PASSAGE-1
Keshav and Yash lived in neighboring villages. Once, a fair was held nearby and they set off from their homes hoping to do some business there. Keshav filled his sack with cheap cotton, overlaid it with a layer of fine wool, and set off for the fair. Meanwhile Yash, collected some old clothes, put a layer of sheer cotton on top and made his way to the fair. Each stopped to rest under tree and got to talking. ―I have the finest wool in my sack,‖ boasted Keshav. Not to be outdone. Yash said, ―I have cotton of the most superior quality.
The two struck a deal. They would exchange their goods and since wool was more expensive, Yash would pay Keshav an extra rupee. But Yash had no money on him. So after agreeing to pay Keshav later, they went home, laughing at each other‘s folly. It did not take them long to discover that they had been duped. The next day, Keshav landed at Yash‘s house, ―You cheat! Give me my rupee at least.‖ Yash was untroubled by Keshav‘s word, ―Of course. But first help me find the treasure at the bottom of this well. We can divide it.‖ So Keshav went into the well. But each time Yash, hauled up the bucket Keshav had filled, he said, ―Oh! No treasure here. Try again.‖ Keshav soon realised he was being used as free labour to clean the well. So he gave a loud shout, ―Here is the treasure! Watch out it‘s heavy !‖ Yash was amazed that there actually was treasure in the well. As soon as he pulled up the bucket he threw away the rope so that Keshav could not come up. But, what did he find in the bucket? Keshav covered in mud! They began fighting again. Soon it got too dark to continue and they left for their homes.
But Keshav did not give up easily. He arrived at Yash‘s house a few days later. Yash stopped him and told his wife, ―I will pretend to be dead. Keshav will have to give up.‖ But when Keshav heard Yash‘s wife wailing, rushed out to gather the villagers. ―My friend has died. Let‘s take his body of cremation.‖ Yash‘s wife got scared, ―Go away. I shall arrange for cremation Myself !‖ But the villagers thought she was too grief stricken. Once they reached the cremation ground, Keshav told the villagers, ―It is getting dark. I shall watch over him during the night.‖ When the villagers had left, Keshav said to Yash, ―Stop pretending. Give me my money !‖ Now, a gang of thieves came upon them and seeing one figure seated on the funeral pyre and another standing next to him talking, they assumed them to be ghosts and dropped their bag of stolen goods and left at top speed. The two, saw the bag full of gold and silver ornaments and divided it between themselves. Keshav made sure he got an extra gold coin and the account was settled at least!
