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Agenda

Session Date Time Speakers

Smart Test Taking Strategies 12-Aug 10:00 AM Shivku, Raviteja & Sazeal

Smart VARC Cracker 12-Aug 2:00 PM Gejo

Smart Quant Cracker 13-Aug 10:00 AM GP

Smart DILR Cracker 13-Aug 2:00 PM ARKSS


This presentation, along with my annotations, will be shared with you on Monday.

So, close your books and open your minds!


What I can do…

By the end of this session, you will understand how to leverage CAT's own structure
and content for your prep. You will leave with practical strategies to enhance your
verbal ability and reading comprehension skills for success in the CAT
What I cannot do…

I cannot create magic and increase your score in just 2 hours. Consistent practice,
dedication, and application of these strategies over next 90 days will be key to your
success in the CAT
The Pedagogy

My teaching strategy for CAT VARC is built on the principle of:


KISS - Keep It Simple, Soldier.

This approach emphasizes the importance of focusing on the fundamentals,


understanding the basics, and avoiding unnecessary complications. By keeping our
strategies simple and clear, we can more effectively navigate the challenges of the
CAT examination. Remember, success doesn't always come from complexity; often,
simplicity leads the way
Flow
1. Scoring Savvy: Decoding CAT VARC for Ultimate Understanding.
2. VA Velocity: Turbocharge Your Percentile with Verbal Ability Techniques.
3. RC Resurgence: Elevate Your Understanding & Performance in Reading Comprehension.
4. Race to 99 Plan: Crafting a 90-Day Plan for Dramatic Uplift.
CAT's Own Wisdom: Learn Straight from the Test
Flow
1. Scoring Savvy: Decoding CAT VARC for Ultimate Understanding.
2. VA Velocity: Turbocharge Your Percentile with Verbal Ability Techniques.
3. RC Resurgence: Elevate Your Understanding & Performance in Reading Comprehension.
4. Race to 99 Plan: Crafting a 90-Day Plan for Dramatic Uplift.
The CAT VARC

• Passage Comprehension

• Paragraph Comprehension
• Paragraph Summary
• Paragraph Jumble
• Paragraph Completion
VARC Percentile Rank vs Scaled Score
CAT 2022 [24 Qs] CAT 2021 [24 Qs] CAT 2020 [26 Qs]
Percentile Scaled Percentile Scaled Percentile Scaled
Net Qs Net Qs Net Qs
Rank Score Rank Score Rank Score
99.50 43 14 99.50 49 16 99.50 45 15
99.00 39 13 99.00 45 15 99.00 42 14
97.00 32 11 97.00 38 13 97.00 36 12
95.00 28 9 95.00 34 11 95.00 32 11
90.00 23 8 90.00 28 9 90.00 28 9
85.00 20 7 85.00 24 8 85.00 24 8
80.00 18 6 80.00 22 7 80.00 21 7
75.00 16 5 75.00 19 6 75.00 19 6
70.00 13 4 70.00 17 6 70.00 17 6
60.00 10 3 60.00 14 5 60.00 14 5
50.00 8 2 50.00 12 4 50.00 12 4
VARC Percentile Rank vs Scaled Score
CAT 2022 [24 Qs]
Percentile Scaled
Net Qs
Rank Score
99.50 43 14
99.00 39 13
97.00 32 11
95.00 28 9
90.00 23 8
85.00 20 7
80.00 18 6
75.00 16 5
70.00 13 4
60.00 10 3
50.00 8 2
%Accuracy Map
ATTEMPT vs ACCURACY
Percentile Scaled
24 out 24 20 out of 24 16 out of 24
Rank Score
99.50 43 70% 79% 92%
99.00 39 66% 74% 86%
97.00 32 58% 65% 75%
95.00 28 54% 60% 69%
90.00 23 49% 54% 61%
85.00 20 46% 50% 56%
80.00 18 44% 48% 53%
75.00 16 42% 45% 50%
70.00 13 39% 41% 45%
60.00 10 35% 38% 41%
50.00 8 33% 35% 38%
75% Accuracy 48 Score 99.9%ile
4 RCs + VA 24 Questions
50% Accuracy 24 Score 93.0%ile

