Explanation

Read the following passage carefully and answer the questions given at the end: 20 Marks

In the modern war, the use of the most destructive weapons is not needed. These weapons are nuclear bombs, ballistic missiles carrying nuclear warheads, chemical weapons killing thousands and making millions invalid and useless for living, and other weapons of mass destruction that rich and developed countries possess. If these weapons are used repeatedly, nothing will be left for the winner or conqueror. So the effects of a modern war are still limited to the effects of the conventional or traditional weapons that are still used. However, these conventional weapons are the improved ones, much stronger and much more destructive than their older versions. For example, the big bombs of yesterday have developed into cluster bombs. The old planes are now supersonic with much greater firing, bombing and killing capacities. The rifles of olden times are now Kalashnikovs or even more modern assault rifles that are hundreds of times more destructive. So modern conventional weaponry causes numerous deaths and large-scale destruction. The aim of the powerful attacking country is to occupy the attacked country of to control its natural resources. So it does not try to destroy its communication system or network, and its buildings and production centers like factories. The attacks and war, then, become limited and controlled. However, within the conquered country, the limited war against those who oppose and use force against the conquerors, continues.

1. What are the most destructive weapons not used in a modern war?

2. What kind of weapons are still used in wars?

3. Explain some examples of the conventional weapons the writer has given. Add some more. 4. How do the attacks of a powerful country on another country get controlled or limited?

5. Give the meanings of

a) Mass destruction  

b) Conqueror

c) Suggest a suitable title of passage

Solution

1·  What are the most destructive weapons not used in a modern war?

The most destructive weapons not used in modern war are nuclear bombs, ballistic missiles carrying nuclear warheads, chemical weapons, and other weapons of mass destruction. These weapons have the capacity to cause widespread devastation, killing thousands and making millions of people incapable of living normal lives.

2·  What kind of weapons are still used in wars?

In modern wars, conventional or traditional weapons are still used. However, these weapons are significantly improved versions, much stronger and more destructive than their predecessors. Examples include cluster bombs, supersonic planes, and modern assault rifles like Kalashnikovs.

3·  Explain some examples of the conventional weapons the writer has given. Add some more.

The writer provides examples such as:

• Cluster bombs: Modern versions of old big bombs, causing greater destruction.
• Supersonic planes: Updated from old planes, with enhanced firing, bombing, and killing capabilities.
• Kalashnikovs and modern assault rifles: More destructive than the rifles of older times.

Other examples of modern conventional weapons include:

• Drones: Unmanned aircraft used for precision strikes.
• Precision-guided missiles: Advanced versions of older missiles with enhanced accuracy.
• Armored vehicles: Modern tanks with superior mobility and firepower.

4·  How do the attacks of a powerful country on another country get controlled or limited?

The attacks of a powerful country are controlled or limited because the aim is not to completely destroy the attacked country’s infrastructure, communication systems, or production centers. Instead, the goal is to occupy the country and control its natural resources. By limiting the destruction to certain areas and targets, the attacking country preserves valuable assets for future control.

5·  Give the meanings of:

a) Mass destruction: Large-scale destruction that causes widespread damage and death, often affecting both people and infrastructure across a large area.

b) Conqueror: A person or force that defeats and takes control of a country or territory through the use of force or warfare.

c) Suggest a suitable title of passage:

"Modern Warfare and the Controlled Use of Conventional Weapons"

Islamabad Police ASI Paper 2024

Explanation

Reading Comprehension

Tchang was about to run away but the dragon called to him." Don't be frightened! I am quite harmless. Tell me why you want to cross the over my river?"

Tchang explained that he wanted to ask the Great Wizard of the west some important questions. When the Pearl Dragon heard the questions, it smiled. "You're a good lad Tchang", it said. "Hop on my back and I'll have you across in a jiffy".

On the far side of the river, Ichang thanked the dragon. "Think nothing of it!", the dragon replied cheerfully. That's what I'm here for, Oh by the way, while you're there, could you please ask the Wizard why can't I fly? Every dragon in China can fly except me. "Naturally", Tchang said, "yes". He set off agam towards the West with the four questions going around and around in his head.

Forty nine days later, he came to the golden palace of the Great Wizard of the West. The palace was carved out of the mountain. It took golden Tchang a whole day to climb a million steps to the huge door. When he pulled on the bell rope, the mountain shook.

