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May 7th, 2016, 03:20 PM
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MBA Solved Papers

I am interested in the field of management and for this I am planning to give the Common Admission Test (CAT) for taking admissions to management courses. Will you please provide eligibility to apply for this exam and also provide CAT MBA Solved Papers for doing prep?
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  #2  
May 7th, 2016, 03:24 PM
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Join Date: Mar 2012
Re: MBA Solved Papers

Common Admission Test abbreviated as CAT is an all India level examination organized by the Indian Institute of Management based on the policy of rotation.

The exam comprised in the verbal ability, quantitative ability, logical reasoning and data interpretation.

Name of the courses offered under CAT 2016

PGPEM
PGP
PGP-ABM
PGPBM
PGP-UAE
PGPWE
PGPPM
EPGPM
PGP-Mumbai
PGPSM
PGDHRM
PGDM
PGPEX

CAT Eligibility:

Candidates who have graduation degree in any discipline are eligible to apply CAT 2016

Candidates who want to appear in CAT 2016 should have attained minimum of 50% marks or equivalent CGPA. For reserved categories the percentage is reduced to 45%.

Below I am providing you the CAT MBA Solved Papers:

CAT MBA Solved Paper1
1. According to the passage, all of the following stem from popular wisdom on language Except?
(1) Language is a cultural artifact.
(2) Language is a cultural invention.
(3) Language is learnt as we grow.
(4) Language is a psychological faculty.
2. Which of the following can be used as parallel reasoning for the “spiders know how to spin webs”
analogy as used by the author?
(1) A kitten learning to jump over a wall
(2) Bees collecting nectar
(3) A donkey carrying a load
(4) A horse running a Derby
3. According to the passage, which of the following is unique to human beings?
(1) Ability to use symbols while communicating with one another.
(2) Ability to communicate with each other through voice modulation.
(3) Ability to communicate information to other members of the species.
(4) Ability to use sound as means of communication.
4. According to the passage, complexity of language cannot be taught by parents or at school to
children because
(1) children instinctively know language.
(2) children learn the language on their own.
(3) language is not amenable to teaching.
(4) children know language better than their teachers or parents.
5. Which of the following best summarizes the passage?
(1) Language is unique to Homo sapiens.
(2) Language is neither learnt nor taught.
(3) Language is not a cultural invention or artifact as it is made out.
(4) Language is instinctive ability of human beings.
6. Why author has referred to ‘preschooler’s tacit knowledge of grammar’
(1) To prove that Language is unique to Homo sapiens.
(2) Used as an analogy for healthy human beings
(3) To prove his point that language is not a cultural invention or artifact as it is made out.
(4) To compare children instinctively know language.
If American policy towards Europe in the postwar years had been a conspicuous success, and
towards Asia a disappointing balance between success and failure, it could be said that the most
conspicuous thing about relations with Latin America was the absence of any policy. Franklin
Roosevelt, to be sure, had launched a “Good Neighbour” policy, but being a good neighbour was, it
seemed, a negative rather than a positive affair, a matter of keeping hands off, of making the
Monroe Doctrine, in form at least, multilateral. All through the postwar years, the states of Latin
America - - Mexico and Chile were partial exceptions - - were in the throes of major economic and
social crises. Population was growing faster than in any other part of the globe, without a
comparable increase in wealth or productivity; the gap between the poor and the rich was widening;
and as the rich and powerful turned to the military for the preservation of order and privilege, the
poor turned to revolution.
Deeply involved in other quarters of the globe, the United States paid little attention to the fortunes
or misfortunes of her neighbours to the south, and when she did intervene, it appeared to be on the
side of order and the status quo rather than on the side of reform. So frightened was the United
States of “Communism” in Latin America that it preferred military dictatorship to reformers who
might drift too far to the “left”, and sustained a Batista in Cuba, a Trujillo in the Dominican Republic,
a Peron in Argentina, and a Jimenez in Venezuela.
In his last two years, President Eisenhower had tried to mend his Latin American fences. Though
rejecting a Brazilian proposal of a Marshall Plan for Latin America, he did take the initiative in setting
up an Inter-American development Bank with a capital of one billion dollars, almost half of it
supplied by the United States. Other government investments in Latin America ran to some four
million dollars, while private investments exceeded nine billion. Yet though to most Americans, all
this seemed a form of economic aid, many Latin Americans regarded it as economic imperialism. In
September 1960, came a co-operative plan that could not be regarded as other than enlightened:
the Act of Bogota, which authorized a grant of half a billion dollars to subsidize not only economic
but social and educational progress in Latin America. “We are not saints”, said President Eisenhower
