Mock Analysis

VARC 07 - 2023
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Sec 1
Directions for questions (1 to 4): The passage below is accompanied by a set of six questions. Choose the best answer to each question.
The deepest cultural roots of Indian cinema may be ancient: the Sanskrit epics the Mahabharata and the Ramayana remain familiar sources
for film narratives and allusions, and classical rasa (juice, or flavor) aesthetics is sometimes cited to explain the mixture of diverse elements
found in popular Indian films. The central visual interaction of Hindu worship, darshan (viewing), has also been identified as a cultural source
for the regular formal reliance on frontal framing and direct address in popular cinema. Theatrical forms such as the Westernized Parsi (or
Parsee) theatre and the Marathi Sangeet Natak (musical theater) immediately preceded the arrival of cinema and provided more direct sources
for some of the techniques (such as the regular incorporation of song and dance) that distinguish Indian cinema, and these also supplied
many of the new medium's first performers and financiers. The mass-produced lithographs of Raja Ravi Varma (1848–1906), often depicting
Hindu gods and goddesses in naturalistic forms and settings, were also influential transitional works encouraging the adaptation of Indian
visual traditions into the realistic media of early photography and film.
Cinema itself first appeared in India when the Lumière Cinématographe was exhibited in Bombay at Watson's Hotel on 7 July 1896. Screenings
in Calcutta and Madras soon followed, and by 1898 the Indian photographers Hiralal Sen (1866–1917) (founder of the Royal Bioscope
Company in Calcutta) and H. S. Bhatavdekar (b. 1868) began producing short films and recording popular theatre performances. Although he
was not the first Indian to shoot or exhibit films, the "father of Indian cinema" is justifiably identified as Dhundiraj Govind (Dadasaheb) Phalke
(1870–1944), whose Raja Harishchandra (1913), drawn from a story in the Mahabharata , initiated feature-length narrative films of distinctively
Indian character. According to legend, viewing a film depicting the life of Christ inspired Phalke to put Hindu gods on screen, a motive that
aligned him with the swadeshi (indigenous) movement demanding independence from Britain through boycott of foreign goods. Following
Phalke's lead, well over a thousand silent films were produced in India, but the fact that few have survived frustrates accurate accounts of the
first decades of cinema produced in India.
In 1906 J. F. Madan's Elphinstone Bioscope Company in Calcutta began regular film production, and by 1917 Baburao Painter established the
Maharashtra Film Company in Kolhapur. For the following two decades, an expanding studio system would ensure steady film production
throughout India: by the early 1930s, major studios such as New Theatres (Calcutta), Prabhat (Pune), and the Bombay-based Kohinoor Film
Company, Imperial Film Company, Wadia Movietone, Ranjit Movietone, and Bombay Talkies offered audiences commercially differentiated
genres and distinctive stars. Himansu Rai's Bombay Talkies, organized as a corporation, relied on European financing, technology, and talent
(notably the German director Franz Osten [1876–1956]); in 1940 Rai's widow and the studio's biggest female star, Devika Rani (1907–1994),
took over the company. India's first sound film, Alam Ara (1931), directed by Ardeshir M. Irani (1886–1969) for Imperial, firmly established the
importance of song and dance sequences in popular Indian cinema as well as the future identification of Indian films along regional lines
determined by language. By the following year, V. Shantaram (1901–1990) began to direct innovative films in both Marathi and Hindi for
Prabhat (often starring the legendary actress Durga Khote [1905–1991]), demonstrating Indian cinema's quick adjustment to new sound
technologies as well as different linguistic markets. However, as Bombay became the center of Indian film production, a variety of spoken
Hindi—or Hindustani—would soon establish itself as Indian cinema's dominant screen language.
Q.1 [11979272]
What is the primary purpose of the passage?
1 To dwell on the influences of ancient Indian epics on the evolution of modern Indian cinema
2 To trace the evolution of Indian cinema till its 1930s form
3 To throw light on the significance of film personalities who made tremendous contributions to Indian cinema in its nascent stage
4 To narrate a comparative study on the relationship between theatre and cinema
 Answer key/Solution (https://www.aspiration.link/MBA/sis/Solution.jsp?

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Q.2 [11979272]
According to the passage, all of the following are true about the development of the Indian cinema EXCEPT:
1 certain forms of theatres preceded the arrival of Indian cinema.
2 the Lumière Cinématographe exhibition in Bombay followed the screenings in Calcutta and Madras.
3 Hiralal Sen and H. S. Bhatavdekar are founders of the Royal Bioscope Company in Calcutta.
4 V. Shantaram began to direct maverick films in both Marathi and Hindi in 1932.

