Read the given passage and answer the questions that follow.

Chanhudaro was a tiny settlement (less than 7 hectares) as compared to Mohenjodaro (125 hectares), almost exclusively devoted to craft production, including bead-making, shellcutting, metal-working, seal-making and weight-making. The variety of materials used to make beads is remarkable: stones like carnelian (of a beautiful red colour), jasper, crystal, quartz and steatite; metals like copper, bronze and gold; and shell, faience and terracotta or burnt clay. Some beads were made of two or more stones, cemented together, some of stone with gold caps. The shapes were numerous – disc shaped, cylindrical, spherical, barrel-shaped, segmented. Some were decorated by incising or painting, and some had designs etched onto them.

Techniques for making beads differed according to the material. Steatite, a very soft stone, was easily worked. Some beads were moulded out of a paste made with steatite powder. This permitted making a variety of shapes, unlike the geometrical forms made out of harder stones. How the steatite micro bead was made remains a puzzle for archaeologists studying ancient technology. Archaeologists’ experiments have revealed that the red colour of carnelian was obtained by firing the yellowish raw material and beads at various stages of production. Nodules were chipped into rough shapes, and then finely flaked into the final form. Grinding, polishing and finally drilling completed the process. Specialised drills have been found at Chanhudaro, Lothal and more recently at Dholavira. Nageshwar and Balakot, both settlements are near the coast. These were specialised centres for making shell objects – including bangles, ladles and inlay – which were taken to other settlements. Similarly, it is likely that finished products (such as beads) from Chanhudaro and Lothal were taken to the large urban centres such as Mohenjodaro and Harappa.

Which of these statements is NOT true?

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.”

Why was Ramlal worried about Bholi?

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.

What ideal qualities should be nurtured in our ?

Directions: Read the passage given below and answer the questions that follow by choosing the correct/most appropriate options:

Coffee was first discovered in Eastern Africa in an area we know today as Ethiopia. A popular legend refers to a goat herder by the name of Kaldi, who observed his goats acting unusually friskily after eating berries from a bush. Curious about this phenomenon, Kaldi tried eating the berries himself. He found that these berries gave him _______ energy. The news of this energy-loaded fruit quickly moved throughout the region. Coffee berries were transported from Ethiopia to the Arabian Peninsula and were first cultivated in what today is the country of Yemen. Coffee remained a secret in Arabia before spreading to Turkey and then to the European continent by means of Venetian trade merchants.

Coffee was first eaten as food though later people in Arabia would make a drink out of boiling the beans for its narcotic effects and medicinal value. Coffee for a time was known as Arabian wine to Muslims who were banned from alcohol by Islam. It was not until after coffee had been eaten as a food product, a wine, and a medicine that it was discovered, probably by complete accident in Turkey, that by roasting the beans a delicious drink could be made. The roasted beans were first crushed and then boiled in water, creating an unrefined version of the beverage we enjoy today. The first coffee houses were opened in Europe in the 17th Century and in 1675, the Viennese established the habit of refining the brew by filtering out the grounds, sweetening it, and adding a dash of milk. If you were to explore the planet for coffee, you would find about 60 species of coffee plants growing wild in Africa, Malaysia, and other regions. But only about ten of them are actually cultivated. Of these ten, two species are responsible for almost all the coffee produced in the world: Coffea Arabica and Coffea Canephora (usually known as Robusta). Because of ecological differences existing among the various coffee-producing countries, both types have undergone many mutations and now exist in many subspecies.

Coffee plants need special conditions to give a satisfactory crop. The climate needs to be hot-wet or hot temperate, between the Tropic of Cancer and the Tropic of Capricorn, with frequent rains and temperatures varying from 15 to 25 Degrees C. The soil should be deep, hard, permeable, and well irrigated, with well-drained subsoil. The best lands are the hilly ones or just-tilled woods. The perfect altitude is between 600 and 1200 meters, though some varieties thrive at 2000-2200 meters. Cultivation aimed at protecting the plants at every stage of growth is needed. Sowing should be in sheltered nurseries from which, after about six months, the seedlings should be moved to plantations in the rainy season where they are usually alternated with other plants to shield them from wind and excessive sunlight.

Which of the following words is the synonym of the emboldened word in the given sentence?

The roasted beans were first crushed and then boiled in water, creating an unrefined version of the beverage we enjoy today.

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

The Celts who lived in Britain before the Roman invasion of 43 AD could be said to have created the first towns. Celts in southern England lived in hill forts, which were quite large settlements. (Some probably had thousands of inhabitants). They were places of trade, where people bought and sold goods and also places where craftsmen worked. The Romans called them oppida.

However, the Romans created the first settlements that were undoubtedly towns. Roman towns were usually laid out in a grid pattern. In the centre was the forum or market place. It was lined with public buildings. Life in Roman towns was highly civilized with public baths and temples.

From the 5th century Angles, Saxons and Jutes invaded England. At first, the invaders avoided living in towns. However, as trade grew some towns grew up. London revived by the 7th century (although the Saxon town was, at first, outside the walls of the old Roman town). Southampton was founded at the end of the 7th century. Hereford was founded in the 8th century. Furthermore, Ipswich grew up in the 8th century and York revived. However, towns were rare in Saxon England until the late 9th century. At that time, Alfred the Great created a network of fortified settlements across his kingdom called ‘burhs’. In the event of a Danish attack, men could gather in the local burh. However, burhs were more than forts. They were also market towns. Some burhs were started from scratch but many were created out of the ruins of old Roman towns. Places like Winchester rose, phoenix-like, from the ashes of history.

The thing that would strike us most about medieval towns would be their small size. Winchester, the capital of England, probably had about 8,000 people. At that time a 'large' town, like Lincoln or Dublin had about 4,000 or 5,000 inhabitants and a 'medium sized' town, like Colchester had about 2,500 people. Many towns were much smaller. However, during the 12th and 13th centuries most towns grew much larger. Furthermore, many new towns were created across Britain. Trade and commerce were increasing and there was a need for new towns. Some were created from existing villages but some were created from scratch. In those days you could create a town simply by starting a market. There were few shops so if you wished to buy or sell anything you had to go to a market. Once one was up and running, craftsmen and merchants would come to live in the area and a town would grow.

Who were the first creators of towns in England?

Directions: In the following passage, some of the words have been left out, each of which is indicated by a number. Find the suitable word from the options given against each number and fill up the blanks with appropriate words to make the paragraph meaningfully complete. Stanford economist Nicholas Bloom is a true believer, and like many true believers, he lets his message __(A) __ his evidence. Based on a single study of a Chinese travel agency, he __(B) __ declares working from home a “future-looking technology” with “enormous potential.”Not so fast.

Bloom’s study comes with serious limitations and is contradicted by a later Gallup report. However, while it is far too soon to draw broad __(C) __ from his findings, savvy business leaders can read between the lines and extract some valuable lessons for working ___(D) ___ with all employees. Bloom __(E) __ on China’s biggest travel agency, Ctrip, which wanted to expand while controlling office space costs. They __(F) __ a remote work trial, expecting that productivity would slip a little, but not enough to cancel out the savings. Instead, productivity shot up 13%, and attrition dropped 50%. When the work-from-home option was rolled out to the entire company and employees were given a choice, the productivity gains were 22%.

Question D

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

Pick out the name of the subject which deals with the study of society.

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.

What will be the benefits of children growing up as free individuals?