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प्रश्न
Read the given passage carefully and answer the questions given after the passage:
1. Often, we passionately pursue matters that in the future appear to be contradictory to our real intention or nature; and triumph is followed by remorse or regret. There are numerous examples of such a trend in the annals of history and contemporary life.
2. Alfred Nobel was the son of Immanuel Nobel, an inventor who experimented extensively with explosives. Alfred too carried out research and experiments with a large range of chemicals; he found new methods to blast rocks for the construction of roads and bridges; he was engaged in the development of technology and different weapons; his life revolved around rockets and cannons and gun powder. The ingenuity of the scientist brought him enough wealth to buy the Bofors armament plant in Sweden.
3. Paradoxically, Nobel's life was a busy one yet he was lonely; and as he grew older, he began suffering from guilt of having invented the dynamite that was being used for destructive purposes. He set aside a huge part of his wealth to institute Nobel Prizes. Besides honouring men and women for their extraordinary achievements in physics, chemistry, medicine and literature, he wished to honour people who worked for the promotion of peace.
4. It's strange that the very man whose name was closely connected with explosives and inventions that helped in waging wars willed a large part of his earnings for the people who work for the promotion of peace and the benefit of mankind. The Nobel Peace Prize is intended for a person who has accomplished the best work for fraternity among nations, for abolition or reduction of war and for promotion of peace.
5. Another example that comes to one's mind is that of Albert Einstein. In 1939, fearing that the Nazis would win the race to build the world's first atomic bomb, Einstein urged President Franklin D Roosevelt to launch an American programme on nuclear research. The matter was considered and a project called the Manhattan Project was initiated. The project involved intense nuclear research the construction of the world's first atomic bomb. All this while, Einstein had the impression that the bomb would be used to protect the world from the Nazis. But in 1945, when Hiroshima was bombed to end World War II, Einstein was deeply grieved and he regretted his endorsement of the need for nuclear research.
6. He also stated that had he known that the Germans would be unsuccessful in making the atomic bomb, he would have probably never recommended making one. In 1947, Einstein began working for the cause of disarmament. But, Einstein's name still continues to be linked with the bomb.
Man's fluctuating thoughts, changing opinions, varying opportunities keep the mind in a state of flux. Hence, the paradox of life: it's certain that nothing is certain in life.
The Manhattan Project was initiated _____________.
विकल्प
in honour of Einstein.
to carry out nuclear research.
to protect the Nazis.
to bomb Hiroshima.
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उत्तर
to carry out nuclear research.
APPEARS IN
संबंधित प्रश्न
In recent weeks, the writers William Dalrymple and Patrick French, among others, have come before a fusillade of criticism in India, much of it questioning not their facts, not their interpretations, but their foreignness.
"Who gets to write about India?" The Wall Street Journal asked on Wednesday in its own report on this Indian literary feuding. It is a complicated question, not least because to decide who gets to write about India, you would need to decide who gets to decide who gets to write about India. Rather than conjecturing some Committee for the Deciding of the Deciding of Who Gets to Write about India, it might be easier to let writers write what they please and readers read what they wish.
The accusations pouring forth from a section of the Indian commentariat are varied. Some criticism is of a genuine literary nature, fair game, customary, expected. But lately, a good amount of the reproaching has been about identity.
In the case of Mr. Dalrymple, a Briton who lives in New Delhi, it is - in the critics' view - that his writing is an act of re-colonization. In the case of Mr. French, it is that he belongs to a group of foreign writers who use business-class lounges and see some merit in capitalism and therefore do not know the real India, which only the commentariat member in question does.
What is most interesting about these appraisals is that their essential nature makes reading the book superfluous, as one of my Indian reviewers openly admitted. (His review was not about the book but about his refusal to read the book.) The book is not necessary in these cases, for the argument is about who can write about India, not what has been written.
For critics of this persuasion, India surely seems a lonely land. A country with a millennial history of Hindus, Christians, Jews, Muslims and Buddhists living peaceably together; a country of hundreds.of dialects in which so many Indians are linguistic foreigners to each other, and happily, tolerantly so; a country that welcomes foreign seekers (of yoga poses, of spiritual wisdom, of ancestral roots) with open arms; a country where, outside the elite world of South Delhi and South Bombay, I have not heard an Indian ask whether outsiders have a right to write, think or exist on their soil.
But it is not just this deep-in-the-bones pluralism that challenges the who-gets-to write- about India contingent. It is also that at the very heart of India's multifarious changes today is this glimmering idea: that Indians must be rewarded for what they do, not who they are.
Identities you never chose - caste, gender, birth order - are becoming less important determinants of fate. Your deeds - how hard you work, what risks you take - are becoming more important.
It is this idea, which I have found pulsating throughout the Indian layers, that leaves a certain portion of the intelligentsia out of sync with the surrounding country. As Mr. French has observed, there is a tendency in some of these writers to value social mobility only for themselves. When the new economy lifts up the huddled masses, then it becomes tawdry capitalism and rapacious imperialism and soulless globalization.
Fortunately for those without Indian passports, the nativists' vision of India is under demographic siege. The young and the relentless are India's future. They could not think more differently from this literates.
They savor the freedom they are gaining to seek their own level in the society and to find their voice, and they tend to be delighted at the thought that some foreigners do the same in India and love their country as much as they do.
According to the information available in the passage, the writer is of the opinion that:
The old woman didn’t like the look or sound of the kid. She scowled at her husband. ‘Where did you pick up this kitten from? Why do we need her?’ When the old man told her she was a goat kid, she picked her up and exclaimed in amazement: ‘Yes, she is a goat kid!’