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Q.3 [11979272]
What can be inferred about the Indian cinema before the release of Alam Ara in 1931?
1 Indian cinema was influenced by archaic story lines.
2 Indian cinema was influenced by overtly religious western cinema.
3 Indian cinema was without sound.
4 Indian cinema was primarily dependent on the production of short films and recording of popular theatre performances.

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Q.4 [11979272]
According to the passage, there are no accurate accounts of silent films produced in India in the first decade of Indian cinema because:
1 filmmakers’ core job was to only produce films and not to preserve them.
2 many filmmakers of the decade used cheap films.
3 the film technology was still unsophisticated.
4 very few silent films of the time could be preserved.

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One day not long ago, Augie, a 4-year-old Gopnik grandchild, heard his grandfather wistfully say, “I wish I could be a kid again.” After a
thoughtful pause, Augie came up with a suggestion: Grandpa should try not eating any vegetables. The logic was ingenious: Eating vegetables
turns children into big strong adults, so not eating vegetables should reverse the process.
No grown-up would ever come up with that idea. But anyone with a 4-year-old can tell similar stories. Young children’s creativity seems to
outstrip that of even the most imaginative adults.
How does the ability to come up with unusual ideas change as we grow older? Does it begin to flag in adolescence? Before then? To
investigate these questions, we and our colleagues recently conducted several experiments, which we relate in a newspaper in the
Proceedings of the National Academy of Sciences.
We began with a group of participants of various ages: 4- and 5-year-old pre-schoolers; 6- to 11-year-olds; 12- to 14-year-old teenagers; and
adults. We presented them with a scenario involving a physical machine that lit up when you put some combinations of blocks on it, but not
others. Either of two hypotheses could explain how the machine worked. It could work in a usual and obvious way: some individual blocks
would make it light up, and the other blocks were irrelevant. Or it could work in a more unusual way: it would take a combination of different
blocks to make the machine light up.
We presented the participants with another scenario as well, also with two possible explanations. This scenario was social: we told a story
about Sally, who approached a skateboard, and Josie, who avoided a scooter. How come? The usual explanation was that something about
Sally’s and Josie’s individual traits made them act as they did — maybe Sally was braver than Josie. A more unusual, though equally valid,
explanation was that something about the situation was important — maybe the skateboard was safer than the scooter.
Presented with these two scenarios, most adults did indeed explain the events by talking about a single block, or about Sally’s traits — they
gave the obvious explanation.
Then we added a twist. Another group of participants saw the same scenarios, but this time they saw an additional set of facts that made the
unusual explanation more likely than the more obvious one. Would the participants go with the obvious explanation, or try something new?
When it came to explaining the physical machine, the pattern was straightforward. The pre-schoolers were most likely to come up with the
creative, unusual explanation. The school-age children were somewhat less creative. And there was a dramatic drop at adolescence. Both the
teenagers and the adults were the most likely to stick with the obvious explanation even when it didn’t fit the data.
But there was a different pattern when it came to the social problems. Once again the pre-schoolers were more likely to give the creative
explanation than were the 6-year-olds or adults. Now, however, the teenagers were the most creative group of all. They were more likely to
choose the unusual explanation than were either the 6-year-olds or the adults. Why does creativity generally tend to decline as we age? One
reason may be that as we grow older, we know more. That’s mostly an advantage, of course. But it also may lead us to ignore evidence that
contradicts what we already think. We become too set in our ways to change.
When we face a new problem, we adults usually exploit the knowledge about the world we have acquired so far. We try to quickly find a pretty
good solution that is close to the solutions we already have. On the other hand, exploration — trying something new — may lead us to a more
unusual idea, a less obvious solution, a new piece of knowledge. But it may also mean that we waste time considering crazy possibilities that
will never work, something both pre-schoolers and teenagers have been known to do.
Q.5 [11979272]
The primary purpose of the passage is to:
1 showcase the pros and cons of making decisions based on imagination.
2 showcase the usefulness of unusual decisions.
3 showcase how growing up affects our imagination.
4 showcase the power of infants over adults.

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Q.6 [11979272]
Why do adults always go for the obvious solution to a particular problem?
1 Because they become set in their way of thinking.

2 Because they believe in the stereotypes.
3 Because they have forgotten to think beyond what they know.
4 Because they know more.