75% Accuracy 40 Score 99.0%ile


Game Plan

3 RCs + VA 20 Questions
50% Accuracy 20 Score 85.0%ile

75% Accuracy 32 Score 97.0%ile


2RCs + VA 16 Questions
50% Accuracy 16 Score 75.0%ile

75% Accuracy 32 Score 97.0%ile


4 RCs 16 Questions
50% Accuracy 16 Score 75.0%ile
The Game Plan…
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
CAT 2022 (S2) Attempt vs Accuracy (based on aspi data)
100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24
%Attempt 78% 60% 77% 73% 54% 52% 54% 46% 40% 50% 41% 43% 34% 32% 23% 32% 69% 75% 60% 65% 69% 51% 59% 64%
%Accuracy 84% 38% 67% 46% 45% 32% 52% 71% 17% 59% 37% 46% 75% 74% 51% 28% 56% 47% 33% 64% 29% 33% 8% 44%
PJ PC PS PS PJ PS PJ PC
Octopuses Engineering Music Philosophy of
Problems Social Sciences
R.E.D. Strategy
Flow
1. Scoring Savvy: Decoding CAT VARC for Ultimate Understanding.
2. VA Velocity: Turbocharge Your Percentile with Verbal Ability Techniques.
3. RC Resurgence: Elevate Your Understanding & Performance in Reading Comprehension.
4. Race to 99 Plan: Crafting a 90-Day Plan for Dramatic Uplift.
%Accuracy Map

Percentile Scaled 8 VA
Rank Score Questions
99.50 43
99.00 39
97.00 32
95.00 28
90.00 23 8/8 correct
85.00 20 7/8 correct
80.00 18
75.00 16 6/8 Correct
70.00 13 5/8 Correct
60.00 10
50.00 8 4/8 Correct
Let’s first learn a few principles…
The 3 Pillars

UNITY
Consistent focus on a single main idea

COHERENCE
Logical arrangement of Ideas

COHESION
Linguistic devices to connect Ideas
There are reasons for optimists to hope due to progress on
cleaner sources of renewable energy, especially solar power.
Around 2010, solar energy generation accounted for less than
1 per cent of the electricity generated by humanity. But
experts believe that, by 2027, due to falling costs, better
technology and exponential growth in new installations, solar
power will become the largest global energy source for
producing electricity. If progress on renewables continues, we
might find a way to resolve the warming problem linked to
greenhouse gas emissions. By 2050, large-scale societal and
ecological changes might have helped us avoid the worst
consequences of our extensive use of fossil fuels.
1. There are reasons for optimists to hope due to progress on
cleaner sources of renewable energy, especially solar
power.

2. Around 2010, solar energy generation accounted for less


than 1 per cent of the electricity generated by humanity.

3. But experts believe that, by 2027, due to falling costs, better


technology and exponential growth in new installations,
solar power will become the largest global energy source
for producing electricity.

4. If progress on renewables continues, we might find a way to


resolve the warming problem linked to greenhouse gas
emissions.

5. By 2050, large-scale societal and ecological changes might


have helped us avoid the worst consequences of our
extensive use of fossil fuels.
The 3 Pillars

UNITY
Consistent focus on a single main idea

COHERENCE
Logical arrangement of Ideas

COHESION
Linguistic devices to connect Ideas
Para Jumbles
The Plan…
The four sentences (labelled 1, 2, 3 and 4) below, when properly sequenced, would
yield a coherent paragraph. Decide on the proper sequencing of the order of the
sentences and key in the sequence of the four numbers as your answer:
1. Women may prioritize cooking because they feel they alone are responsible for
mediating a toxic and unhealthy food system.
2. Food is commonly framed through the lens of individual choice: you can
choose to eat healthily.
3. This is particularly so in a neoliberal context where the state has transferred
the responsibility for food onto individual consumers.
4. The individualized framing of choice appeals to a popular desire to experience
agency, but draws away from the structural obstacles that stratify individual
food choices.
Food and Femininity
By Kate Cairns, Josée Johnston

