SSC Section Officer Audit 2005 Question Paper

YOU HAVE ONE BRIEF PASSAGE WITH LIVE QUESTIONS. READ THE PASSAGE CAREFULLY AND CHOOSE THE BEST ANSWER TO EACH QUESTION OUT OF THE FOUR ALTERNATIVES. 

In the technological systems of tomorrow-fast fluid and self-regulating-machines will deal with the flow of physical materials men with the flow of information and insight. Machines will increasingly perform tasks. Machines and men both instead of being concentrated in gigantic factories and factory cities will be scattered across the globe linked together by amazingly sensitive near-instantaneous communications. Human work will move out of the factory and mass office into the community and the home. Machines will be synchronized as some already are to the billionth of a second men will be synchronized. The factory whistle will vanish. Even the clock “the key machine of the modern industrial age” as Lewis Mumford called it a generation ago will lose some of its power over humans as distinct from purely technological affairs. Simultaneously the organisation needed to control technology shift from bureaucracy to Democracy from permanence to transience and from a concern with the present to a focus on the future. In such a world the most valued attributes of the industrial age become handicaps. The technology of tomorrow requires not millions of lightly lettered men ready to work in unison at endlessly repetitive jobs it requires not men who take orders in unblinking fashion aware that the price of bread is mechanical submission to authority but men who can make critical judgments who can weave their way through novel environments who are quick to spot new relationships in the rapidly changing reality. It requires men who in C.P. Snow s compelling terms “have the future in their bones"

YOU HAVE ONE BRIEF PASSAGE WITH LIVE QUESTIONS. READ THE PASSAGE CAREFULLY AND CHOOSE THE BEST ANSWER TO EACH QUESTION OUT OF THE FOUR ALTERNATIVES.

A reason why people at school read books is to please their teacher. The teacher has said that this that or the other is a good book and that it is a sign of good taste to enjoy it. So a number of boys and girls anxious to please their teacher get the book and read it. Two or three of them may genuinely like it for their own sake and be grateful to the teacher for putting it in their way. But many will not honestly like it or will persuade themselves that they like it. And that does a great deal of harm. The people who cannot like the book run the risk of two things happening to them either they are put off the idea of the book-let us suppose the book was David Copperfield-either they are put off the idea of classical novels or they take a dislike to Dickens and decide firmly never to waste their time on anything of the sort again or they get a guilty conscience about the whole thing they feel that they do not like what they ought to like and that therefore there is something wrong with them. They are quite mistaken of course. There is nothing wrong with them. The mistake has all been on the teacher s side. What has happened is that they have been shoved up against a book before they were ready for it. It is like giving a young child food only suitable for an adult Result indigestion violent stomach-ache and a rooted dislike of that article of food evermore.