The Great doors of the palace swung open. Tchang found himself in a mighty hall. On a throne at the end of the hall sat the Great Wizard. "Well, he bellowed, what do you want, boy?"

Tchang tried to stop shaking. "I have four questions to ask you, Sir!"

"HAH"! shouted the Wizard. Then you may as well go home right now. I will answer only three questions. If you ask me four questions, I won't answer any of them!"

Tchang thought his legs would fold underneath him. What could he do? There was his poor mother's question, then the old woman's question, then the old man's question, and then the Pearl Dragon's. He desperately wanted to know the answer to the first question, but he also knew he couldn't let his friends down. So, he answered sadly. "Then I will only ask you three."

Question 1: As Tchang started to run, dragon stopped him and called himself? Harmless

Question 2: The Great Wizard belonged to? West

Question 3: Tchang thanked the dragon on which side of river? Far side

Question 4: All the dragons of China can? Fly

Question 5: How many questions does Tchang has in his mind? Four

Question 6: Tchang reached at palace of Great Wizard in? 49 days

Question 7: Great Wizard was siting at the? End of hall

Question 8: Wizard agreed to answer only? Three questions

Question 9: Tchang was eager to know the answer of? 1st question

Question 10: Tchang couldn't let his? Friends down

Explanation

Reading Comprehension

I used to have a pet peacock called Miru. I loved him very much. Our village has lots of large fields around it and Miru used to wander in them all the time. In the evening he would comeback home and dance beautifully.

One sad evening, Miru did not come home. I was worried and wanted to search for him. Miru might have found a friend, laughed my father. You will see, tomorrow he will come back with his friend. I did not sleep for a moment that night. As soon as it was morning, we started searching for Miru. I went to his favourite tree. He was not there. I went to the bushes near the pond. He was not there. Then I went into the fields. I called Miru, Miru. He did not come. Then I whistled, but there was still no Miru. A farmer was ploughing his field. What are you looking for, Saifullah? he asked.

My pet peacock, Miru, I said. He did not comeback last night. Have you seem him anywhere?

A peacock? I shot one last night because I like eating peacocks, he said. Was the peacock wearing a silver ring on his foot? I asked tearfully. Yes, he was, replied the farmer. Oh, my poor Miru, I started sobbing.

I cried and cried. My eyes were red. The farmer wanted to console me but I could not stop crying. Then farmer said, I am sorry, little boy. I promise never to shoot a peacock again. My Miru was dead but at least other children’s peacocks in my village were safe now.

1. I used to have a Pet Peacock; it refers to?

A. Dangerous B. Wild C. Friendly D. None

2. Where did Miru walk most of the time?

A. Fields B. Outside C. Home D. None

3. Our village has lots of large fields. The antonym of Large is? 

A. Huge B. Small C. Large D. None

4. When did Miru comeback home most of the time?

A. After walk B. In the evening C. After dance D. None

5. Why did you think this story is called a sad story?

A. Miru was shot by farmer B. Saifullah lost his friend C. All of them

Explanation

Passage: (AI Generated Passage for practice)

The Industrial Revolution, which began in the late 18th century, marked a significant shift in human history. It brought about rapid technological advancements, urbanization, and changes in social and economic structures. The introduction of steam engines, mechanized production processes, and new transportation methods revolutionized industries such as textiles, manufacturing, and transportation.

One of the consequences of the Industrial Revolution was the growth of cities as people migrated from rural areas to urban centers in search of employment opportunities. This urbanization led to overcrowding, pollution, and social challenges, but it also spurred innovations in infrastructure, sanitation, and public services.

The impact of the Industrial Revolution extended beyond Europe and North America, influencing global trade, colonization, and the rise of capitalism. It laid the foundation for modern industrial societies while also raising concerns about environmental sustainability and social inequalities.

MCQs with Answers:

1. What was a significant outcome of the Industrial Revolution? Answer: B) Rapid technological advancements and urbanization.

2. Which of the following industries experienced revolutionary changes during the Industrial Revolution? Answer: C) Textiles, manufacturing, and transportation.

3. What was a consequence of urbanization during the Industrial Revolution? Answer: A) Overcrowding, pollution, and social challenges.

4. How did the Industrial Revolution impact global affairs? Answer: D) Influenced global trade, colonization, and the rise of capitalism.