1 What made the two young men decide to visit the fair?
A. They thought they could get jobs and support themselves.
B. They wanted to trade their goods at the fair and earn some money.
C. To sell the produce they had grown for a handsome profit
D. Being unemployed they thought they could entrain people at the fair.
E. Not clearly mentioned in the passage
2 What were Keshav and Yash quarrelling about?
A. The cost of wool
B. The interest on the loan Yash had taken
C. Dividing the thieves‘ treasure equally
D. The money Yash owed Keshav
E. The wages for digging the well
3 Why were the two men happy despite not going to the fair?
A. They had managed to buy whatever they needed on the way
B. They had got a good deal in exchange for a rupee
C. They had become fast friends and had made a lot of money in the bargain.
D. Each thought he had got the better deal and had swindled the other.
E. None of these
4 Why did the villagers gather at Yash‘s house?
A. Yash‘s wife was very upset seeing Keshav and her husband arguing
B. To help Yash‘s wife carry Yash‘s body home as night had fallen
C. To give Yash‘s wife the news of her husband‘s death
D. They wanted to keep watch over Yash‘s wife during the night
E. Villagers gathered to cremate Yash.
5 Why did Yash request Keshav to go down into the well?
A. He knew Keshav was smart and would clean it thoroughly
B. He was in search of treasure that he had buried.
C. To trick Keshav into cleaning it.
D. His wife had refused to help him.
E. To make Keshav earn the extra gold coin.
6 Which of the following can't be said about the two young men?
1. They were lazy and made their wives work.
2. They were a match for each other in shrewdness.
3. They were dishonest and tried to swindle each other.
A. only 1
B. only 1 and 3
C. only 2 and 3
D. all 1, 2 and 3
E. none of these
7 Why did Keshav get an extra gold coin from the thieves treasure?
A. as payment for digging the well
B. it was the amount Yash owed Keshav for protecting him from the thieves.
C. as repayment of the rupee that Yash owed him
D. it was his idea to spend the night at the cremation ground
E. he had proved to be cleverer than Yash
8 What was Keshav‘s reaction to Yash‘s presumed death‘?
A. He immediately sent for the villagers to comfort Yash‘s wife.
B. He was very upset because he realised that he would never recover his money.
C. He paid for all Yash‘s funeral arrangements.
D. He could not be consoled and kept watch over Yash‘s body all night.
E. He knew Yash was pretending and decided to trick him too.
9 What frightened the thieves?
A. The sight of what they through were the spirits of the dead.
B. The realisation that the villagers would soon return.
C. Someone had discovered their hiding place.
D. Their loot had been stolen by other thieves.
E. The villagers had lit a funeral pyre for them.
10 Which of the following NOT TRUE in the context of the passage?
A. Keshav was persevering by nature.
B. There was no treasure buried in Yash‘s well.
C. Keshav guarded Yash‘s body because he knew thieves lived there.
D. Yash‘s wife supported her husband in his crooked dealings.
E. Neither Keasav nor Yash could be trusted to keep his word.
PASSAGE-2
Philosophy of Education is a label applied to the study of the purpose, process, nature and ideals of education. It can be considered a branch of both philosophy and education. Education can be defined as the teaching and learning of specific skills, and the imparting of knowledge, judgment and wisdom, and is something broader than the societal institution of education we often speak of. Many educationalists consider it a weak and woolly field, too far removed from the practical applications of the real world to be useful. But philosophers dating back to Plato and the Ancient Greeks have given the area much thought and emphasis, and there is little doubt that their work has helped shape the practice of education over the millennia. Plato is the earliest important educational thinker, and education is an essential element in "The Republic" (his most important work on philosophy and political theory, written around 360 B.C.). In it, he advocates some rather extreme methods: removing children from their mothers' care and raising them as wards of the state, and differentiating children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. He believed that education should be holistic, including facts, skills, physical discipline, music and art. Plato believed that talent and intelligence is not distributed genetically and thus is be found in children born to all classes, although his proposed system of selective public education for an educated minority of the population does not really follow a democratic model.
Aristotle considered human nature, habit and reason to be equally important forces to be cultivated in education, the ultimate aim of which should be to produce good and virtuous citizens. He proposed that teachers lead their students systematically, and that repetition be used as a key tool to develop good habits, unlike Socrates' emphasis on questioning his listeners to bring out their own ideas. He emphasized the balancing of the theoretical and practical aspects of subjects taught, among which he explicitly mentions reading, writing, mathematics, music, physical education, literature, history, and a wide range of sciences, as well as play, which he also considered important.During the Medieval period, the idea of Perennialism was first formulated by St. Thomas Aquinas in his work "De Magistro". Perennialism holds that one should teach those things deemed to be of everlasting importance to all people everywhere, namely principles and reasoning, not just facts (which are apt to change over time), and that one should teach first about people, not machines or techniques. It was originally religious in nature, and it was only much later that a theory of secular perennialism developed.
During the Renaissance, the French skeptic Michel de Montaigne (1533 - 1592) was one of the first to critically look at education. Unusually for his time, Montaigne was willing to question the conventional wisdom of the period, calling into question the whole edifice of the educational system, and the implicit assumption that university-educated philosophers were necessarily wiser than uneducated farm workers, for example.
Q1.What is the difference between the approaches of Socrates and Aristotle?
A. Aristotle felt the need for repetition to develop good habits in students; Socrates felt that students need to be constantly questioned
B. Aristotle felt the need for rote-learning; Socrates emphasized on dialogic learning
C. There was no difference
D. Aristotle emphasized on the importance of paying attention to human nature; Socrates emphasized upon science
Q2.Why do educationists consider philosophy a ‗weak and woolly‘ field?A. It is not practically applicableB. Its theoretical concepts are easily understood
C. It is irrelevant for educationD. None of the above
Q3.What do you understand by the term ‗Perennialism‘, in the context of the given comprehension passage?
A. It refers to something which is of ceaseless importance
B. It refers to something which is quite unnecessary
C. It refers to something which is abstract and theoretical
D. It refers to something which existed in the past and no longer exists now
Q4.Were Plato‘s beliefs about education democratic?