1. Women may prioritize cooking because


they feel they alone are responsible for
mediating a toxic and unhealthy food
system.
2. Food is commonly framed through the
lens of individual choice: you can choose
to eat healthily.
3. This is particularly so in a neoliberal
context where the state has transferred
the responsibility for food onto individual
consumers.
4. The individualized framing of choice
appeals to a popular desire to experience
agency, but draws away from the
structural obstacles that stratify individual
food choices.
The four sentences (labelled 1, 2, 3 and 4) below, when properly sequenced, would
yield a coherent paragraph. Decide on the proper sequencing of the order of the
sentences and key in the sequence of the four numbers as your answer:
1. From chemical pollutants in the environment to the damming of rivers to
invasive species transported through global trade and travel, every
environmental issue is different and there is no single tech solution that can
solve this crisis.
2. Discourse on the threat of environmental collapse revolves around cutting
down emissions, but biodiversity loss and ecosystem collapse are caused by
myriad and diverse reasons.
3. This would require legislation that recognises the rights of future generations
and other species that allows the judiciary to uphold a much higher standard of
environmental protection than currently possible.
4. Clearly, our environmental crisis requires large political solutions, not minor
technological ones, so, instead of focusing on infinite growth, we could
consider a path of stable-state economies, while preserving markets and
healthy competition.
Para Completion | Sentence Placement
The Plan…
There is a sentence that is missing in the paragraph below. Look at the paragraph
and decide in which blank (option 1, 2, 3, or 4) the following sentence would best
fit.
Sentence: Most were first-time users of a tablet and a digital app.
Paragraph: Aage Badhein’s USP lies in the ethnographic research that constituted
the foundation of its development process. Customizations based on learning
directly from potential users were critical to making this self-paced app suitable for
both a literate and non-literate audience. ___(1)___ The user interface caters to a
Hindi-speaking audience who have minimal to no experience with digital services
and devices. ___(2)___ The content and functionality of the app are suitable for a
wide audience. This includes youth preparing for an independent role in life or a
student ready to create a strong foundation of financial management early in her
life. ___(3)___ Household members desirous of improving their family’s financial
strength to reach their aspirations can also benefit. We piloted Aage Badhein in
early 2021 with over 400 women from rural areas. ___(4)___ The digital solution
generated a large amount of interest in the communities.
(1) Option 1
(2) Option 2
(3) Option 3
(4) Option 4
There is a sentence that is missing in the paragraph below. Look at the paragraph
and decide in which blank (option 1, 2, 3, or 4) the following sentence would best
fit.
Sentence: This was years in the making but fast-tracked during the pandemic,
when “people started being more mindful about their food”, he explained.
Paragraph: For millennia, ghee has been a venerated staple of the subcontinental
diet, but it fell out of favour a few decades ago when saturated fats were largely
considered to be unhealthy. ___(1)___ But more recently, as the thinking around
saturated fats is shifting globally, Indians are finding their own way back to this
ingredient that is so integral to their cuisine. ___(2)___ For Karmakar, a renewed
interest in ghee is emblematic of a return-to-basics movement in India. ___(3)___
This movement is also part of an overall trend towards “slow food”. In keeping with
the movement’s philosophy, ghee can be produced locally (even at home) and has
inextricable cultural ties. ___(4)___ At a basic level, ghee is a type of clarified butter
believed to have originated in India as a way to preserve butter from going rancid
in the hot climate.
(1) Option 1
(2) Option 2
(3) Option 3
(4) Option 4
Para Summary
What is a wrong answer?
Broad options: Options that are too
general or not specific enough to
answer the question.

Extreme options: Options that use


language that is absolute, such as
"always" or "never," which is unlikely to
be true.

Alien options: Options that


introduce new, unrelated concepts
that are not mentioned or implied in
the passage.

Side-Track options: Options that


include information that is true but not
directly related to the question or
intended answer.