5. What concerns arose due to the Industrial Revolution? Answer: A) Environmental sustainability and social inequalities.

Explanation

It happened one day when a fisherman went out to sea in a boat and was just about to cast a net, when right in front of him he saw a man on the point of drowning. Being a stout-hearted and at the same time an agile man, he jumped up and, seizing a boathook, thrust it towards the man’s face. It caught him right in the eye and pierced it. The fisherman hauled the man into the boat and made for the shore without casting any of his nets. He had the man carried to his house and given the best possible attention and treatment until he had got over his ordeal. For a long time, that man thought about the loss of his eye, considering it a great misfortune.

“That wretched fellow put my eye out, but I didn’t do him any harm. I’ll go and lodge a complaint against him, I’ll make things really hot for him!” Accordingly, he went and complained to the magistrate, who fixed a day for the hearing. They both waited till the day came round, and then went to the court. The one who had lost an eye spoke first, as was appropriate. “Gentlemen,” he said, “I’m bringing a complaint against this

worthy, who, only the other day, savagely struck me with a boathook and knocked my eye out. Now I’m handicapped. Give me justice, that‘s all I ask. I’ve nothing more to say.” The other promptly spoke up and said, “Gentlemen, I cannot deny that I knocked his eye out, but if what I did was wrong, I’d like to explain how it all happened. This man was in mortal danger in the sea, in fact he was on the point o f drowning. I went to his aid. I won’t deny I struck him with my boat hook, but I did it for his own good: I saved his life on that occasion.

I don’t know what more I can say. For God’s sake, give me justice!” The court was quite at a loss when it came to deciding the right s of the case, but a fool who was present at the time said to them, “Why this hesitation? Let the first speaker be thrown back into the sea on the spot where the other man hit him in the face, and if he can get out again, the defendant shall compensate him for the loss of his eye. That I think fair judgment.” Then they all cried out as one man, “You’re absolutely right! That’s exactly what we’ll do!” Judgment was then pronounced to that effect. When the man heard that he was to be thrown into the sea, just where he had endured all that cold water before, he wouldn’t have gone back there for the entire world. He released the Goodman from any liability, and his earlier attitude came in for much criticism. In the light of this incident, you can take it from me that it’s a waste of time to help a scoundrel. Release guilty thief from the gallows, and he will never like you for it. A wicked man will never be grateful to anyone who does him a good turn: He’ll forget all about it; it will mean nothing to him. On the contrary, he would be only too glad to make trouble for his benefactor if he ever saw him at a disadvantage.

Paragraph 3 concerns

A) The narrator’s beliefs

B) The court’s wishes

C) The one-eyed man’s complaint

D) The fisherman’s plea

E) The magistrate’s judgment

Question: 

The fool’s suggested solution to the case was

A) Pitiless and spiteful

B) Absurd but lawful

C) Harsh but fair

D) Just and merciful

E) Sensible but unjust

Question: 

“In the light of this incident” means

A) Thanks to that event B) Because of this tale

C) Without further ado D) As darkness falls

E) As you can see from this story

Question: 

The narrator clearly believes that the one-eyed man

A) Showed good sense

B) Had bad luck

C) Deserved better

D) Was a scoundrel 

E) Did the right thing

Question:

The moral of this story might be

A) Do unto others as you would have them do unto you

B) A wicked man is never satisfied

C) You can only be good for so long

D) There is no such thing as justice

E) The one – eyed man is king

Explanation

Although the schooling of fish is a familiar form of animal social behavior, how the school is formed and maintained is only beginning to be understood in detail. It had been thought that each fish maintains its position chiefly by means of vision. Our work has shown that, as each fish maintains its position, the lateral line, an organ sensitive to transitory changes in water displacement, is as important as vision. In each species, a fish has a "preferred" distance and angle from its nearest neighbor. The ideal separation and bearing, however, are not maintained rigidly. The result is a probabilistic arrangement that appears like a random aggregation. The tendency of the fish to remain at the preferred distance and angle, however, serves to maintain the structure. Each fish, having established its position, uses its eyes and its lateral lines simultaneously to measure the speed of all the other fish in the school. It then adjusts its own speed to match a weighted average that emphasizes the contribution of nearby fish.

According to the passage, the structure of a fish school is dependent upon which of the following?