A. He believed that only the rich have the right to acquire education
B. Yes
C. He believed that only a select few are meant to attend schools
D. He believed that all pupils are not talented
Q5.Why did Aquinas propose a model of education which did not lay much emphasis on facts?
A. Facts are not important
B. Facts do not lead to holistic education
C. Facts change with the changing times
D. Facts are frozen in time
PASSAGE-3
During the reign of king Veer, there lived a wise magistrate. Haripant‘s verdicts were always just and people from all over vast kingdom came to him in ordered to settle their disputes. In the city where Haripant lived, there was a greedy ghee merchant named Niranjan. He always kept twenty barrels of ghee. Of these, fifteen would contain good quality ghee and the remaining could be adulterated. He would mix the two and sell it. This went on for a long time, till finally the people fed up of being cheated, complained to Haripant.
Haripant had the ghee examined and found to it be adulterated. He gave Niranjan a choice of punishment-drink the five barrels of adulterated ghee from his shop, or receive a hundred lashings, or pay a thousand gold coins to the treasury. Niranjan thought for a while. Losing a thousand gold coins was too much and a hundred lashings too painful. So he decided to drink the five barrels of ghee. Though Niranjan sold adulterated goods in his shop, he made sure his own food was of the best quality. So after drinking one barrel of ghee he began to feel sick. By the second barrel, he was vomiting. At this point he decided to opt for the lashings instead. But he was pampered and his body was unused to any harsh treatment. After ten lashes, he started trembling and by twenty he was giddy. ‗Stop!‘ he screamed. ‗I will pay the thousand gold coins!‘ And he handed them over.
So he ended up suffering all three punishments, something he did not forget in a hurry and the people of the city got to use only the best quality in their food from then on.
1 Why was Sean reluctant to take Luke along ?
A. Because he was a selfish man
B. He feared that Luke's reaction may alert the Emperor's men
C. Because Luke could harm him
D. He wanted to bring fruits for Luke himself
2 How did old Sean manage to meet his food requirements ?
A. by buying food form the market
B. His nephew Luke took care of his requirements
C. He picked up fruits from the emperor's orchard
D. The emperor provided him with ample supply of fruits
3 Luke remained behind at the orchard because he
A. was greedy and wanted to collect more fruits
B. waited for the Emperor's men to arrest him
C. lost his composure and started expressing his feeling loudly
D. had waited for his uncle return
4 Which of the following can be inferred from the passage?
A. Luke did not take good care of his uncle
B. Lake of self-control had put Luke into trouble
C. The Emperor was a wicked man
D. Luke had a habit of speaking loudly
5 Which of the following is not true in the context of the passage ?
A. Sean was a poor and suffering man
B. Luke came to know about the orchard from his uncle
C. Luke was finally set freeD. Both Sean and Luke collected fruits from Emperor's orchard
6 How often did Sean visit the Emperor's orchard?
A. Daily
B. Once a month
C. In a period of two weeks
D. Never; his nephew Luke brought fruits for him
7 Which is most same in meaning, 'Reluctant'
A. against
B. disinclined
C. opposed
D. go with E. none
8 Why did Niranjan Keep five barrels of adulterated ghee?
A. To sell to customers who could not afford high quality ghee.
B. To make a profit by cheating eople.
C. Being a miser he kept the low quality ghee for his family.
D. Demand for this ghee was low so he kept only a small quantity.
E. None of these
9 Why did the people decide to go to Haripant with their complaint?
A. He was close to the king and would get justice for them.
B. They knew Niranjan was afraid of Haripant who punished people severely.
C. They were confident that he would listen to their complaint and give a fair judgement.
D. He was the only magistrate in the entire kingdom. E. None of these.
10 Why did Haripant allow Niranjan to choose his own punishment?
A. He felt sorry for Niranjan.
B. Niranjan‘s offence was minor.
C. He did not want Niranjan to appeal to the King for leniency.
D. He did not want to give the wrong punishment.
E. None of these
PASSAGE-4
"I Have a Dream" is a public speech delivered by American civil rights activist Martin Luther King Jr. during the March on Washington for Jobs and Freedom on August 28, 1963, in which he calls for an end to racism in the United States and called for civil and economic rights. Delivered to over 250,000 civil rights supporters from the steps of the Lincoln Memorial in Washington, D.C., the speech was a defining moment of the civil rights movement.