Tone Mismatch options: Options


that are inconsistent with the author's
intended tone or attitude.
Several of the world’s earliest cities were organised along egalitarian lines. In
some regions, urban populations governed themselves for centuries without any
indication of the temples and palaces that would later emerge; in others, temples
and palaces never emerged at all, and there is simply no evidence of a class of
administrators or any other sort of ruling stratum. It would seem that the mere fact
of urban life does not, necessarily, imply any particular form of political
organization, and never did. Far from resigning us to inequality, the picture that is
now emerging of humanity’s past may open our eyes to egalitarian possibilities we
otherwise would have never considered.
(1) We now have the evidence in support of the existence of an egalitarian urban
life in some ancient cities, where political and civic organisation was far less
hierarchical.
(2) Contrary to our assumption that urban settlements have always involved
hierarchical political and administrative structures, ancient cities were not
organised in this way.
(3) The lack of hierarchical administration in ancient cities can be deduced by the
absence of religious and regal structures such as temples and palaces.
(4) The emergence of a class of administrators and ruling stratum transformed
the egalitarian urban life of ancient cities to the hierarchical civic
organisations of today.
Today, many of the debates about behavioural control in the age of big data echo
Cold War-era anxieties about brainwashing, insidious manipulation and repression
in the ‘technological society’. In his book Psychopolitics, Han warns of the
sophisticated use of targeted online content, enabling ‘influence to take place on a
pre-reflexive level’. On our current trajectory, “freedom will prove to have been
merely an interlude.” The fear is that the digital age has not liberated us but
exposed us, by offering up our private lives to machine-learning algorithms that
can process masses of personal and behavioural data. In a world of influencers
and digital entrepreneurs, it’s not easy to imagine the resurgence of a culture
engendered through disconnect and disaffiliation, but concerns over the threat of
online targeting, polarisation and big data have inspired recent polemics about the
need to rediscover solitude and disconnect.
(1) The notion of freedom and privacy is at stake in a world where artificial
intelligence is capable of influencing behaviour through data gathered online.
(2) The role of technology in influencing public behaviour is reminiscent of the
manner in which behaviour was manipulated during the Cold War.
(3) Rather than freeing us, digital technology is enslaving us by collecting
personal information and influencing our online behaviour.
(4) With big data making personal information freely available, the debate on the
nature of freedom and the need for privacy has resurfaced.
The VA Game Plan…
Flow
1. Scoring Savvy: Decoding CAT VARC for Ultimate Understanding.
2. VA Velocity: Turbocharge Your Percentile with Verbal Ability Techniques.
3. RC Resurgence: Elevate Your Understanding & Performance in Reading Comprehension.
4. Race to 99 Plan: Crafting a 90-Day Plan for Dramatic Uplift.
R..R..R… | BEAST
The Questions…