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Q.7 [11979272]
From the given passage, it can be inferred that:
1 crazy possibilities never lead to noble outcomes.
2 an adult’s thought process is based primarily on experiences that one has gathered through different imaginations.
3 adults often restrict themselves from trying something innovative.
4 innovation is restricted only to infants.

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Q.8 [11979272]
All of the following are untrue except:
1 in the social experiment which is mentioned in the passage, adults scored less than the teenagers.
2 the imaginative power of teenagers is lower than the pre-school goers.
3 pre-school goers’ imaginative strength can overpower even the most imaginative adult.
4 for adults, problem solving with creativity may appear tedious.

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As bitter cold continues to grip much of North America and helps spawn the fierce storm along the East Coast, the question arises: What’s the
influence of climate change?
Some scientists studying the connection between climate change and cold spells, which occur when cold Arctic air dips south, say that they
may be related. But the importance of the relationship is not fully clear yet.
The Arctic is not as cold as it used to be — the region is warming faster than any other — and studies suggest that this warming is weakening
the jet stream, which ordinarily acts like a giant lasso, corralling cold air around the pole.
“There’s a lot of agreement that the Arctic plays a role, it’s just not known exactly how much,” said Marlene Kretschmer, a researcher at the
Potsdam Institute for Climate Impact Research in Germany. “It’s a very complex system.”
The reason a direct connection between cold weather and global warming is still up for debate, scientists say, is that there are many other
factors involved. Ocean temperatures in the tropics, soil moisture, snow cover, even the long-term natural variability of large ocean systems all
can influence the jet stream.
“I think everyone would agree that potentially the warming Arctic could have impacts on the lower latitudes,” said Rick Thoman, climate
services manager with the National Weather Service in Fairbanks, Alaska. “But the exact connection on the climate scale is an area of active
research.”
Much of the Northern Hemisphere is cold this time of year (it’s winter, after all). Cold snaps have occurred throughout history — certainly long
before industrialization resulted in large emissions of greenhouse gases. And as with any single weather event, it’s difficult to directly attribute
the influence of climate change to a particular cold spell.
But scientists have been puzzled by data that at first seems counterintuitive: Despite an undeniable overall year-round warming trend, winters
in North America and Europe have trended cooler over the past quarter-century.
“We’re trying to understand these dynamic processes that lead to cold winters,” Ms. Kretschmer said.
“The changes in very persistent weak states actually contributed to cold outbreaks in Eurasia,” Ms. Kretschmer said. “The bigger question is
how this is related to climate change.” When we have a weak temperature gradient between the Arctic and mid-latitudes, the result is weaker
winds.
Ordinarily the jet stream is straight, blowing from west to east. When it becomes weaker, it can become wavy, more like a big snake around the
Northern Hemisphere.
The weaker winds are more susceptible to disturbances, such as a zone of high pressure that can force colder air southward. These “blocking”
high-pressure zones are often what creates a severe cold spell that lingers for several days or longer.
The current cold snap has been in place for more than a week, and the cold air on Wednesday was moving east and colliding with a mass of
warmer air from the Atlantic Ocean. That created a storm known as a “bomb cyclone.”
In a bomb cyclone, the temperature difference between the two air masses leads to a steep and rapid — meteorologists often use the term
“explosive” — drop in atmospheric pressure. The air starts to move and, aided by the earth’s rotation, begins to rotate. The swirling air can bring
high winds and a lot of precipitation, often in the form of snow.
That could happen this time — depending on the track of the storm, parts of the Northeast were expecting heavy snow. But one impact of the
storm is even more clear: After it eventually moves off to the north and west, it should draw even more cold polar air into the eastern half of the
United States, continuing the big chill.
Q.9 [11979272]
Which of the following is false in the light of the given passage?
1 Bomb cyclones are created through the earth’s rotation.
2 Global warming has affected the Arctic region moderately.

3 North America is experiencing colder winter despite temperatures rising globally.
4 Cold snaps have taken place even before the advent of industry.

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research.”
winds.
Q.10 [11979272]
Which of the following is a concomitant feature of a bomb cyclone?
1 Temperatures between heavier and lighter air experience massive difference.
2 It cools down heated up areas.

3 It brings about the appearance of a storm like situation.
4 It produces weak wavy winds which result in an overall increase in the cold spells especially as the one felt in the US.

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research.”
winds.
Q.11 [11979272]
The sharp cold experienced by Europeans and North American is a result of:
1 the East Coast becoming cooler.
2 the Arctic unable to control its temperature.