Beginning with a reference to the Emancipation Proclamation, which freed millions of slaves in 1863, King observes that: "one hundred years later, the Negro still is not free". Toward the end of the speech, King departed from his prepared text for a partly improvised peroration on the theme "I have a dream", prompted by Mahalia Jackson's cry: "Tell them about the dream, Martin!" In this part of the speech, which most excited the listeners and has now become its most famous, King described his dreams of freedom and equality arising from a land of slavery and hatred. Jon Meacham writes that, "With a single phrase, Martin Luther King Jr. joined Jefferson and Lincoln in the ranks of men who've shaped modern America". The speech was ranked the top American speech of the 20th century in a 1999 poll of scholars of public address.
Q1.What issues does Martin Luther King‘s speech address?
A. Continuation of racism
B. End to racism and civil and economic rightsC. Civil rights
D. Civil War
Q2.What pushes King to speak: ―I have a dream‖?
A. He reads out the Emancipation Proclamation
B. He is prompted by Mahalia Jackson
C. he is overwhelmed by the crowd
D. Licoln had asked him to give the speech
Q3.From the last paragraph, give one word for ―to leave‖
A. Departed
B. Proclamation
C. Improvised
D. Address
Q4.What is the name of martin Luther King‘s famed speech?
A. The Emancipation Proclamation
B. An Improvisation
C. A Peroration
D. I Have a Dream
Q5.In front of whom does King speak?A. The civil rights supporters
B. His friends
C. Lincoln
D. The Negroes
PASSAGE-5
The Sun, while going on his daily rounds saw a princess and fell in love with her. Whenever he could slip away from the heavens he would take human form and go down to the princess to spend some time with her. The princess too became quite fond of him and would wait for him to come. One day the Sun decided to send her a blood-red ruby as a token of his love for her. He put the gem in a silk beg, and calling a crow that was flying past, asked the bird to deliver the gem to his beloved. Crows had milky white feathers in those days and it was considered auspicious if a crow came anywhere near you. So the Sun was pleased that he had found a crow to deliver the gem. As the crow sped through the sky with the silken bag, the aroma of food lured him. Looking down, the crow saw that a wedding feast was in progress, and immediately it was distracted from its mission. Food was one thing it could never resist.
Alighting on a tree nearby, it hung the bag on a twig and went off to find some food. While the crow was feasting, a merchant passing by saw the bag on the tree, and knocked it down with a pole. When he opened the bag and saw its contents he almost swooned in joy. Quickly pocketing the ruby, he filled the bag with dry cow dung that was lying there, and then deftly returned the bag to the branch. It was all done so quickly that the crow missed all the action. After having its fill, it flew up to the tree, and picking up the bag and took it to the person it was intended for. The princess was in the garden. When the crow gave her bag, she took it eagerly, knowing that it was from the Sun. But when she saw its contents she reeled back in shock and anger. Believing that it was the Sun's way to telling her that he did not care for her, she flung the bag away, rushed to her palace, and never came out again. When the Sun learnt of what had happened he was furious. So great was his anger that when he turned his scorching gaze on the crow, its feathers were burned black. Its feathers have been black ever since. The ruby did not stay with the man who stole it. It fell out of his pocket and rolled into a deep pit. Men have been trying to dig it out ever since. Many precious stones have been found in the process, making Myanmar one of the richest sources of rubbies and sapphires, but the ruby that the Sun sent to the princess is yet to be found.