• All of the following are examples of the negative outcomes of


focusing on technical ideals in the medical sphere EXCEPT
the:
• We can infer that the author would approve of a more
evolved engineering pedagogy that includes all of the
following EXCEPT:
• In this passage, the author is making the claim that:
• The author gives all of the following reasons for why
marginalised people are systematically discriminated against
in technology-related interventions EXCEPT:
• 516 words
• 15.1 Flesch Kincaid Grade Level
When we teach engineering problems now, we ask students to come to a single “best” solution defined by technical
ideals like low cost, speed to build, and ability to scale. This way of teaching primes students to believe that their
decision-making is purely objective, as it is grounded in math and science. This is known as technical-social dualism,
the idea that the technical and social dimensions of engineering problems are readily separable and remain distinct
throughout the problem-definition and solution process.
Nontechnical parameters such as access to a technology, cultural relevancy or potential harms are deemed political
and invalid in this way of learning. But those technical ideals are at their core social and political choices determined
by a dominant culture focused on economic growth for the most privileged segments of society. By choosing to
downplay public welfare as a critical parameter for engineering design, we risk creating a culture of disengagement
from societal concerns amongst engineers that is antithetical to the ethical code of engineering.
In my field of medical devices, ignoring social dimensions has real consequences…. Most FDA-approved drugs are
incorrectly dosed for people assigned female at birth, leading to unexpected adverse reactions. This is because they
have been inadequately represented in clinical trials.
Beyond physical failings, subjective beliefs treated as facts by those in decision-making roles can encode social
inequities. For example, spirometers, routinely used devices that measure lung capacity, still have correction factors
that automatically assume smaller lung capacity in Black and Asian individuals. These racially based adjustments are
derived from research done by eugenicists who thought these racial differences were biologically determined and
who considered nonwhite people as inferior. These machines ignore the influence of social and environmental factors
on lung capacity.
Many technologies for systemically marginalized people have not been built because they were not deemed important
such as better early diagnostics and treatment for diseases like endometriosis, a disease that afflicts 10 percent of
people with uteruses. And we hardly question whether devices are built sustainably, which has led to a crisis of
medical waste and health care accounting for 10 percent of U.S. greenhouse gas emissions.
Social justice must be made core to the way engineers are trained. Some universities are working on this….
Engineers taught this way will be prepared to think critically about what problems we choose to solve, how we do so
responsibly and how we build teams that challenge our ways of thinking.
Individual engineering professors are also working to embed societal needs in their pedagogy. Darshan Karwat at the
University of Arizona developed activist engineering to challenge engineers to acknowledge their full moral and social
responsibility through practical self-reflection. Khalid Kadir at the University of California, Berkeley, created the
popular course Engineering, Environment, and Society that teaches engineers how to engage in place-based
knowledge, an understanding of the people, context and history, to design better technical approaches in
collaboration with communities. When we design and build with equity and justice in mind, we craft better solutions
that respond to the complexities of entrenched systemic problems.
When we teach engineering problems now, we ask students to come to a single “best” solution defined by technical 1. All of the following are examples of the negative
ideals like low cost, speed to build, and ability to scale. This way of teaching primes students to believe that their outcomes of focusing on technical ideals in the
decision-making is purely objective, as it is grounded in math and science. This is known as technical-social dualism, medical sphere EXCEPT the:
the idea that the technical and social dimensions of engineering problems are readily separable and remain distinct (1) neglect of research and development of
throughout the problem-definition and solution process. medical technologies for the diagnosis and
Nontechnical parameters such as access to a technology, cultural relevancy or potential harms are deemed political treatment of diseases that typically afflict
and invalid in this way of learning. But those technical ideals are at their core social and political choices determined marginalised communities.
by a dominant culture focused on economic growth for the most privileged segments of society. By choosing to (2) continuing calibration of medical devices
downplay public welfare as a critical parameter for engineering design, we risk creating a culture of disengagement based on past racial biases that have
from societal concerns amongst engineers that is antithetical to the ethical code of engineering. remained unadjusted for changes.
In my field of medical devices, ignoring social dimensions has real consequences…. Most FDA-approved drugs are (3) exclusion of non-privileged groups in
incorrectly dosed for people assigned female at birth, leading to unexpected adverse reactions. This is because they clinical trials which leads to incorrect drug