3 high pressure zones forcing colder winds southwards.
4 cold snaps occurring throughout history.

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research.”
winds.
Q.12 [11979272]
Which of the following may not necessarily affect the jet stream in light of the passage?
1 Variability of ocean systems
2 Soil temperature
3 Snow cover
4 Ocean temperatures

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All human societies, past and present, have had a vested interest in education; and some wits have claimed that teaching (at its best an
educational activity) is the second oldest profession. While not all societies channel sufficient resources into support for educational activities
and institutions, all at the very least acknowledge their centrality—and for good reasons. For one thing, it is obvious that children are born
illiterate and innumerate, and ignorant of the norms and cultural achievements of the community or society into which they have been thrust;
but with the help of professional teachers and the dedicated amateurs in their families and immediate environs (and with the aid, too, of
educational resources made available through the media and nowadays the internet), within a few years they can read, write, calculate, and act
(at least often) in culturally-appropriate ways. Some learn these skills with more facility than others, and so education also serves as a social-
sorting mechanism and undoubtedly has enormous impact on the economic fate of the individual. Put more abstractly, at its best education
equips individuals with the skills and substantive knowledge that allows them to define and to pursue their own goals, and also allows them to
participate in the life of their community as full-fledged, autonomous citizens.
But this is to cast matters in very individualistic terms, and it is fruitful also to take a societal perspective, where the picture changes
somewhat. It emerges that in pluralistic societies such as the Western democracies there are some groups that do not wholeheartedly support
the development of autonomous individuals, for such folk can weaken a group from within by thinking for themselves and challenging
communal norms and beliefs; from the point of view of groups whose survival is thus threatened, formal, state-provided education is not
necessarily a good thing. But in other ways even these groups depend for their continuing survival on educational processes, as do the larger
societies and nation-states of which they are part. The great social importance of education is underscored, too, by the fact that when a
society is shaken by a crisis, this often is taken as a sign of educational breakdown; education, and educators, become scapegoats.
It is not surprising that such an important social domain has attracted the attention of philosophers for thousands of years, especially as there
are complex issues aplenty that have great philosophical interest. Even a cursory reading of these opening paragraphs reveals that they touch
on, in nascent form, some but by no means all of the issues that have spawned vigorous debate down the ages; restated more explicitly in
terms familiar to philosophers of education, the issues the discussion above flitted over were: education as transmission of knowledge versus
education as the fostering of inquiry and reasoning skills that are conducive to the development of autonomy (which, roughly, is the tension
between education as conservative and education as progressive and as an instrument of human liberation, which also is closely related to
differing views about human “perfectibility”—issues that historically have been raised in debates concerning the aims of education); the
question of what this knowledge, and what these skills, ought to be—part of the domain of philosophy of the curriculum; the questions of how
learning is possible, and what is it to have learned something—two sets of issues that relate to the question of the capacities and potentialities
that are present at birth, and also to the process (and stages) of human development and to what degree this process is flexible and hence
can be influenced or manipulated.
Q.13 [11979272]
Which of the following statements is not false according to the given passage?
1 The individual perspective of the merit of education is at loggerheads with its societal perspective.
2 Education propels the individual, who is at his best, towards achieving his goals.
3 For ages, philosophers have debated certain issues related to education.
4 Education has attracted the attention of philosophers primarily because of its complex socio-political merits.


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Q.14 [11979272]
Which of the following has been discussed in the passage as a positive impact of education?
1 Children become proficient in the art of cultural appropriation.
2 Educated citizens become autonomous.
3 An educated citizen becomes a threat to the survival of a group.
4 During times of crisis, educators bear the brunt of blame.

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Q.15 [11979272]
Which of the following has not been the part of philosophical debates over the merits of education?
1 The manipulation of education as a process
2 The development of a human’s innate potential
3 Education’s role in human liberation
4 The domain of educational curriculum

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Q.16 [11979272]
With which of the following would a philosopher of education agree?
1 Teaching, the second oldest profession, requires some reformation to perfect its methodology.
2 Education affects the social fabric of a society.
3 The tension between the progressive and conservative branches of education affects the definition of ‘perfectibility’ as an aim of
education.
4 The spirit of inquiry and the ability to reason impact the liberation of a society.
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Direction : In the questions below, rearrange the given set of statements and type in the right sequence as your answer.
Q.17 [11979272]
1. When one considers our distant, pre-human ancestors, answers begin to take shape.
2. We need a restful sleep – would it not be more beneficial if the brain went totally ‘comatose’ until that rest was achieved?
3. But why would our brains enter into such a mixed state, representative of neither wakefulness nor sleeping?
4. For aeons, the safety provided by the spot where our predecessors chose to lay their heads for the night was, in many ways, compromised
compared with the safety of our current bedroom spaces.