1 What did the Sun send for the princess as a token of his love?
A. He sent her the crow B. He sent her dry cow dung
C. He sent her a red ruby
D. He gifted her the city of Myamar
E. None of these
2 Why did the princess fling the gift away ?
A. She did not like rubies
B. The crow was known to bring bad luck
C. She had found cow dung in the bag
D. She thought the Sun was playing a cruel joke on her
E. She had wanted the Sun to personally deliver it
3 What led to the discovery of precious stones in Myanmar?
A. Humans discovered the stones in their search for the lost ruby
B. The crow spread the news of the lost ruby
C. The princess went in search of the lost ruby and discovered other precious stones
D. The merchant went in search of the ruby that fell off his pocket
E. The merchant's clumsiness led to the discovery of precious stones
4 While on its way to the princess, the crow was distracted by:
A. The merchant calling out to him
B. The wedding that was taking place below
C. The ruby that the Sun sent for the princess
D. The temptation of the smell of the food
E. The huge crowd at the wedding
5 Why did the Sun send his gift for the princess along with the crow?
A. The princess loved crows
B. The crow was the only bird available at the time
C. The crow was considered to be an auspicious bird
D. The crow knew where the princess lived
E. The Sun trusted the crow
6 The joy of the merchant on finding the ruby was short lived because
A. He did not succeed in stealing the ruby
B. The ruby fell out of his pocket
C. The crow returned just in time and caught him red handed
D. He soon discovered many more precious stones
E. None of these
7 How did the crow get its black colour?
A. The crow was punished by the Sun for its clumsiness
B. The crow was burned black by the scorching gaze of the angry Sun
C. The crow was not considered auspicious any more
D. The crow was cursed by the merchant
E. None of these
8 What could be an appropriate title for the story?
A. The careless black Crow
B. Myanmar and its rich minerals C. The Sun and the Princess D. The depressed Princess E. The Sun and the lost Ruby 9 What was the crow's mission?
A. To deliver the gift to the princess B. To attend the wedding
C. To make the Sun angry
D. To keep the princess in her palace
E. To protect the princess from the harmful Sun
10 What message did the princess get after opening the bag?
A. That the Sun truly loved her
B. That the crow was an evil bird
C. That the crow was playing a joke on her
D. That the Sun did not love her anymore
E. That the cow dung was a token of the Sun's love for her.
PASSAGE -6
Today I Rabindranath Tagore complete eighty years of my life .As I look back on the vast stretch of years that lie behind me and see in clear perspective the history of my early development, I am struck by the change that has taken place both in my own attitude and in the psychology of my countrymen -- a change that carries within it a cause of profound tragedy. Our direct contact with the larger world of men was linked up with the contemporary history of the English people whom we came to know in those earlier days. It was mainly through their mighty literature that we formed our ideas with regard to these newcomers to our Indian shores. In those days the type of learning that was served out to us was neither plentiful nor diverse, nor was the spirit of scientific enquiry very much in evidence. Thus their scope being strictly limited, the educated of those days had recourse to English language and literature. Their days and nights were eloquent with the stately declamations of Burke, with Macaulay‘s long-rolling sentences; discussions centered upon Shakespeare's drama and Byron's poetry and above all upon the large-hearted liberalism of the nineteenth-century English politics
At the time though tentative attempts were being made to gain our national independence, at heart we had not lost faith in the generosity of the English race. This belief was so firmly rooted in the sentiments of our leaders as to lead them to hope that the victor would of his own grace pave the path of freedom for the vanquished. This belief was based upon the fact that England at the time provided a shelter to all those who had to flee from persecution in their own country. Political martyrs who had suffered for the honour of their people were accorded unreserved welcome at the hands of the English. I was impressed by this evidence of liberal humanity in the character of the English and thus I was led to set them on the pedestal of my highest respect. This generosity in their national character had not yet been vitiated by imperialist pride. About this time, as a boy in England, I had the opportunity of listening to the speeches of John Bright, both in and outside Parliament. The large-hearted, radical liberalism of those speeches, overflowing all narrow national bounds, had made so deep an impression on my mind that something of it lingers even today, even in these days of graceless disillusionment.
Q1.From the first paragraph, give a synonym for ‗deep‘:
A. Perspective
B. Profound
C. tragedy
D. Psychology
Q2.What helped the Indians to conceive of a notion of the Englishmen?
A. Their advanced weaponry
B. Their literature
C. Their orders
D. Their administration
Q3.Who could read and gain from English literature?
A. The educated Indians
B. All the Indians
C. Only writers such as Rabindranath Tagore
D. None of the above
Q4.From the third paragraph, give an antonym for ‗victorious‘
A. Victor
B. vanquished
C. Belief
D. Persecution
Q5.Whose speeches did Tagore listen to, as a boy?
A. Shakespeare
B. Byron
C. John Bright
D. Macaulay
PASSAGE -7
The University Grant Commission's directive to college and University lecturers to spend a minimum of 22 hours a week in direct teaching is the product of budgetary cutbacks rather than pedagogik wisdom. It may seem odd, at first blush, that teachers should protest about teaching a mere 22 hours. However, if one considers the amount of time academics require to prepare to lectures of good quality as well as the time they need to spend doing research, it is clear that most conscientious teachers work more than 40 hours a week. In University system around the world lecturers rarely spend more than 12 to 15 hours in directing teaching activities a week. The average college lecturer in India does not have any office space. If computers are available, internet connectivity is unlikely. Libraries are poorly stocked. Now the UGC says universities must implement a complete freeze on all permanent recruitment, abolish all posts which have been vacant for more than a year, and cut staff strength by 10 per cent. And it is an order to ensure that these cutbacks do not affect the quantum of teaching that existing lecturers are being asked to work longer. Obviously, the quality of teaching and academic work in general will decline. While it is true that in some college teachers do not take their classes regularly, the UGC and the institution concerned must find a proper way to hold them accountable. An absentee teacher will continue to play truant even if the number of hours he is required to teach goes up.