when he visited Santiago de Chile, “We know we make mistakes, but our heart is in the right place”.
But was it? President Kennedy was confronted by the same dilemma that had perplexed his
predecessors. Clearly it was essential to provide a large-scale aid to the countries south of Rio
Grande, but should this aid go to bolster up established regimes and thus help maintain status quo,
or should it be used to speed up social reforms, even at the risk of revolt? As early as 1958, the then
Senator Kennedy had asserted that “the objective of our aid program in Latin America should not be
to purchase allies, but to consolidate a free and democratic Western Hemisphere, alleviating those
conditions which might foster opportunities for communistic infiltration and uniting our peoples on
the basis of constantly increasing living standards”.
This conviction that raising the standards of living was the best method of checking Communism
now inspired President Kennedy's bold proposal for the creation of the alliance for progress - - a ten
year plan designed to do for Latin America what Marshall Plan had done for Western Europe. It was
to be “a peaceful revolution on a hemispheric scale, a vast cooperative effort, unparalleled in
magnitude and nobility of purpose, to satisfy the basic needs of the American people for homes,
work, land, health and schools. “To achieve this, the United States pleaded an initial grant of one
billion dollars, with the promise of additional billions for the future.
7. Following World War II, which problem was the United States most concerned with regarding
Latin America?
(a) Economic stability.
(b) Political ideology.
(c) Religious persecution.
(d) Military dictatorship.
8. A key reason why Latin American rejected the Inter-American development Bank was that
(a) it primarily provided money for social reform subsidies.
(b) the moneys provided were only for specific performance projects.
(c) it constituted an extension of the Marshall Plan into Latin America
(d) it was being used as a means to control the economic destiny of Latin America.
9. Which of the following is most closely associated with the concept of a Marshall Plan for Latin
America?
(a) The Good Neighbour Policy.
(b) The Alliance for Progress.
(c) The Act of Bogota.
(d) The Monroe Doctrine.
10. According to the passage, the fundamental change in U.S. foreign policy directed towards Latin
America
(a) resulted in a deterioration of U.S. Latin American relations.
(b) was responsible for Peron remaining as a dictator in Peru.
(c) recognized that economic aid alone would prevent social revolutions.
(d) provided for increased military and economic aid to prevent the spread of communism in Latin
America.
11. All of the following statements are true, except?
(a) Mexico and Chile did not experience the general social crises that are common to the majority of
Latin American countries.
(b) President Eisenhower continued in practice the theory that economic aid was the best defense
against communist incursion into Latin America
(c) The Good Neighbour Policy favoured a multilateral interpretation of the Monroe Doctrine.
(d) The traditional U.S. approach in Latin America was to protect the status quo.
12. Which of the inferences can be drawn if everything said in the passage were assumed to be true?
(a) Rebellions are fuelled by social reforms and avoided by supporting established authorities or
continuing the present state of affairs.
(b) The American policy towards Asia can be called an overall success, though small in magnitude.
(c) Kennedy, in 1958, wanted America to aid South American countries to acquire more support in
their fight against communism.
(d) Eisenhower rejected the Marshall Plan, whereas Kennedy implemented a similar one.
Last fortnight, news of a significant development was tucked away in the inside pages of
newspapers. The government finally tabled a bill in Parliament seeking to make primary education a
fundamental right. A fortnight earlier, a Delhi-based newspaper had carried a report about a threemonth
interruption in the Delhi Government's ‘Education for All’ programme. The report made for
distressing reading. It said that literacy centres across the city were closed down, volunteers beaten
up and enrolment registers burnt. All because the state government had, earlier this year, made
participation in the programme mandatory for teachers in government schools. The routine denials
were issued and there probably was a wee bit of exaggeration in the report. But it still is a pointer to
the enormity of the task at hand.
That economic development will be inherently unstable unless it is built on a solid base of education,
specially primary education, has been said so often that it is in danger of becoming a platitude. Nor
does India's abysmal record in the field need much reiteration. Nearly 30 million children in the six to
ten age group do not go to school — reason enough to make primary education not only compulsory
but a fundamental right. But is that the solution? More importantly, will it work? Or will it remain a
mere token, like the laws providing for compulsory primary education? It is now widely known that
14 states and four Union Territories have this law on their statute books. Believe it or not, the list
actually includes Bihar, Madhya Pradesh (MP) and Rajasthan, where literacy and education levels are
miles below the national average. A number of states have not even notified the compulsory