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Q.18 [11979272]
Direction: The passage given below is followed by four summaries. Choose the option that best captures the author’s position.
Healthcare is a peculiar industry. Cars get cheaper but medical care doesn't. That is because a life saved from cancer is a life waiting to be
killed by another disease, which needs treating, too. Survivors of cancer get heart attacks and survivors of heart attacks get cancer, and
survivors of both get dementia. It's like a restaurant where you can't just pay for lunch - you also have to pay for breakfast and dinner and
maybe a few samosas in between. But unlike eating, consumption of medical care is not guarded by satiety.
1 Medical care is extremely costly because human beings tend to catch diseases sooner rather than later.
2 Medical care can never be cheap like cars or other commodities since there is something new going on in the world of medicine every
day.
3 Medical care unlike other commodities has no benchmark when it comes to satisfaction and thus lacks a limiting factor.
4 Medical care is never going to be cheap since one human being can get many diseases and healthcare anyway is a peculiar industry.

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Q.19 [11979272]
Sentence: The development and use of the atomic bomb during World War II marked a turning point in history and had far-reaching
implications for global politics and security.
The devastating power demonstrated by the atom bomb at Hiroshima and Nagasaki led to a new era of nuclear deterrence and shaped the
dynamics of the Cold War between major world powers. ______ (1) Additionally, the atomic bomb sparked a race for nuclear proliferation, with
countries seeking to acquire nuclear weapons to bolster their security and influence on the world stage. ______ (2) The proliferation of nuclear
weapons and the fear of nuclear conflict have since influenced international relations and led to efforts to prevent the spread of nuclear
technology. ______ (3) It is crucial for the international community to maintain disarmament efforts and diplomatic initiatives to ensure global
stability and prevent nuclear catastrophe. ______ (4)
1 Option 1
2 Option 2
3 Option 3
4 Option 4

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Direction :In the questions below, rearrange the given set of statements and type in the right sequence as your answer.
Q.20 [11979272]
1. New brain-machine interfaces will improve our memory and cognition, extend our senses, and confer direct control over an array of semi-
intelligent gadgets.
2. Genetic and epigenetic modification will allow us to change our physical appearance and capabilities, as well as to tweak some of the more
intangible aspects of our being such as emotion, creativity or sociability.
3. Within the lifetimes of most children today, bio-enhancement is likely to become a basic feature of human society.
4. Personalized pharmaceuticals will enable us to modify our bodies and minds in powerful and precise ways, with far fewer side-effects than
today’s drugs.

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Direction: The passage given below is followed by four summaries. Choose the option that best captures the author’s position.
Q.21 [11979272]
Genoa has always felt a strangely English place, too. The city’s flag is a St George’s cross. It was here that Italy’s oldest football team, still
called Genoa Cricket and Football Club, was founded by an English doctor. It went on to win nine scudetti (championships) in the glory days of
the early 20th century. The English were just one of many influences. Genoa has always been an integral part of the Mediterranean basin and
there are traces of Arabic and Portuguese in the dialect. The city’s music, especially that of “the Italian Bob Dylan”, Fabrizio De André, often
sounds far more sophisticated than bubblegum Italian pop.
1 Genoa offers a great amalgamation of Italian and Anglo culture.

2 England’s occupation of Genoa has helped this city to evolve.
3 Genoa through the help of merchants has become a shining example of cosmopolitanism.
4 Genoa offers the best of both Eurozone and the British culture.

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Q.22 [11979272]
Direction : The passage given below is followed by four summaries. Choose the option that best captures the author’s position.
Ex nihilo nihil fit: Nothing comes out of nothing. This principle is an expression of our inability to believe that something could just spring into
existence or happen without a cause. Imagine that a glass on a table suddenly exploded. Even if you don’t have the slightest idea what caused
the glass to behave in that manner, you’ll still assume that something must have caused it. If it isn’t necessary that events are caused by
something, then anything would be possible. But if anything were possible, then we couldn’t act anymore, because in order to act effectively,
we must be able to trust in the reliability of causal relations. So we’re certain that there’s a reason why the glass exploded. And if there’s
nothing else, we will rather believe in supernatural causes than believe there’s no cause at all. We are certain that something must have caused
it, whatever it is.
1 ‘Nothing comes out of nothing’ indicates a cause behind everything.
2 Because of their need to believe in the reliability of causal relations, human beings assume that there is a cause behind everything.
3 Human beings assume that there is a cause behind everything because they need order to act effectively.
4 Human beings are unable to believe that something could happen without a cause and are willing to assign even supernatural causes to
things.