All of us are well aware of the unsound state that the Indian higher education system is in today. Thanks to years of sustained financial neglect, most Indian universities and colleges do no research worth the name. Even as the number of students entering colleges has increased dramatically, public investment in higher education has actually declined in relative terms. Between 1985 and 1997, when public expenditure on higher education as percentage of outlays on all levels of education grew by more than 60 per cent in Malaysia and 20 per cent in Thailand, India showed a decline of more than 10 percent. Throughout the world, the number of teachers in higher education per million populations grew by more than 10 per cent in the same period; in India it fell by one per cent. Instead of transferring the burden of government apathy on to the backs of the teachers, the UGC should insist that the need of the country's university system be adequately catered to.
1 Why does the UGC want to increase the directing teaching hours of university teachers?
A. UGC feels that the duration of contact between the teacher and the taught should be more.
B. UGC wants teachers to spend more time in their departments
C. UGC does not have money to appoint additional teachers
D. All of above
E. None of these
2 Which of the following is the reason for the sorry state of affairs of the Indian Universities as mentioned in the passage?
A. The poor quality of teachers
B. Politics within and outside the departments
C. Heavy burden of teaching hours on the teachers
D. Not getting enough financial assistance
E. None of these
3 Which of the following statements is/are TRUE in the context of the passage?
1. Most colleges do not carry out research worth the name.
2. UGC wants lecturers to spend minimum 22 hours a week in direct teaching
3. Indian higher education system is in unsound state
A. Only 1 and 2
B. Only 2
C. Only 1 and 3
D. All 1, 2 and 3
E. None of these
4 Besides direct teaching, University teachers spend considerable time in / on
A. Administrative activities such as admission
B. Supervising examination and correction of answer papers
C. Carrying out research in the area of their interest
D. None of these
5 Which of the following statement is NOT TRUE in the context of the passage?
A. UGC wants teachers to spend minimum 40 hours in a week in teaching
B. Some college teachers do not conduct their classes regularly
C. None
D. All are true
E. None of these
6 Between 1985 an 1997, the number of teachers in higher education per million population, in India has
A. Increased by 60%
B. Increased by 20%
C. Decreased by 22%
D. Decreased by 1%
E. None of these
7 Which of the following statement is NOT TRUE in the context of the passage?
A. Public investment in higher education has increased in India
B. Indian universities are financially neglected
C. Indian Universities are being asked to reduce staff strength by 10%
D. None of these
E. All of the above
8 Choose the word which is SIMILAR in meaning as the word 'freeze' as used in the passage
A. Cold
B. Halt
C. Decay
D. Control
E. Power
9 What of the following is a UGC directive to the universities?
A. Improve the quality of teaching
B. Spend time on research activities
C. Not to appoint any permanent teacher
D. Provide computer and internet facilities
E. All of the above
10 Choose the word which is SIMILAR in meaning to the word 'Sustained' as used in the passage:
A. Continuous
B. Frequent
C. Careless
D. Sporadic
E. Regularly
PASSAGE-8
Sportsmanship can be conceptualized as an enduring and relatively stable characteristic or disposition such that individuals differ in the way they are generally expected to behave in sports situations. In general, sportsmanship refers to virtues such as fairness, self-control, courage, and persistence, and has been associated with interpersonal concepts of treating others and being treated fairly, maintaining self-control if dealing with others, and respect for both authority and opponents. Sportsmanship is also looked at as being the way one reacts to a sport/game/player.
The four elements of sportsmanship are often shown being good form, the will to win, equity and fairness. All four elements are critical and a balance must be found among all four for true sportsmanship to be illustrated. These elements may also cause conflict, as a person may desire to win more than play in equity and fairness and thus resulting in a clash within the aspects of sportsmanship.
