The passage suggests that ?->(Show Answer!)

1. The passage suggests that

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MCQ-> Read the following passage carefully and answer the questions. Certain words/ phrases are given in bold to help you locate them while ‘answering some of the questions. Inequality is at the top of the agenda around the world. Hilary Clinton, the leading Democratic candidate to succeed Barack Obama as president of the United. States, made inequality the centrepiece of a major campaign speech. Economists at the IMF too have recently released a study assessing the causes and consequences of rising inequality. Its authors reckon that while inequality could cause all sorts of problems, governments should be especially concerned about its effects on growth. They estimate that a one percentage .point increase in the income share of the top 20% will drag down growth by 0.08% percentage points over five years, while a rise in the income share of the bottom 20% actually boosts growth. But how does inequality affect economic growth rates? Economists say that some inequality is needed to propel growth. Without the carrot of large financial rewards, risky entrepreneurship and innovation would grind to a halt. In 1975, an American economist, argued that societies cannot have both perfect equality and perfect efficiency, but must choose how much of one to sacrifice for the other. While most economists continue to hold that view, the recent rise in inequality has prompted a new look at its economic costs. Inequality could impair growth if those with low incomes suffer poor health and low productivity as a result, or if, as evidence suggests, the poor struggle to finance investments in education, inequality could also threaten public confidence in growth-boosting capitalist strategies like free trade. More recent work suggests that inequality, could lead to economic or financial instability. The governor of the Reserve Bank of India argued that governments often respond to inequality by easing the flow of credit to poorer households, howe+er, American households borrowed heavily prior to the crisis to prop up their consumption. But for this rise in household debt, consumption would have stagnated as a result of poor wage growth. Crafting a response to rising inequality is therefore tricky, he says. Some of the negative impact of inequality on growth can be blamed on poor government policies in highly unequal countries. In Latin America, for instance, populist pressure for excessive state economic control seems to shorten the average duration of growth spells. Yet in moderation, redistribution seems to benign effects-perhaps by reducing dependence on risky borrowing among poorer households. Over the past generation or two inequality has risen most in places where progressive policies, such as high top tax-rates, have been weakened. A little more redistribution now might improve the quality and quantity of economic-growth and reduce the demand for more aggressive state interventions later.Choose the word which is most nearly the same in meaning to the word CARROT given in bold as used in the passage.
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MCQ-> Analyse the following passage and provide appropriate answers for questions that follow. Certain variants of key behavioural genes, “risk allele” make people more vulnerable to certain mood, psychiatric, or personality disorders. An allele is any of the variants of a gene that takes more than one form. A risk allele, then, is simply a gene variant that increases your likelihood of developing a problem. Researchers have identified a dozen - odd gene variants that can increase a person’s susceptibility to depression, anxiety and antisocial, sociopathic, or violent behaviours, and other problems - if, and only if, the person carrying the variant suffers a traumatic or stressful childhood or faces particularly trying experiences later in life. This hypothesis, often called the “stress diathesis” or “genetic vulnerability” model, has come to saturate psychiatry and behavioural science. Recently, however, an alternate hypothesis has emerged from this one and is turning it inside out. This new model suggests that it’s a mistake to understand these “risk” genes only as liabilities. According to this new thinking, these “bad genes” can create dysfunctions in unfavourable contexts - but they can also enhance function in favourable contexts. The genetic sensitivities to negative experience that the vulnerability hypothesis has identified, it follows, are just the downside of a bigger phenomenon: a heightened genetic sensitivity to all experience. This hypothesis has been anticipated by Swedish folk wisdom which has long spoken of “dandelion” children. These dandelion children - equivalent to our “normal” or “healthy” children, with “resilient” genes - do pretty well almost anywhere, whether raised in the equivalent of a sidewalk crack or well - tended garden. There are also “orchid” children, who will wilt if ignored or maltreated but bloom spectacularly with greenhouse care. According to this orchid hypothesis, risk becomes possibility; vulnerability becomes plasticity and responsiveness. Gene variants generally considered misfortunes can instead now be understood as highly leveraged evolutionary bets, with both high risks and high potential rewards. In this view, having both dandelion and orchid kids greatly raises a family’s (and a species’) chance of succeeding, over time and in any given environment. The behavioural diversity provided by these two different types of temperament also supplies precisely what a smart, strong species needs if it is to spread across and dominate a changing world. The many dandelions in a population provide an underlying stability. The less - numerous orchids, meanwhile, may falter in some environments but can excel in those that suit them. And even when they lead troubled early lives, some of the resulting heightened responses to adversity that can be problematic in everyday life - increased novelty - seeking, restlessness of attention, elevated risk - taking, or aggression - can prove advantageous in certain challenging situations: wars, social strife of many kinds, and migrations to new environments. Together, the steady dandelions and the mercurial orchids offer an adaptive flexibility that neither can provide alone. Together, they open a path to otherwise unreachable individual and collective achievements.The passage suggests ‘orchids’:
