In the following passage, some words have been deleted. Fill in the blanks with the help of the options given. Select the most appropriate option for each blank.

Recently, there was a news report about a man who tried to catch a robber but suffered a hip (1)______ in the process. The victim was a plumber and he was (2)______ in the hall outside the bedroom. He had left the bedroom door open for better ventilation. (3)______ two hours after midnight, he heard some noise from the bedroom. When he went in to check, he found a man (4)______ open the cupboard and taking away jewellery and cash. On seeing him, the robber tried to escape and jumped from the second floor. The plumber (5)______ the robber and jumped after him. Unfortunately, he hit a concrete wall and broke his hip; he was rushed to a nearby hospital. The robber managed to escape.

Select the most appropriate option to fill in blank no. 5.

In the following passage, some words have been deleted. Read the passage carefully and select the most appropriate option to fill in each blank.

The Union Budget, 2018-19, has proposed to treat school education holistically without (1)__________ from pre-nursery to Class 1b: Samagra Shiksha - an overarching programme for the school education sector extending from pre-school to class 12 has been, therefore, (2) ______ with the broader goal of improving school effectiveness measured in terms of equal opportunities (3) _______ schooling and equitable learning outcomes. The Goal SDG-4.1 states that, “By 2030, ensure that all boys and girls complete free, equitable and quality primary and secondary education (4) _______ to relevant and effective learning outcomes”. Further the SDG 4.5 states that, “By 2030, eliminate gender (5)___________ in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations”.

Select the most appropriate option to fill blank 5.

Read the given passage and answer the questions that follow.

Santiniketan embodies Rabindranath Tagore’s vision of a place of learning that is unfettered by religious and regional barriers. Established in 1863 with the aim of helping education go beyond the confines of the classroom, Santiniketan grew into the Visva Bharati University in 1921, attracting some of the most creative minds in the country.

He developed a curriculum that was a unique blend of art, human values and cultural interchange. Even today, in every step, in every brick and in every tree at Santiniketan, one can still feel his presence, his passion, his dedication and his pride in the institution. In 1862, Maharishi Debendranath Tagore, father of Rabindranath, was taking a boat ride through Birbhum, the westernmost corner of Bengal, when he came across a landscape that struck him as the perfect place for meditation. He bought the large tract of land and built a small house and planted some saplings around it. Debendranath Tagore decided to call the place Santiniketan, or the ‘abode of peace’, because of the serenity it brought to his soul. In 1863, he turned it into a spiritual centre where people from all religions, castes and creeds came and participated in meditation.

In the years that followed, Debendranath’s son Rabindranath went on to become one of the most formidable literary forces India has ever produced. He wrote in all literary genres but he was first and foremost a poet. As one of the earliest educators to think in terms of the global village, he envisioned an education that was deeply rooted in one’s immediate surroundings but connected to the cultures of the wider world.

Located in the heart of nature, the school aimed to combine education with a sense of obligation towards the larger civic community. Blending the best of western and traditional eastern systems of education, the curriculum revolved organically around nature with classes being held in the open air. Tagore wanted his students to feel free despite being in the formal learning environment of a school, because he himself had dropped out of school when he found himself unable to think and felt claustrophobic within the four walls of a classroom. Nature walks and excursions were a part of the curriculum, special attention was paid to natural phenomena and students were encouraged to follow the life cycles of insects, birds and plants.

The rural paradise of Santiniketan, Tagore’s erstwhile home, has become a thriving centre of art, education and internationalism over the years.

Tagore’s ‘erstwhile’ home means:

Directions: Rearrange the following five sentences/group of sentences (A), (B), (C), (D) and (E) in the proper sequence to form a meaningful paragraph, then answer the questions given below them.

A. The bear saved himself from the bees by jumping into a nearby pond.
B. This act by the little bee made the bear very angry and he was determined to destroy the nest of bees inside.
C. As he came closer to inspect, a single little bee flew out of the log to protect the swarm and stung him sharply on the nose.
D. This only alerted the bees and quick as a wink, the entire swarm of bees flew out of the log and began to sting the bear from head to heel.
E. A bear came across a log where a swarm of bees had nested to make their honey.