education law.
This is not to belittle the decision to make education a fundamental right. As a statement of political
will, a commitment by the decision-makers, its importance cannot be undervalued. Once this
commitment is clear, a lot of other things like resource allocation will naturally fall into place. But
the task of universalizing elementary education (UEE) is complicated by various socio-economic and
cultural factors which vary from region to region and within regions.
If India's record continues to appall, it is because these intricacies have not been adequately
understood by the planners and administrators. The trouble has been that education policy has been
designed by grizzled mandarins ensconced in Delhi and is totally out of touch with the ground
reality. The key then is to decentralise education planning and implementation. What's also needed
is greater community involvement in the whole process. Only then can school timings be adjusted
for convenience, school children given a curriculum they can relate to and teachers made
accountable.
For proof, one has only to look at the success of the district primary education programme, which
was launched in 1994. It has met with a fair degree of success in the 122 districts it covers. Here the
village community is involved in all aspects of education — allocating finances to supervising
teachers to fixing school timings and developing curriculum and textbooks — through district
planning teams. Teachers are also involved in the planning and implementation process and are
given small grants to develop teaching and learning material, vastly improving motivational levels.
The consequent improvement in the quality of education generates increased demand for
education.
But for this demand to be generated, quality will first have to be improved. In MP, the village
panchayats are responsible for not only constructing and maintaining primary schools but also
managing scholarships, besides organising non-formal education. How well this works in practice
remains to be seen (though the department claims the schemes are working very well) but the
decision to empower panchayats with such powers is itself a significant development. Unfortunately,
the Panchayat Raj Act has not been notified in many states. After all, delegating powers to the
panchayats is not looked upon too kindly by vested interests.
More specifically, by politicians, since decentralisation of education administration takes away from
them the power of transfer, which they use to grant favours and build up a support base. But if the
political leadership can push through the bill to make education a fundamental right, it should also
be able to persuade the states to implement the laws on Panchayat Raj. For, UEE cannot be achieved
without decentralisation. Of course, this will have to be accompanied by proper supervision and
adequate training of those involved in the administration of education. But the devolution of powers
to the local bodies has to come first.
13. None of these problems are plaguing the education system in India Except
a. poverty.
b. diverse cultural and socio-economic factors.
c. male chauvinism.
d. Celebrating festivals
14. In the context of the passage, the term 'grizzled mandarins' means
a. old hags.
b. decrepit men.
c. ineffective old men.
d. None of these
15. One of the reasons contributing to India's poor performance on the education front is that
a. its leaders do not have the conviction required to improve the education system.
b. male members of society do not want their female counterparts to be educated.
c. administrators in charge of education are out of touch with ground realities.
d. the country does not have the law for implementation of education policies in its statute books.
16. The only way in which the education system can be improved is by
a. decentralising education planning and implementation.
b. introducing fresh blood in the planning body.
c. injecting funds into the exchequer solely for the purpose.
d. educating the people on the need for primary education.
17. Primary education
a. is a fundamental right.
b. will be made a fundamental right.
c. is only for the privileged sections of society.
d. None of these
18. Education policy cannot be successfully implemented by any of the following Except?
a. greater community involvement.
b. greater community development.
c. greater community awareness.
d. Greater community experience
Directions for questions 31 to 34: The passage given below is followed by a set of four questions.
Choose the best answer to each question.
A game of strategy, as currently conceived in game theory, is a situation in which two or more
“players” make choices among available alternatives (moves). The totality of choices determines the
outcomes of the game, and it is assumed that the rank order of preferences for the outcomes is
different for different players. Thus the “interests” of the players are generally in conflict. Whether
these interests are diametrically opposed or only partially opposed depends on the type of game.
Psychologically, most interesting situations arise when the interests of the players are partly
coincident and partly opposed, because then one can postulate not only a conflict among the
players but also inner conflicts within the players. Each is torn between a tendency to cooperate, so
as to promote the common interests, and a tendency to compete, so as to enhance his own
individual interests.