This will cause problems as the person believes they are being a good sportsman, but they are defeating the purpose of this idea as they are ignoring two key components of being sportsman like. When athletes become too self-centred, the idea of sportsmanship is dismissed. Today's sporting culture, in particular the base of elite sport, places great importance on the idea of competition and winning and thus sportsmanship takes a back seat as a result. In most, if not all sports, sportsmen at the elite level make the standards on sportsmanship and no matter whether they like it or not, they are seen as leaders and role models in society.
Since every sport is rule driven, the most common offence of bad sportsmanship is the act of cheating or breaking the rules to gain an unfair advantage. A competitor who exhibits poor sportsmanship after losing a game or contest is often called a "sore loser", while a competitor who exhibits poor sportsmanship after winning is typically called a "bad winner". Sore loser behavior includes blaming others for the loss, not accepting responsibility for personal actions that contributed to the defeat, reacting to the loss in an immature or improper fashion, making excuses for the defeat, and citing unfavourable conditions or other petty issues as reasons for the defeat. A bad winner acts in a shallow fashion after his or her victory, such as by gloating about his or her win, rubbing the win in the face(s) of the opponent(s), and lowering the opponent(s)'s self-esteem by constantly reminding the opponent(s) of "poor" performance in comparison (even if the opponent(s) competed well). Not showing respect to the other team is considered to being a bad sportsman and could lead to demoralizing effects; as Leslie Howe describes: "If a pitcher in baseball decides to pitch not to his maximum ability suggest that the batter is not at an adequate level, [it] could lead to the batter to have low self-confidence or worth.
Q1.is is necessary to strike a balance between all the four elements of sportsmanship?
A. No
B. Yes
C. Any 2 can be balanced
D. Only 1 is sufficient
Q2.Why has sportsmanship taken a backseat today?
A. Due to lack of balance between the elements
B. Due to the emphasis on winning
C. Due to drug abuse
D. None of the above
Q3.If one does not accept responsibility for one‘s defeat, one is called a:
A. Sore loser
B. Bad winner
C. Good sportsman
D. Prudent sportsman
Q4.From the last paragraph, give the opposite of the word ‗deep‘:
A. Competitor
B. Pitch
C. Immature
D. Shallow
Q5.When does the spirit of sportsmanship die?
A. When the sportsman becomes too self-centered
B. When the player loses the will to play
C. When the sportsman behaves badly
D. None of the above
PASSAGE-9
In a small hill town there lived a thief. He was very smart and before breaking into houses for theft he used to enquire about the lifestyles of the people staying in that house. Then at the dead of night he used to commit theft. Dhanpatrai was a moneylender living in the same town. He was thrifty and never wasted money. He had a daughter named Laxmi. The thief knew that Dhanpatrai was rich and he had a lot of jewellery with him. Smartly the thief found out the location of the house and designed the theft. One night, getting up to the roof of the house he started removing the roof-covering made of earthen tiles. The moneylender heard the sound and was sure that a thief was on the roof of the house. Now he had to create some ploy. He hit upon a plan. ―Laxmi, Laxmi‖ he called out to his daughter who was sleeping. ―Laxmi, I hope our money-box and jewellery are kept in the ceiling.‖ he asked cleverly.
Generally, in hill area, to keep house warm in winter, houses have a thatched roofing and below that, a wooden ceiling. Certain things used to be kept in the space between the roofing and wooden ceiling. So when the thief heard the question put by Dhanpatrai, he thought that there was a ceiling below the thatched roof. So he jumped down. But actually in the house there was no wooden ceiling. So the thief fell to the floor of the house which was about fifteen feet below and broke his leg. Immediately the moneylender called all the neighbours and they handed over the thief to the police. He saved his house from being burgled, with his ingenuity.
