by improving just a bit.
Medical researchers face similar problems when it comes to measuring effectiveness. Consider the temptation to use the five-year survival rate as the primary measure of a treatment for a particular disease. This seems quite reasonable, and yet itâs possible for the five-year survival rate for a disease in one region to be 100 percent and in a second region to be 0 percent, even if the latter region has an equally effective and cheaper approach.
This is an extreme and hypothetical situation, but it has real-world analogues. Suppose that whenever people contract the disease, they always get it in their mid-60s and live to the age of 75. In the first region, an early screening program detects such people in their 60s. Because these people live to age 75, the five-year survival rate is 100 percent. People in the second region are not screened and thus do not receive their diagnoses until symptoms develop in their early 70s, but they, too, die at 75, so their five-year survival rate is 0 percent. The laissez-faire approach thus yields the same results as the universal screening programme, yet if five-year survival were the criterion for effectiveness, universal screening would be deemed the best practice.
Because so many criteria can be used to assess effectiveness â median or mean survival times, side effects, quality of life and the like â there is a case to be made against mandating that doctors follow what seems at any given time to be the best practice. Perhaps, as some have suggested, we should merely nudge them with gentle incentives. A comparable tentativeness may be appropriate when devising criteria for effective schools.
Arrowâs Theorem, a famous result in mathematical economics, essentially states that no voting system satisfying certain minimal conditions can be guaranteed to always yield a fair or reasonable aggregation of the votersâ rankings of several candidates. A squishier analogue for the field of social measurement would say something like this: No method of measuring a societal phenomenon satisfying certain minimal conditions exists that canât be second-guessed, deconstructed, cheated, rejected or replaced. This doesnât mean we shouldnât be counting â but it does mean we should do so with as much care and wisdom as we can muster.
20.A suitable title for the passage would be
a)Count and be counted.
b)The Problem of Statistics.
c)Metric Mania.
d)Does Counting Measure?Â
#RCÂ
Nearly a century ago, biologists found that if they separated an invertebrate animal embryo into two parts at an early stage of its life, it would survive and develop as two normal embryos. This led them to believe that the cells in the early embryo are undetermined in the sense that each cell has the potential to develop in a variety of different ways. Later biologists found that the situation was not so simple. It matters in which plane the embryo is cut. If it is cut in a plane different from the one used by the early investigators, it will not form two whole embryos. A debate arose over what exactly was happening. Which embryo cells are determined, just when do they become irreversibly committed to their fates, and what are the âmorphogenetic determinantsâ that tell a cell what to become? But the debate could not be resolved because no one was able to ask the crucial questions in a form in which they could be pursued productively. Recent discoveries in molecular biology, however, have opened up prospects for a resolution of the debate. Now investigators think they know at least some of the molecules that act as morphogenetic determinants in early development. They have been able to show that, in a sense, cell determination begins even before an egg is fertilized. Studying sea urchins, biologist Paul Gross found that an unfertilized egg contains substances that function as morphogenetic determinants. They are located in the cytoplasm of the egg cell; i.e., in that part of the cellâs protoplasm that lies outside of the nucleus. In the unfertilized egg, the substances are inactive and are not distributed homogeneously. When the egg is fertilized, the substances become active and, presumably, govern the behavior of the genes they interact with. Since the substances are unevenly distributed in the egg, when the fertilized egg divides, the resulting cells are different from the start and so can be qualitatively different in their own gene activity. The substances that Gross studied are maternal messenger RNAâsâproducts of certain of the maternal genes. He and other biologists studying a wide variety of organisms have found that these particular RNAâs direct, in large part, the synthesis of histones, a class of proteins that bind to DNA. Once synthesized, the histones move into the cell nucleus, where section of DNA wrap around them to form a structure that resembles beads, or knots, on a string. The beads are DNA segments wrapped around the histones; the string is the intervening DNA. And it is the structure of these beaded DNA strings that guide the fate of the cells in which they are located.Â
 1. The passage is most probably directed at which kind of audience?
(A) State legislators deciding about funding levels for a state-funded biological laboratory
(B) Scientists specializing in molecular genetics
(C) Readers of an alumni newsletter published by the college that Paul Gross attended
(D) Marine biologists studying the processes that give rise to new species
(E) Undergraduate biology majors in a molecular biology courseÂ
 2. Which of the following circumstances is most comparable to the impasse biologists encountered in trying to resolve the debate about cell determination (lines 12-18)?