have been inadequately represented in clinical trials. dosages.
(4) incorrect assignment of people as female
Beyond physical failings, subjective beliefs treated as facts by those in decision-making roles can encode social
at birth which has resulted in faulty drug
inequities. For example, spirometers, routinely used devices that measure lung capacity, still have correction factors
interventions.
that automatically assume smaller lung capacity in Black and Asian individuals. These racially based adjustments are
derived from research done by eugenicists who thought these racial differences were biologically determined and
who considered nonwhite people as inferior. These machines ignore the influence of social and environmental factors
on lung capacity.
Many technologies for systemically marginalized people have not been built because they were not deemed important
such as better early diagnostics and treatment for diseases like endometriosis, a disease that afflicts 10 percent of
people with uteruses. And we hardly question whether devices are built sustainably, which has led to a crisis of
medical waste and health care accounting for 10 percent of U.S. greenhouse gas emissions.
Social justice must be made core to the way engineers are trained. Some universities are working on this….
Engineers taught this way will be prepared to think critically about what problems we choose to solve, how we do so
responsibly and how we build teams that challenge our ways of thinking.
Individual engineering professors are also working to embed societal needs in their pedagogy. Darshan Karwat at the
University of Arizona developed activist engineering to challenge engineers to acknowledge their full moral and social
responsibility through practical self-reflection. Khalid Kadir at the University of California, Berkeley, created the
popular course Engineering, Environment, and Society that teaches engineers how to engage in place-based
knowledge, an understanding of the people, context and history, to design better technical approaches in
collaboration with communities. When we design and build with equity and justice in mind, we craft better solutions
that respond to the complexities of entrenched systemic problems.
When we teach engineering problems now, we ask students to come to a single “best” solution defined by technical 2. We can infer that the author would approve of a
ideals like low cost, speed to build, and ability to scale. This way of teaching primes students to believe that their more evolved engineering pedagogy that
decision-making is purely objective, as it is grounded in math and science. This is known as technical-social dualism, includes all of the following EXCEPT:
the idea that the technical and social dimensions of engineering problems are readily separable and remain distinct (1) making considerations of environmental
throughout the problem-definition and solution process. sustainability intrinsic to the development
Nontechnical parameters such as access to a technology, cultural relevancy or potential harms are deemed political of technological solutions.
and invalid in this way of learning. But those technical ideals are at their core social and political choices determined (2) a more responsible approach to technical
by a dominant culture focused on economic growth for the most privileged segments of society. By choosing to design and problem-solving than a focus
downplay public welfare as a critical parameter for engineering design, we risk creating a culture of disengagement on speed in developing and bringing to
from societal concerns amongst engineers that is antithetical to the ethical code of engineering. scale.
In my field of medical devices, ignoring social dimensions has real consequences…. Most FDA-approved drugs are (3) design that is based on the needs of
incorrectly dosed for people assigned female at birth, leading to unexpected adverse reactions. This is because they communities using local knowledge and
have been inadequately represented in clinical trials. responding to local priorities.
(4) moving towards technical-social dualism
Beyond physical failings, subjective beliefs treated as facts by those in decision-making roles can encode social
where social community needs are
inequities. For example, spirometers, routinely used devices that measure lung capacity, still have correction factors
incorporated in problem-definition and
that automatically assume smaller lung capacity in Black and Asian individuals. These racially based adjustments are
solutions.
derived from research done by eugenicists who thought these racial differences were biologically determined and
who considered nonwhite people as inferior. These machines ignore the influence of social and environmental factors
on lung capacity.
Many technologies for systemically marginalized people have not been built because they were not deemed important
such as better early diagnostics and treatment for diseases like endometriosis, a disease that afflicts 10 percent of
people with uteruses. And we hardly question whether devices are built sustainably, which has led to a crisis of
medical waste and health care accounting for 10 percent of U.S. greenhouse gas emissions.
Social justice must be made core to the way engineers are trained. Some universities are working on this….
Engineers taught this way will be prepared to think critically about what problems we choose to solve, how we do so
responsibly and how we build teams that challenge our ways of thinking.
Individual engineering professors are also working to embed societal needs in their pedagogy. Darshan Karwat at the