1 What was the role of Laxmi in this episode?
A. She called people and scared the thief
B. Laxmi sent the people for police
C. She asked Dhanpatrai to call the people
D. Her name was used to misguide
E. She got the idea of fooling the thief
2 How did the thief enter the house of Dhanpatrai?
1. By removing the tiled top of the house
2. By removing the wooden ceiling.
3. By opening the door with duplicate key.
A. Only 1
B. Only 2
C. Only 3
D. Both 1 and 2
E. None of these
3 Where was the jewellery actually kept ?
A. Inside the bed on which Laxmi was sleeping
B. On the thatched roof top
C. Below the pillow of Dhanpatrai
D. There is no mention of jewellery‘s location
E. None of these
4 What was the quality of the thief?
A. He was expert in removing roof tops
B. Before theft he used to study the lifestyles of residents
C. He was accurate in identifying his victim
D. He was liked by the people and the police
E. None of these
5 Which of the following statements best introduces Dhanpatrai?
A. He was thief's father
B. He was the moneylender who used to keep valuables on the roof
C. He was a cunning and crafty man
D. He was Laxmi's father
E. He was the thief 6 Who called the police?
A. Dhanpatrai's son
B. Dhanpatrai's daughter
C. Dhanpatrai himself
D. Some on who provoked the thief for the act
E. Not mentioned in the passage
7 Which quality of Dhanpatrai protected his house?
A. His thrifty behaviour
B. His deep affection for the daughter
C. The cleverness with which he handled the situation
D. His past decision of not thatching the roof top
E. None of these
8 Why did the thief choose Dhanpatrai‘s house for the act?
A. There was hardly any house left in the town for theft
B. Dhanpatrai was living with his daughter
C. The house did not have wooden ceiling
D. He had the information that Dhanpatrai was rich
E. None of these
9 Which of the following statements is TRUE in the context of the passage?
A. The duaghter of Dhanpatrai was too weak to handle the thief
B. The people of the town did not like Dhanpatrai
C. Dhanpatrai played a trick with the thief
D. Dhanpatrai did not have money for wastage
E. Laxmi rushed out and gathered the people
10 The thief would have escaped unhurt had there been _________ .
A. A dog in the house
B. A wooden ceiling below the thatched roof
C. Very few policemen to catch him
D. No alertness on the part of Dhanpatrai‘s son
E. Jewellery kept in the house
PASSAGE- 10
Artificial intelligence (AI), sometimes called machine intelligence, is intelligence demonstrated by machines, in contrast to the natural intelligence displayed by humans and other animals. In computer science AI research is defined as the study of "intelligent agents": any device that perceives its environment and takes actions that maximize its chance of successfully achieving its goals. Colloquially, the term "artificial intelligence" is applied when a machine mimics "cognitive" functions that humans associate with other human minds, such as "learning" and "problem solving".
The scope of AI is disputed: as machines become increasingly capable, tasks considered as requiring "intelligence" are often removed from the definition, a phenomenon known as the AI effect, leading to the quip, "AI is whatever hasn't been done yet." For instance, optical character recognition is frequently excluded from "artificial intelligence", having become a routine technology. Capabilities generally classified as AI as of 2017 include successfully understanding human speech, competing at the highest level in strategic game systems (such as chess and Go), autonomous cars, intelligent routing in content delivery network and military simulations. Artificial intelligence was founded as an academic discipline in 1956, and in the years since has experienced several waves of optimism, followed by disappointment and the loss of funding (known as an "AI winter"), followed by new approaches, success and renewed funding. For most of its history, AI research has been divided into subfields that often fail to communicate with each other. These sub-fields are based on technical considerations, such as particular goals (e.g. "robotics" or "machine learning"), the use of particular tools ("logic" or artificial neural networks), or deep philosophical differences. Subfields have also been based on social factors (particular institutions or the work of particular researchers).
The traditional problems (or goals) of AI research include reasoning, knowledge representation, planning, learning, natural language processing, perception and the ability to move and manipulate objects. General intelligence is among the field's long-term goals. Approaches include statistical methods, computational intelligence, and traditional symbolic AI. Many tools are used in AI, including versions of search and mathematical optimization, artificial neural networks, and methods based on statistics, probability and economics. The AI field draws upon computer science, mathematics, psychology, linguistics, philosophy and many others.
Q1.What is the AI winter?
A. Loss of funding for AI projects
B. Non-functioning AI systems
C. Absence of research labs
D. None of the above
Q2.Are sub-fields based only on social factors?
A. No
B. Yes
C. They are based on machine learning
D. None of the above
Q3. Leaning and problem solving by machines is a colloquial way of understanding artificial intelligence?
A. Yes
B. No
C. Artificial intelligence means acquiring knowledge through books
D. It cannot be defined colloquially
Q4.Are autonomous cars an example of AI?
A. Yes
B. No
C. As of 2017, they are
D. None of the above
Q5. Does AI only draw on technology and mathematics?
A. Yes
B. No
C. It also draws upon psychology
D. It only draws upon linguistics