Which sentence should come in the THIRD place after rearrangement?

Directions : You have a passage with 10 questions. Read the passage carefully and choose the best answer to each question out of the four alternatives.

Long ago men spent most of their time looking for food. They ate anything they could find. Some lived mostly on plants. They ate the fruit, stems, and leaves of some plants and the roots of others. When food was scarce, they ate the bark of trees. If they were lucky, they would find a bird’s nest with eggs. People who lived near the water ate fish or anything that washed ashore, even rotten whales. Some people also ate insects and small animals like lizards that were easy to kill.

Later, men learned to make weapons. With weapons, they could kill larger animals for meat. These early people had big appetites. If they killed an animal, they would drink the blood, eat the meat, and chew the bones. When they finished the meal, there was nothing left.

At first men wandered from place to place to find their food. But when they began to grow plants, they stayed in one place and ate what they could grow. They tamed animals, trained them to work, and killed them for meat. Life was a little better then, but there was still not much variety in their meals. Day after day people ate the same food.

Gradually men began to travel greater distances. The explorers who sailed unknown seas found new lands. And in these lands they found new food and spices and took them back home.

The Portuguese who sailed around the stormy Cape of Good Hope to reach China took back “Chinese apples”, the fruit we call oranges today. Later, Portuguese colonists carried orange seeds to Brazil. From Brazil oranges were brought to California, the first place to grow oranges in the United States. Peaches and melons also came from China. So did a new drink, tea.

What did men eat if there was shortage of food? 

Read the following passage and answer the questions given after it.

Wetlands are amongst the most productive ecosystems on the Earth and provide many important services to human society. They exhibit enormous diversity according to their genesis, geographical location, water regime and chemistry, dominant species, and soil and sediment characteristics. Globally, the areal extent of wetland ecosystems ranges from 917 million hectares (m ha) to more than 1275 m ha. One of the first widely used wetland classifications systems, devised by Cowardin et al., 1979, categorized wetlands into marine (coastal wetlands), estuarine (including deltas, tidal marshes, and mangrove swamps), lacustrine (lakes), riverine (along rivers and streams), and palustrine ( marshes, swamps and bogs) based on their hydrological, ecological and geological characteristics.

Ramsar Convention on Wetlands was an international treaty signed in 1971. Overall, 1052 sites in Europe; 289 sites in Asia; 359 sites in Africa; 175 sites in South America; 211 sites in North America; and 79 sites in Oceania region have been identified as Ramsar sites or wetlands of International importance.

As per the Ramsar Convention definition most of the natural water bodies (such as rivers, lakes, coastal lagoons, mangroves, peat land, coral reefs) and man- made wetlands (such as ponds, farm ponds, irrigated fields, sacred groves, salt pans, reservoirs, gravel pits, sewage farms and canals) in India constitute the wetland ecosystem distributed in different geographical regions ranging from Himalayas to Deccan plateau. As of February, 2022, India has 49 Ramsar sites covering an area of 10,93,636 hectares, the highest in South Asia. As per the estimates, India has about 757.06 thousand wetlands with a total wetland area of 15.3 m ha, accounting for nearly 4.7% of the total geographical area of the country . Out of this, areas under inland wetlands accounts for 69%, coastal wetlands 27%, and other wetlands (smaller than 2.25 ha) 4%.

Gujarat has the highest proportion (17.5%) and Mizoram has the lowest proportion (0.66%) of the area under wetlands. Among Union Territories, Lakshadweep has the highest proportion (around 96%) and Chandigarh has the least proportion (3%) of geographical area under wetlands.

Match the continents with the number of Ramsar sites.

continents no. of Ramsar sites

a. North America 1. 1052 sites

b. Europe 2. 211sites

c. Africa 3. 289 sites

d. Asia 4. 359 sites

Select the most appropriate antonym of the given word.

CONDENSE

Select the most appropriate option to substitute the underline segment in the given sentence.
 My sincerity and patience drove me through all odds and problems of life