(A) The problems faced by a literary scholar who wishes to use original source materials that are written in an unfamiliar foreign language
(B) The situation of a mathematician who in preparing a proof of a theorem for publication detects a reasoning error in the proof
(C) The difficulties of a space engineer who has to design equipment to function in an environment in which it cannot first be tested
(D) The predicament of a linguist trying to develop a theory of language acquisition when knowledge of the structure of language itself is rudimentary at best
(E) The dilemma confronting a foundation when the funds available to it are sufficient to support one of two equally deserving scientific projects but not bothÂ
@akashmohan pls help
FIJ
Why not 3..why 4?
Any one has verbal section -idioms ,synonyms and antonyms in pdf ? Email please at [email protected]
 With one and half months for CAT in hand - if i put all my efforts possible (atleast 3 hrs on weekdays and 5-6 hours on weekends with concentration - i m a working General Engg IT MAle) - can i b able to crack any of top 20 bschools (if not thru CAT - XAT / TISS / SNAP etc. ) i have a good profile with all acads > 85 % and work exp of 18 months in IT.. Pls answer my query - i have given CAT twice and this is third time.. everytime i felt tht i ll do good next time and took lite đ  and now i dont have any more patience to wait and i would like to take an admit this year... I will put my heart and soul next 4 -5 months ... pls reply.. :( Â
Which book should I purchase in order to hone Verbal Proficiency ?
- Arun Sharma
- Other books
0 voters
 My dad never used the black belt. He whipped us only once. My brothers and I stole a candy bar from the grocery store. I was five, and John and Robert were three. We were in the back of the car when my parents asked us where we got the candy bar. We lied at first, and then admitted what we had done. Dad marched us back into the store and made us apologize to the manager. Then he took us home and spanked each of us by hand. It really did hurt him more than it hurt us, because I remember the look in his eyes of both shame and horror. He told us that he wasnât going to raise thieves and liars, and he seemed to think that he had somehow failed as a parent.
My father's willingness to leave the corporal punishment to the women was based, I believe, on his respecting his physical strength. An ex-Marine and engineer turned children's-book writer, my dad always fretted about being too harsh. He worried that he would get lost in the moment, lose control. (That's the difference between being an alpha male and being a good father: the ability to understand your limitations.) However, this doesn't mean that my father refrained from administering all forms of punishment. My brothers and I joke that Dad was the supreme master of looking disappointed and ashamed. Scenario: We'd screw up (by, let's say, participating in an attempted coup of the seventh grade). My mom would say, "Wait till your father gets home." Dad would arrive, already informed of the misdeed. He would take a deep breath. Then, in a tone that combined Darth Vader and Fred MacMurray, he would tell us that weâd disappointed him severely, that his trust was misplaced, and that it would be a long time before the bond between father and sons would be healed. Then he would look hurt. And, for some really bizarre reason, we'd wish that heâd get the black belt.
My parents understood the difference between a whipping and a beating â and the lasting psychological effects the latter could cause. A whipping from Mom was tough, but ultimately we realized it was fair. We had received â and understood â the message that we could not set the agenda and "run over" our parents, that they were the ones in charge. The animosity we felt before, during, and immediately after being punished would subside within an hour or two and we'd come to realize that they were right. A beating is different. We were never beaten. I knew kids who were brutally beaten, and even though we were just children, my brothers and I were able to realize the distinction. For those unlucky kids, the animosity never subsided. This is not to say that they all grew up to be hardened criminals . . . only a few of them. Some have gone on to be cold to their parents and cold to the world. A few appear to be fine. But appearances can be deceiving.Â
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What is the purpose of the last sentence of the passage?
To open up a possibility of contrariness.
To reinforce a counter-point.
To imply that there are no exceptions to the point made.
To invalidate the argument by using an example.Â