You have eight brief passages with 10 questions following each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives

There is a general consensus that ‘International Understanding’ need to be taught as a separate subject at the school stage as that would add to the curricular load which is already too heavy. Instead it should be woven into the curriculum and the numerous opportunities that present themselves while teaching normal school subjects may be intelligently and imaginatively used by the teacher to promote International Understanding.

The school subjects which can be most profitably used for this purpose are History, Geography, Civics, Economics, Sociology, Political Science, Social Sciences, Languages as well as Physical and Life Sciences. However, at the higher education level, international education can be prescribed as a separate subject of study. In fact, the present situation in India broadly conforms to this consensus so far as the school stage is concerned.

At the under-graduate and the post-graduate levels, courses of study in subjects like History, Geography, Economics, Political Science, International Relations, International Law and International Organization have been prescribed by most of the universities and these contain content which has a direct or indirect bearing on promoting UNESCO ideals

Which word from the passage is the opposite of the word – narrow?

Select the correctly spelt word.

Read the passage carefully and give the answer of following questions.
Like all visions, this one begins with a dream is of a stresses education system throughout India. That where there is stress it is the exception, not arising out of the system but out of some aberration or other. The extension of that dream is that the children, -thus growing up free will feel better disposed to arrive at the ultimate point of all living, the giving and receiving of love without limits. That growing up in such an atmosphere they become effortlessly harbingers of peace to the world, which is what it seems India used to be in Vedic times. But whatever about the nation's role in the world tomorrow, what is needed is such relationships as both arise out of and strengthen a deep sense of meaning, of self-confidence, of focus, and above all, of peace.
 We want that, for our kids, their reach should exceed their grasp, that the accomplishment of goals be only challenges to greater things, that sensing final arrival is either an illusion or an indication that the dream was itself originally petty. We went that they be open to the impossible, the barely imaginable, the almost magical.

How will the world be benefited by the loving nature with which children will grow up and communicate with others?

Read the given passage and answer the questions that follow.

Her name was Sulekha, but since her childhood everyone had been calling her Bholi, the simpleton. She was the fourth daughter of Ramlal. When she was ten months old, she had fallen off the cot on her head and perhaps it had damaged some part of her brain. That was why she remained a backward child and came to be known as Bholi, the simpleton. At birth, the child was very fair and pretty. But when she was two years old, she had an attack of smallpox. Only the eyes were saved, but the entire body was permanently disfigured by deep black pockmarks. Little Sulekha could not speak till she was five as she was a slow learner, and when at last she learnt to speak, she stammered. The other children often made fun of her and mimicked her. As a result, she talked very little. Ramlal had seven children — three sons and four daughters, and the youngest of them was Bholi. It was a prosperous farmer’s household and there was plenty to eat and drink. All the children except Bholi were healthy and strong. The sons had been sent to the city to study in schools and later in colleges. Of the daughters, Radha, the eldest, had already been married. The second daughter Mangla’s marriage had also been settled, and when that was done, Ramlal would think of the third, Champa. They were good-looking, healthy girls, and it was not difficult to find bridegrooms for them. But Ramlal was worried about Bholi. She had neither good looks nor intelligence. From her very childhood Bholi was neglected at home. She was seven years old when Mangla was married. The same year a primary school for girls was opened in their village. The Tehsildar sahib came to perform its opening ceremony. He said to Ramlal, “As a revenue official you are the representative of the government in the village and so you must set an example to the villagers. You must send your daughters to school.” That night when Ramlal consulted his wife, she cried, “Are you crazy? If girls go to school, who will marry them?” But Ramlal had not the courage to disobey the Tehsildar. At last his wife said, “I will tell you what to do. Send Bholi to school. As it is, there is little chance of her getting married, with her ugly face and lack of sense. Let the teachers at school worry about her.”

The word ‘disfigured’ suggests that Bholi’s looks were:

Directions: Read the following passage carefully and choose the best answer to each question out of the four alternatives.

The most logical and intelligent people seem to go berserk when talking about snakes. Recently a reputed scientist said with a wise look in his eyes that sand boas have two heads. The other day someone walked into my office and stated that in his village at least cobras mate with rat snakes. About other places he was not sure, he added modestly, but that was how it was in his village.

These stories about snakes are myths. Sand boas have only one head; vine snakes do not peck your eyes out; no snake will drink milk. But it is interesting to try and trace the origin of these untruths. The one about the sand boas two heads obviously exists because the short, stumpy tail of this snake looks remarkably like the head, an effective device to fool predators. Or take the one about vine snakes pecking at eyes. It was ‘probably started by a vine snake that had a bad aim, as snakes, when provoked, will bite the most prominent projection of the offender, which is usually the nose.

But the most interesting one is about snakes coming to the scene of killing to take revenge. It so happens that when injured or under stress, a snake exudes, a large quantity of musk. Musk is a powerful sex attractant, the snakes’ equivalent of after-shave lotion. So after a snake is killed, the ground around still has this smell and naturally a snake of the same species passing by will lick its lips and come to investigate. The killer of the snake, who is probably worried if the pooja he performed was adequate to liquidate the killing of a snake, sees the second snake and is convinced that it was not.

The Irula tribals have a good answer to the query about whether cobras have jewels in their heads; “If they did, we wouldn’t be snake catchers, we would be rajas!”

In the passage, liquidate means

Read the passage given below and answer the questions that follow.