A. rigidly formed random aggregations

B. the tendency of each fish to remain at a preferred distance from neighboring fish

C. measurements of a weighted average by individual fish

D. both B & C

6. The word “its” in the passage refers to the:

A. school of fish

B. fish

C. organs

D. structure

7. The author of the passage believes that the structure of fish schools is maintained through:

A. vision only

B. lateral lines only

C. the eyes and lateral lines simultaneously

D. an organ not yet discovered

8. The passage suggests that, after establishing its position in the school formation, an individual fish will subsequently:

A. maintains its preferred position primarily by visual and auditory means

B. make continuous sensory readjustments to its position within the school

C. make unexpected shifts in position only if threatened by external danger

D. surrender its ability to make quick, instinctive judgments

Explanation

Comprehensive paragraph: For an infant just beginning to interact with the surrounding world, it is imperative that he quickly become proficient in his native language. while developing a vocabulary and the ability to communicate using it is obviously an important step in this process, an infant must first be able to learn from the various streams of audible communication around him. To that end, during the course f even the first few months of development, an infant will begin to "absorb" the rhythmic patterns and sequences of sounds that characterize his language and will begin to differentiate between the meanings of various pitch and stress changes. however, it is important to recognize that such learning does not take place in a vacuum. infants must confront these language acquisition challenges in an environment where, quite frequently, several streams of communication or noise are occurring simultaneously. Consider, for example, an infant being spoken to by his mother, Before he can learn from the nuances of his mother's speech, he must first separate that speech from the sounds of the dishwasher, the family dog, the bus stopping on the street outside, and quite possibly background noise in the form of speech: a newscaster on the television down the hall or siblings playing in an adjacent room. How exactly do infants wade through such a murky accumulation of audible stimuli? While most infants are capable of separating out two different voices despite the presence of additional, competing streams of sound, this capability is predicated upon several specific conditions, first, Infants are better able to learn from a particular speech stream when that voice is louder than any of the competing streams of background speech when voices are of equal amplitude, infants typically demonstrated little preference towards one stream or the other. Most likely, equally loud competing voice streams, for the intent, become combined into a single stream that necessarily contains unfamiliar patterns and sounds that can quite easily induce confusion. Secondly, an infant is more likely to a particular voice stream if it is perceived as more familiar than another stream. When an infant, for example, is presented with a voice stream delivered by an unfamiliar voice, usually he can easily separate out her voice from the distraction of the background stream. By using these simple yet important cues an infant can become quite adept at concentrating on a single single stream of communication and, therefore, capable of more quickly learning the invaluable characteristics and rules of his native language. 

Question:  

The word 'absorb' most nearly refers to:

 A) environmental awareness

 B) language aptitude 

C) Acquisition of Knowledge

 D) Intent perception 

 Question: 

The phrase 'predicated upon several specific conditions' is used by the author to suggest that: 

A) most infants have trouble separating out stimulant simultaneous streams of speech 

B) only in rare instances do these required conditions occur 

C) an infant's language acquisition ability is entirely dependent upon his environmental  

D) infants are not always able to learn from their surrounding environment 

Question:

 The author uses the word "necessarily order to suggest that: 

A) it is inevitable that two streams of speech are more confusing than one  

B) even adults can have trouble distinguishing between streams of equal volume 

C) infants always combine separate streams into a single sound 

D) an individual stream understandably changes character when mixed with another 

Question: 

 The example in the last paragraph is used to illustrate how: 

A) an Infant who spends little time with his parents would probably have trouble with language at which Language acquisition 

B) An infant in constant vocal interaction with his parent could experience accelerated language acquisition 

 C) Eliminating familiar voices from an infants environment can facilitate language acquisition 

D) NONE

Question: 

Then a meteor collides with the Earth's environment the resulting friction causes the meteor to heat up and partially vaporize. its Luminous vapor trail that lasts for a few seconds. A meteor that reaches the Earth's surface is called Meteorite. Meteorites are Extremely valuable to scientists because they are samples of the actual cosmetic material The main topic of the passage A) Vaporization of the Meteor 

B) The Earth's atmosphere 

C) Meteor and meteorite  

D) Scientist concern: the cosmetic material

ND5-07-2023

Explanation

Comprehensive paragraph:

The supervisor would have to change his attitude towards people first. The staff under him must be perceived as human beings with feelings and needs. They are not automatons within a complex work machinery. One of the greatest needs of today's worker is to have a feeling that he is in control of his workplace and not vice-versa. The best way is to satisfy this need as far as possible. He must feel first, that his work is meaningful. To do this the supervisor must delegate responsibility and limited authority for the man to execute his job well. The subordinate must be properly trained to assume responsibility and authority. Once he is ready to assume these he can be made accountable for his job. Very often supervisors assume all responsibility and accountability for fear of losing control of the workplace. This makes workers under him pawns in a vast chessboard. Delegating accountability gives the worker a purpose in life and the need to do a job well. Most important is to sit with each worker and chalk out common objectives and agreed norms to achieve them. This gives workers security as to what is expected of them. When he has met his objectives he certainly has a feeling of achievement. This feeling of achievement is the greatest motivator

Question:

1: A human attitude on the part of the supervisor towards his staff is necessary to

(a) get them to work

(b) keep them happy

(c) have a congenial atmosphere at the workplace

(d) get the best out of them

Question:

2:  Responsibility and accountability make a worker

(a) shirk his duties

(b) do his job properly

(c) tense and frightened

(d) vulnerable before his supervisors

Question:

3: Supervisors do not delegate responsibility and authority to their subordinates because

(a) subordinates are not capable enough

(b) they can't trust their subordinates

(c) they are apprehensive of losing their hold on the place of work

(d) the final responsibility is theirs

Question:

4. Orientation of subordinates on common objectives and how to achieve them is

(a) not very important

(b) a must

(c) not at all necessary

(d) optional

Question:

5. The greatest motivator is

(a) a good supervisor

(b) a good environment

(c) a sense of security

(d) fulfillment of purpose

ND5-07-2023

Explanation

Comprehensive paragraph: 

Seismologists have devised two scales of measurement to enable them to describe and record information about earthquakes in quantitative terms. The most widely known measurement is the Richter scale, a numerical logarithmic scale developed and introduced by American seismologist Charles R. Richter in 1935. The purpose of the scale of the sale is to measure the amplitude of the largest trace recorded by a standard seismograph one hundred kilometers from the epicenter of an earthquake. Tables have been formulated to demonstrate the magnitude of any earthquake from any seismograph. For example, a one-unit increase in magnitude translates into an increase of times thirty in released energy. To put that another way, each number on the Richter scale represents an earthquake ten times as strong as one of the next lower magnitude. Specifically, an earthquake of magnitude 6 is ten times as strong as an earthquake of 5 magnitude 5. On the Richer scale, earthquakes of 6.75 are considered great and 7.0 to 7.75 are considered major. An earthquake that reads 4 to 5.5 would be expected to have caused localized damage, and those of magnitude 2 may be felt. The other earthquake-assessment scale, introduced by the Italian seismologist Giuseppe Mercalli, measures the intensity of shaking, using gradations from 1 to 12. Because the effects of such shaking dissipate with distance from the epicenter of the earthquake, the Marcalli 2 or 3 are basically the same as those of Richter 3 or 4; measurements of 11 or 12 on the Mercalli scale can be roughly correlated with magnitudes of 8 or 9 on the Richter scale. In either case, the relative power or energy released by the earthquake can understand, and the population waits to hear how bad the earthquake that just passed really was. It is estimated that almost one million earthquakes occur each year, but most of them are so minor that they pass undetected. In fact, more than one thousand earthquakes of a magnitude of 2 or lower on the Richter scale occur every day. 

Question:

1: what is the value of the tables?

a. they allow us to interpret the magnitude of earthquakes

b. they tell us to calculate the distance from

c.they record earthquakes all earthquakes

d. they release the energy of earthquakes 

Question: 

2: according to information in the passage what does the Richard scale record?

a. the distance from the epicenter

b. the amplitude of the largest trace

c. the degree of damage

d. the location of the epicenter

Questions:

3: The word standard in the paragraph could be replaced by

a.reliable

b.complex

c.conventional

d.abandoned

Question:

4: the word "undetected" used in the passage is the closest meaning to:

a. with no damage

b. with no notice

c. with no name

d. with no problem

Question:

5: The passage discusses all of the following in the explanation of the Richest scale except:

a. it was introduced in 1935

b. it was developed by an American Seismologist

c. It has a scale of 1 to 2

d. It measures the magnitude of earthquakes

*******

ND5-07-2023

Explanation

The students are subject to being treated like a child by their teachers.