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MCQ-> Our propensity to look out for regularities, and to impose laws upon nature, leads to the psychological phenomenon of dogmatic thinking or, more generally, dogmatic behaviour: we expect regularities everywhere and attempt to find them even where there are none; events which do not yield to these attempts we are inclined to treat as a kind of `background noise’; and we stick to our expectations even when they are inadequate and we ought to accept defeat. This dogmatism is to some extent necessary. It is demanded by a situation which can only be dealt with by forcing our conjectures upon the world. Moreover, this dogmatism allows us to approach a good theory in stages, by way of approximations: if we accept defeat too easily, we may prevent ourselves from finding that we were very nearly right.It is clear that this dogmatic attitude; which makes us stick to our first impressions, is indicative of a strong belief; while a critical attitude, which is ready to modify its tenets, which admits doubt and demands tests, is indicative of a weaker belief. Now according to Hume’s theory, and to the popular theory, the strength of a belief should be a product of repetition; thus it should always grow with experience, and always be greater in less primitive persons. But dogmatic thinking, an uncontrolled wish to impose regularities, a manifest pleasure in rites and in repetition as such, is characteristic of primitives and children; and increasing experience and maturity sometimes create an attitude of caution and criticism rather than of dogmatism.My logical criticism of Hume’s psychological theory, and the considerations connected with it, may seem a little removed from the field of the philosophy of science. But the distinction between dogmatic and critical thinking, or the dogmatic and the critical attitude, brings us right back to our central problem. For the dogmatic attitude is clearly related to the tendency to verify our laws and schemata by seeking to apply them and to confirm them, even to the point of neglecting refutations, whereas the critical attitude is one of readiness to change them - to test them; to refute them; to falsify them, if possible. This suggests that we may identify the critical attitude with the scientific attitude, and the dogmatic attitude with the one which we have described as pseudo-scientific. It further suggests that genetically speaking the pseudo-scientific attitude is more primitive than, and prior to, the scientific attitude: that it is a pre-scientific attitude. And this primitivity or priority also has its logical aspect. For the critical attitude is not so much opposed to the dogmatic attitude as super-imposed upon it: criticism must be directed against existing and influential beliefs in need of critical revision – in other words, dogmatic beliefs. A critical attitude needs for its raw material, as it were, theories or beliefs which are held more or less dogmatically.Thus, science must begin with myths, and with the criticism of myths; neither with the collection of observations, nor with the invention of experiments, but with the critical discussion of myths, and of magical techniques and practices. The scientific tradition is distinguished from the pre-scientific tradition in having two layers. Like the latter, it passes on its theories; but it also passes on a critical attitude towards them. The theories are passed on, not as dogmas, but rather with the challenge to discuss them and improve upon them.The critical attitude, the tradition of free discussion of theories with the aim of discovering their weak spots so that they may be improved upon, is the attitude of reasonableness, of rationality. From the point of view here developed, all laws, all theories, remain essentially tentative, or conjectural, or hypothetical, even when we feel unable to doubt them any longer. Before a theory has been refuted we can never know in what way it may have to be modified.In the context of science, according to the passage, the interaction of dogmatic beliefs and critical attitude can be best described as:
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MCQ-> Analyse the following passage and provide appropriate answers for questions that follow. The understanding that the brain has areas of specialization has brought with it the tendency to teach in ways that reflect these specialized functions. For example, research concerning the specialized functions of the left and right hemispheres has led to left and right hemisphere teaching. Recent research suggests that such an approach neither reflects how the brain learns, nor how it functions once learning has occurred. To the contrary, in most ‘higher vertebrates’ brain systems interact together as a whole brain with the external world. Learning is about making connections within the brain and between the brain and outside world. What does this mean? Until recently, the idea that the neural basis for learning resided in connections between neurons remained a speculation. Now, there is direct evidence that when learning occurs, neuro – chemical communication between neurons is facilitated, and less input is required to activate established connections over time. This evidence also indicates that learning creates connections between not only adjacent neurons but also between distant neurons, and that connections are made from simple circuits to complex ones and from complex circuits to simple ones As connections are formed among adjacent neurons to form circuits, connections also begin to form with neurons in other regions of the brain that are associated with visual, tactile, and even olfactory information related to the sound of the word. Meaning is attributed to ‘sounds of words’ because of these connections. Some of the brain sites for these other neurons are far from the neural circuits that correspond to the component sounds of the words; they include sites in other areas of the left hemisphere and even sites in the right hemisphere. The whole complex of interconnected neurons that are activated by the word is called a neural network. In early stages of learning, neural circuits are activated piecemeal, incompletely, and weakly. It is like getting a glimpse of a partially exposed and blurry picture. With more experience, practice, and exposure, the picture becomes clearer and more detailed. As the exposure is repeated, less input is needed to activate the entire network. With time, activation and recognition become relatively automatic, and the learner can direct her attention to other parts of the task. This also explains why learning takes time. Time is needed to establish new neutral networks and connections between networks. Thi suggests that the neutral mechanism for learning is essentially the same as the products of learning. Learning is a process that establishes new connections among networks. The newly acquired skills or knowledge are nothing but formation of neutral circuits and networks.It can be inferred that, for a nursery student, learning will ...
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MCQ->Pick out thể one word for - a secret arrangement....