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Q.23 [11979272]
Sentence: Fascist structures can take root and propagate in society through various means, including ordinary family set-ups that unknowingly
contribute to their development.
________ (1). Within the family, the presence of authoritarian parenting styles, where absolute obedience and conformity are expected, can
instill an acceptance of hierarchical power dynamics. Additionally, when family members are discouraged from expressing dissent or
challenging traditional norms, it can hinder the development of critical thinking and individual autonomy. ______ (2) By fostering open dialogue,
empathy, and respect for diverse perspectives within the family, individuals can learn to value democratic principles and actively resist the
emergence of fascist tendencies. ______ (3) It is vital for families to promote a nurturing and democratic environment that encourages the free
exchange of ideas and the cultivation of independent thought. ______ (4)
1 Option 1
2 Option 2
3 Option 3
4 Option 4

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Direction : In the questions below, rearrange the given set of statements and type in the right sequence as your answer.
Q.24 [11979272]
1. There is also what I call ‘the big-picture defense’, claiming that evil only appears as such from our limited perspectives.
2. Others have argued that certain kinds of moral goodness – compassion, for instance – are not possible in a world without evil, and the value
of these types of goodness outweighs the evils on which their existence depends.
3. There is the argument of free will, attributing evil not to God but to humanity’s misuse of its own freedom.
4. Many solutions to the problem of evil – called ‘theodicies’ – have been proposed.

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VARC 07 - 2023

2 To trace the evolution of Indian cinema till its 1930s form

4 To narrate a comparative study on the relationship between theatre and cinema

 Answer key/Solution (https://www.aspiration.link/MBA/sis/Solution.jsp?

1 certain forms of theatres preceded the arrival of Indian cinema.

 Answer key/Solution (https://www.aspiration.link/MBA/sis/Solution.jsp?

1 Indian cinema was influenced by archaic story lines.

2 Indian cinema was influenced by overtly religious western cinema.

3 Indian cinema was without sound.

 Answer key/Solution (https://www.aspiration.link/MBA/sis/Solution.jsp?

2 many filmmakers of the decade used cheap films.

3 the film technology was still unsophisticated.

4 very few silent films of the time could be preserved.

 Answer key/Solution (https://www.aspiration.link/MBA/sis/Solution.jsp?

1 showcase the pros and cons of making decisions based on imagination.

2 showcase the usefulness of unusual decisions.

3 showcase how growing up affects our imagination.

4 showcase the power of infants over adults.

1 Because they become set in their way of thinking.

3 Because they have forgotten to think beyond what they know.

4 Because they know more.

 Answer key/Solution (https://www.aspiration.link/MBA/sis/Solution.jsp?

1 crazy possibilities never lead to noble outcomes.

3 adults often restrict themselves from trying something innovative.

4 innovation is restricted only to infants.

4 for adults, problem solving with creativity may appear tedious.

 Answer key/Solution (https://www.aspiration.link/MBA/sis/Solution.jsp?

1 Bomb cyclones are created through the earth’s rotation.

2 Global warming has affected the Arctic region moderately.

 Answer key/Solution (https://www.aspiration.link/MBA/sis/Solution.jsp?

1 Temperatures between heavier and lighter air experience massive difference.

2 It cools down heated up areas.

 Answer key/Solution (https://www.aspiration.link/MBA/sis/Solution.jsp?

1 the East Coast becoming cooler.

2 the Arctic unable to control its temperature.

4 cold snaps occurring throughout history.

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1 Variability of ocean systems

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3 For ages, philosophers have debated certain issues related to education.

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1 Children become proficient in the art of cultural appropriation.

2 Educated citizens become autonomous.

3 An educated citizen becomes a threat to the survival of a group.

4 During times of crisis, educators bear the brunt of blame.

1 The manipulation of education as a process

2 The development of a human’s innate potential

3 Education’s role in human liberation

4 The domain of educational curriculum

2 Education affects the social fabric of a society.

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1 Genoa offers a great amalgamation of Italian and Anglo culture.

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1 ‘Nothing comes out of nothing’ indicates a cause behind everything.

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