Internal conflicts are always psychologically interesting. What we vaguely call “interesting”
psychology is in very great measure the psychology of inner conflict. Inner conflict is also held to be
an important component of serious literature as distinguished from less serious genres. The classical
tragedy, as well as the serious novel reveals the inner conflict of central figures. The superficial
adventure story on the other hand, depicts only external conflict; that is, the threats to the person
with whom the reader (or viewer) identifies stem in these stories exclusively from external obstacles
and from the adversaries who create them. On the most primitive level this sort of external conflict
is psychologically empty. In the fisticuffs between the protagonists of good and evil, no psychological
problems are involved or, at any rate, none are depicted in juvenile representations of conflict.
The detective story, the “adult” analogue of a juvenile adventure tale, has at times been described
as a glorification of intellectualized conflict. However, a great deal of the interest in the plots of
these stories is sustained by withholding the unraveling of a solution to a problem. The effort of
solving the problem is in itself not a conflict if the adversary (the unknown criminal) remains passive,
like Nature, whose secrets the scientist supposedly unravels by deduction. If the adversary actively
puts obstacles in the detective’s path toward the solution, there is genuine conflict. But the conflict
is psychologically interesting only to the extent that it contains irrational components such as a
tactical error on the criminal’s part or the detective’s insight into some psychological quirk of the
criminal or something of this sort. Conflict conducted in a perfectly rational manner is
psychologically no more interesting than a standard Western.
For example, Tic-tac-toe, played perfectly by both players, is completely devoid of psychological
interest. Chess may be psychologically interesting but only to the extent that it is played not quite
rationally. Played completely rationally, chess would not be different from Tic-tac-toe.
In short, a pure conflict of interest (what is called a zero-sum game) although it offers a wealth of
interesting conceptual problems, is not interesting psychologically, except to the extent that its
conduct departs from rational norms.
19. Find the main idea of the passage?
(1) To explain game of strategy
(2) To explain detective’s path
(3) To explain juvenile representations of conflict
(4) None of these
20. According to the passage, internal conflicts are psychologically more interesting than external
conflicts because
(1) internal conflicts, rather than external conflicts, form an important component of serious
literature as distinguished from less serious genres.
(2) only juveniles or very few “adults” actually experience external conflict, while internal conflict is
more widely prevalent in society.
(3) in situations of internal conflict, individuals experience a dilemma in resolving their own
preferences for different outcomes.
(4) there are no threats to the reader (or viewer) in case of external conflicts.
21. Which, according to the author, would qualify as interesting psychology?
(1) A statistician’s dilemma over choosing the best method to solve an optimization problem.
(2) A chess player’s predicament over adopting a defensive strategy against an aggressive opponent.
(3) A mountaineer’s choice of the best path to Mt. Everest from the base camp.
(4) A finance manager’s quandary over the best way of raising money from the market.
22. According to the passage, which of the following options about the application of game theory to
a conflict-of-interest situation is true?
(1) Assuming that the rank order of preferences for options is different for different players.
(2) Accepting that the interests of different players are often in conflict.
(3) Not assuming that the interests are in complete disagreement.
(4) All of the above.
23. The problem solving process of a scientist is different from that of a detective because
(1) scientists study inanimate objects, while detectives deal with living criminals or law offenders.
(2) scientists study known objects, while detectives have to deal with unknown criminals or law
offenders.
(3) scientists study phenomena that are not actively altered, while detectives deal with phenomena
that have been deliberately influenced to mislead.
(4) scientists study psychologically interesting phenomena, while detectives deal with “adult”
analogues of juvenile adventure tales.
24. How Tic-tac-toe as a game is different from Chess?
(1) Games like Tic-tac-toe is played in a perfectly rational manner is psychologically no more
interesting than chess which is played not quite rationally.
(2) Both games are same when it comes to pure conflict of interest.
(3) Both games are played psychology of inner conflict
(4) Tic-tac-toe is a juvenile adventure tale, while chess at times been described as a glorification

CAT 2016 important Dates (TENANTIVES)

Official date of CAT 2016 exam notification: June 2016
Starting date of CAT 2016 Registration: August 2016
Admit card issued Date: October 2016
CAT 2016 exam date: November 2016
Date of Result announcement: December 2016

more paper detail attached a pdf file;
Attached Files
File Type: pdf CAT MBA Solved Paper1.pdf (1.34 MB, 67 views)


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