It is well accorded that COVID-19 extracts a huge toll on the mental health of patients and leaves behind a slew of neurological sequelae in its wake. However, what is alarming is the wide gamut of mental and neurological disorders seen even in those with milder symptoms. Such patients frequently reported being anxious, depressed and having difficulty in sleeping. A higher incidence of frank psychosis manifesting as disorganization of thought processes and personality disorders was also reported. Many survivors of COVID19 had to battle substance abuse in its immediate aftermath. There was a steep increase in the amount of alcohol consumed by regular drinkers. Persons who had stopped smoking and consuming alcohol resumed their habit in disconcerting numbers.

The occurrence of neurodegenerative disorders like Parkinsonism is concerning as this would bring longterm disability in the form of impaired mobility and memory decline. It has been hypothesized that the causative mechanism for many of the neurological conditions due to COVID-19 may be the direct invasion of the nervous system by the virus, an increased tendency to blood clotting or an exaggerated immune response by the body. Various other factors like pre-existing psychiatric illness, prolonged quarantine, perceived lack of organizational support, and social stigma are risk factors. Anxiety, Nervousness, and Posttraumatic stress disorder are often fuelled by fear of infecting other family members, physical distancing, loneliness, and ________ at home in cramped quarters.

The pandemic has radically transformed the way businesses function and services delivered. Remote working disrupts a healthy-work life balance. Face to face contact and human interactions which were considered so essential for emotional well-being has taken a backseat. Lack of comforting physical contact like shaking hands and hugging friends is stressful and disconcerting. Online classes and home-schooling have placed a gargantuan burden both on students and parents. Lack of access to reliable computer hardware and spotty internet connections, particularly in rural areas and in the economically backward have created a new class divide. Children have been deprived of co-curricular activities, participation in group events and sports which is essential for their holistic development. Mental stress and fatigue have increased manyfold due to the rigours imposed by virtual learning.

Choose the most appropriate option to fill in the blank for the sentence given below.

Anxiety, Nervousness, and Post-traumatic stress disorder are often fuelled by fear of infecting other family members, physical distancing, loneliness, and ________ at home in cramped quarters.

Read the following passage carefully and give the answer of following questions.

Art both reflects and interprets the notion that produced it. Portraiture was the dominant theme of British painting up to the end of the eighteenth century because of a persistent demand for it. It would be unfair to say that human vanity and pride of possessions were the only reasons for this persistent demand, but certainly these motives played their part in shaping the course of British painting. Generally speaking, it is the artist's enthusiasm that accounts for the vitality of the picture, but it is the client who dictates its subject-matter. The history of national enthusiasms can be pretty accurately estimated by examining the subject-matter of a nation's art.
 There is one type of subject which recurs again and again in British painting of the late eighteenth century and the jart half of the nineteenth and which is hardly met with in the jart of any other country ---- the sporting picture, or rather the picture in which a love of outdoor life is directed into the channel of sport. The sporting picture is really an extension of the conversation piece. In it the emphasis is even more firmly based on the descriptive side of painting. It made severe demands on the artist and it must be-confessed that painters capable of satisfying these demands were rare. The ability to paint a reasonably convincing landscape is not often combined with the necessary knowledge of horses and dogs in movement and the power to introduce a portrait when necessary. To weld such diverse elements into a satisfactory aesthetic unity requires exceptional ability. It is not surprising, therefore, that while sporting pictures abound in England, especially in the private collections of country squires, not many of them are of real importance as works of art. What makes the sporting picture worth noting in, a history of British painting is the fact that it is as truly indigenous and as truly popular a form of art in England as was the religious ikon in Russia.

In the history of English painting, the sporting picture is worth noting because-

Directions : Read the following passages carefully and choose the best answer to each question out of the four alternatives. 

For months the old tanker, African Queen , lay turned over on her side, stuck fast in the sands off the coast of Maryland. She had run aground so badly that her owners had decided to leave her to her fate. It was considered impossible to refloat her and the ship began to rust and sink deeper and deeper into the sands. Men frequently came out in small boats and removed any parts that could be sold-until two men decided to attempt the impossible : to float the African Queen once more. Both men were engineers and had no experience of ships so that few people thought they could succeed. 

The men began by studying the exact state of the African Queen and came to the conclusion that she would float again if air was pumped into the tanks which were now full of sea-water. A diver was sent down to examine the underside of the ship. In the cold, dark water he found an enormous hole in her side which had been torn when the ship ran aground. It was plain that nothing could be done until the hole was repaired. As no single sheet of steel would cover it, the men were obliged to order a great number of sheets which had to be joined together. For several weeks divers worked continually to close the hole. At times, the sea was so rough that it was difficult to go down; and on more than one occasion, they had to contend with sharks. 

At last the hole was covered and the men began to pump the sea-water out of the ship’s tanks. It seemed as if they were bound to succeed, for when the tanks were full of air, the African Queen began to stir in the water. The men could not understand why she still would not float until they discovered that her rudder was embedded in mud. Huge cranes were brought to haul the sunken rudder out and the ship was again afloat. By this time, the men were almost exhausted. They had worked ceaselessly for three months to save the African Queen and had succeeded when everyone thought they would fail. Now they stood on the bridge of the ship, tired but proud, as tugs brought the African Queen into the harbour. 

The part of the ship used for steering is called