University of Arizona developed activist engineering to challenge engineers to acknowledge their full moral and social
responsibility through practical self-reflection. Khalid Kadir at the University of California, Berkeley, created the
popular course Engineering, Environment, and Society that teaches engineers how to engage in place-based
knowledge, an understanding of the people, context and history, to design better technical approaches in
collaboration with communities. When we design and build with equity and justice in mind, we craft better solutions
that respond to the complexities of entrenched systemic problems.
When we teach engineering problems now, we ask students to come to a single “best” solution defined by technical 3. In this passage, the author is making the claim
ideals like low cost, speed to build, and ability to scale. This way of teaching primes students to believe that their that:
decision-making is purely objective, as it is grounded in math and science. This is known as technical-social dualism,
(1) engineering students today are taught to
the idea that the technical and social dimensions of engineering problems are readily separable and remain distinct
focus on objective technical outcomes,
throughout the problem-definition and solution process. independent of the social dimensions of their
Nontechnical parameters such as access to a technology, cultural relevancy or potential harms are deemed political work.
and invalid in this way of learning. But those technical ideals are at their core social and political choices determined
(2) the objective of best solutions in engineering
by a dominant culture focused on economic growth for the most privileged segments of society. By choosing to
has shifted the focus of pedagogy from
downplay public welfare as a critical parameter for engineering design, we risk creating a culture of disengagement
humanism and social obligations to
from societal concerns amongst engineers that is antithetical to the ethical code of engineering.
technological perfection.
In my field of medical devices, ignoring social dimensions has real consequences…. Most FDA-approved drugs are (3) technical-social dualism has emerged as a
incorrectly dosed for people assigned female at birth, leading to unexpected adverse reactions. This is because they
technique for engineering students to
have been inadequately represented in clinical trials.
incorporate social considerations into their
Beyond physical failings, subjective beliefs treated as facts by those in decision-making roles can encode social technical problem-solving processes.
inequities. For example, spirometers, routinely used devices that measure lung capacity, still have correction factors
(4) engineering students today are trained to be
that automatically assume smaller lung capacity in Black and Asian individuals. These racially based adjustments are non-subjective in their reasoning as this best
derived from research done by eugenicists who thought these racial differences were biologically determined and
enables them to develop much-needed
who considered nonwhite people as inferior. These machines ignore the influence of social and environmental factors
universal solutions.
on lung capacity.
Many technologies for systemically marginalized people have not been built because they were not deemed important
such as better early diagnostics and treatment for diseases like endometriosis, a disease that afflicts 10 percent of
people with uteruses. And we hardly question whether devices are built sustainably, which has led to a crisis of
medical waste and health care accounting for 10 percent of U.S. greenhouse gas emissions.
Social justice must be made core to the way engineers are trained. Some universities are working on this….
Engineers taught this way will be prepared to think critically about what problems we choose to solve, how we do so
responsibly and how we build teams that challenge our ways of thinking.
Individual engineering professors are also working to embed societal needs in their pedagogy. Darshan Karwat at the
University of Arizona developed activist engineering to challenge engineers to acknowledge their full moral and social
responsibility through practical self-reflection. Khalid Kadir at the University of California, Berkeley, created the
popular course Engineering, Environment, and Society that teaches engineers how to engage in place-based
knowledge, an understanding of the people, context and history, to design better technical approaches in
collaboration with communities. When we design and build with equity and justice in mind, we craft better solutions
that respond to the complexities of entrenched systemic problems.
When we teach engineering problems now, we ask students to come to a single “best” solution defined by technical 4. The author gives all of the following reasons for
ideals like low cost, speed to build, and ability to scale. This way of teaching primes students to believe that their why marginalised people are systematically
decision-making is purely objective, as it is grounded in math and science. This is known as technical-social dualism, discriminated against in technology-related
the idea that the technical and social dimensions of engineering problems are readily separable and remain distinct interventions EXCEPT:
throughout the problem-definition and solution process. (1) “Beyond physical failings, subjective beliefs
Nontechnical parameters such as access to a technology, cultural relevancy or potential harms are deemed political treated as facts by those in decision-making
and invalid in this way of learning. But those technical ideals are at their core social and political choices determined roles can encode social inequities.”
by a dominant culture focused on economic growth for the most privileged segments of society. By choosing to (2) “These racially based adjustments are
downplay public welfare as a critical parameter for engineering design, we risk creating a culture of disengagement derived from research done by eugenicists
from societal concerns amongst engineers that is antithetical to the ethical code of engineering. who thought these racial differences were
biologically determined and who considered
In my field of medical devices, ignoring social dimensions has real consequences…. Most FDA-approved drugs are
nonwhite people as inferior.”
incorrectly dosed for people assigned female at birth, leading to unexpected adverse reactions. This is because they
have been inadequately represented in clinical trials. (3) “And we hardly question whether devices
are built sustainably, which has led to a crisis
Beyond physical failings, subjective beliefs treated as facts by those in decision-making roles can encode social of medical waste and health care accounting
inequities. For example, spirometers, routinely used devices that measure lung capacity, still have correction factors for 10 percent of U.S. greenhouse gas
that automatically assume smaller lung capacity in Black and Asian individuals. These racially based adjustments are emissions.”
derived from research done by eugenicists who thought these racial differences were biologically determined and
who considered nonwhite people as inferior. These machines ignore the influence of social and environmental factors (4) “But those technical ideals are at their core
social and political choices determined by a
on lung capacity.
dominant culture focused on economic
Many technologies for systemically marginalized people have not been built because they were not deemed important growth for the most privileged segments of
such as better early diagnostics and treatment for diseases like endometriosis, a disease that afflicts 10 percent of society.”
people with uteruses. And we hardly question whether devices are built sustainably, which has led to a crisis of
medical waste and health care accounting for 10 percent of U.S. greenhouse gas emissions.
Social justice must be made core to the way engineers are trained. Some universities are working on this….
Engineers taught this way will be prepared to think critically about what problems we choose to solve, how we do so
responsibly and how we build teams that challenge our ways of thinking.
Individual engineering professors are also working to embed societal needs in their pedagogy. Darshan Karwat at the
University of Arizona developed activist engineering to challenge engineers to acknowledge their full moral and social
responsibility through practical self-reflection. Khalid Kadir at the University of California, Berkeley, created the
popular course Engineering, Environment, and Society that teaches engineers how to engage in place-based
knowledge, an understanding of the people, context and history, to design better technical approaches in
collaboration with communities. When we design and build with equity and justice in mind, we craft better solutions
that respond to the complexities of entrenched systemic problems.
Flow
1. Scoring Savvy: Decoding CAT VARC for Ultimate Understanding.
2. VA Velocity: Turbocharge Your Percentile with Verbal Ability Techniques.
3. RC Resurgence: Elevate Your Understanding & Performance in Reading Comprehension.
4. Race to 99 Plan: Crafting a 90-Day Plan for Dramatic Uplift.
Flow
1. Launching Leap: Crafting a 90-Day Plan for Dramatic Uplift.
2. VA Velocity: Turbocharge Your Percentile with Verbal Ability Techniques.
3. RC Resurgence: Elevate Your Understanding & Performance in Reading Comprehension.
4. Race to 99 Plan: A Day-by-Day Guide to Ascend in VARC.
%Accuracy Map
ATTEMPT vs ACCURACY
Percentile Scaled
24 out 24 20 out of 24 16 out of 24
Rank Score
99.50 43 70% 79% 92%
99.00 39 66% 74% 86%
97.00 32 58% 65% 75%
95.00 28 54% 60% 69%
90.00 23 49% 54% 61%
85.00 20 46% 50% 56%
80.00 18 44% 48% 53%
75.00 16 42% 45% 50%
70.00 13 39% 41% 45%
60.00 10 35% 38% 41%
50.00 8 33% 35% 38%
Key Resources…
1. CAT Past Papers: Learning from the Source
2. Daily Doses: Building Skills and Confidence
3. Mock Tests: Perfecting Your Strategy
4. Reading Diversely: Broaden Your Horizon for VARC Success
Key Resources…
1. CAT Past Papers: Learning from the Source
2. Daily Doses: Building Skills and Confidence
3. Mock Tests: Perfecting Your Strategy
4. Reading Diversely: Broaden Your Horizon for VARC Success
Key Resources…
1. CAT Past Papers: Learning from the Source
2. Daily Doses: Building Skills and Confidence
3. Mock Tests: Perfecting Your Strategy
4. Reading Diversely: Broaden Your Horizon for VARC Success
Key Resources…
1. CAT Past Papers: Learning from the Source
2. Daily Doses: Building Skills and Confidence
3. Mock Tests: Perfecting Your Strategy
4. Reading Diversely: Broaden Your Horizon for VARC Success
Key Resources…
1. CAT Past Papers: Learning from the Source
2. Daily Doses: Building Skills and Confidence
3. Mock Tests: Perfecting Your Strategy
4. Reading Diversely: Broaden Your Horizon for VARC Success
Task-List
1 2 3 4
Sunday Read one article Take Mock Test Learn from CAT
Monday Read one article Daily Dose Analyse Mock Learn from CAT
Tuesday Read one article Daily Dose Analyse Mock Learn from CAT
Wednesday Read one article Daily Dose Take Section Test Learn from CAT
Thursday Read one article Daily Dose Analyse Section Test Learn from CAT
Friday Read one article Daily Dose Analyse Section Test Learn from CAT
Saturday Read one article Learn from CAT

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