All night, they went over the story of how the kid had come into their hands.
That same night the old lady gave the goat kid that resembled a kitten a nickname: Poonachi. She once had a cat by the same name. In memory of that beloved cat, this goat kid too was named Poonachi. They had acquired her without spending a penny. Now they had to look after her somehow. Her husband had told her a vague story about meeting a demon who looked like Bakasuran and receiving the kid from him as a gift. She wondered if he could have stolen it from a goatherd. Someone might come looking for it tomorrow. Maybe her husband had told her the story only to cover up his crime?
The old woman was not used to lighting lamps at night. The couple ate their evening meal and went to bed when it was still dusk. That night, though, she took a large earthen lamp and filled it with castor oil extracted the year before. There was no cotton for a wick. She tore off a strip from a discarded loincloth of her husband’s and fashioned it into a wick.
She looked at the kid under the lamplight in that shed as though she were seeing her own child after a long time. There was no bald spot or bruise anywhere on her body. The kid was all black. As she stared at the lamp, her wide-open eyes were starkly visible. There was a trace of fatigue on her face. The old woman thought the kid looked haggard because she had not been fed properly. She must be just a couple of days old. A determination that she must somehow raise this kid to adulthood took root in her heart.
She called the old man to come and see the kid. She looked like a black lump glittering in the lamplight in that pitch-black night. He pulled fondly at her flapping ears and said, ‘Aren’t you lucky to come and live here?’
It had been a long time since there was such pleasant chit-chat between the couple. Because of the kid’s sudden entry into their lives, they ended up talking a while about the old days.
[Extracted, with edits and revisions, from Poonachi, or the Story of a Black Goat, by Perumal Murugan, translated by N. Kalyan Raman, Context, 2018.]
Why did the old woman doubt her husband’s story about how he had got the kid?
Read the given passage carefully and attempt the question that follows.
The work which Gandhiji had taken up was not only regarding the achievement of political freedom but also the establishment of a new social order based on truth and nonviolence, unity and peace, equality and universal brotherhood and maximum freedom for all. This unfinished part of his experiment was perhaps even more difficult to achieve than the achievement of political freedom. In the political struggle, the fight was against a foreign power and all one could do was either join it or wish it a success and give it his/her moral support. In establishing a social order on this pattern, there was a strong possibility of a conflict arising between diverse groups and classes of our own people. Experience shows that man values his possessions even more than his life because in the former he sees the means for perpetuation and survival of his descendants even after his body is reduced to ashes. A new order cannot be established without radically changing the mind and attitude of men towards property and, at some stage or the other, the ‘haves’ have to yield place to the ‘have-nots’. We have seen, in our time, attempts to achieve a kind of egalitarian society and the picture of it after it was achieved. But this was done, by and large, through the use of physical force.
In the ultimate analysis, it is difficult, if not impossible, to say that the instinct to possess has been rooted out or that it will not reappear in an even worse form under a different guise. It may even be that like a gas kept confined within containers under great pressure, or water held back by a big dam, once the barrier breaks, the reaction will one day sweep back with a violence equal in extent and intensity to what was used to establish and maintain the outward egalitarian form. This enforced egalitarianism contains, in its bosom, the seed of its own destruction.
The root cause of class conflict is possessiveness or the acquisitive instinct. So long as the ideal that is to be achieved is one of securing the maximum material satisfaction, possessiveness is neither suppressed nor eliminated but grows on what it feeds. Nor does it cease to be possessiveness, whether it is confined to only a few or is shared by many.
If egalitarianism is to endure, it has to be based not on the possession of the maximum material goods by a few or by all but on voluntary, enlightened renunciation of those goods which cannot be shared by others or can be enjoyed only at the expense of others. This calls for substitution of material values by purely spiritual ones. The paradise of material satisfaction, which is sometimes equated with progress these days, neither spells peace nor progress. Mahatma Gandhi has shown us how the acquisitive instinct inherent in man can be transmuted by the adoption of the ideal of trusteeship by those who ‘have’ for the benefit of all those who ‘have not’ so that, instead of leading to exploitation and conflict, it would become a means and incentive for the amelioration and progress of society respectively.
Which of the following statements is ’not true’ in the context of the passage?
Read the given passage carefully and attempt the question that follows.
The work which Gandhiji had taken up was not only regarding the achievement of political freedom but also the establishment of a new social order based on truth and nonviolence, unity and peace, equality and universal brotherhood and maximum freedom for all. This unfinished part of his experiment was perhaps even more difficult to achieve than the achievement of political freedom. In the political struggle, the fight was against a foreign power and all one could do was either join it or wish it a success and give it his/her moral support. In establishing a social order on this pattern, there was a strong possibility of a conflict arising between diverse groups and classes of our own people. Experience shows that man values his possessions even more than his life because in the former he sees the means for perpetuation and survival of his descendants even after his body is reduced to ashes. A new order cannot be established without radically changing the mind and attitude of men towards property and, at some stage or the other, the ‘haves’ have to yield place to the ‘have-nots’. We have seen, in our time, attempts to achieve a kind of egalitarian society and the picture of it after it was achieved. But this was done, by and large, through the use of physical force.
In the ultimate analysis, it is difficult, if not impossible, to say that the instinct to possess has been rooted out or that it will not reappear in an even worse form under a different guise. It may even be that like a gas kept confined within containers under great pressure, or water held back by a big dam, once the barrier breaks, the reaction will one day sweep back with a violence equal in extent and intensity to what was used to establish and maintain the outward egalitarian form. This enforced egalitarianism contains, in its bosom, the seed of its own destruction.
The root cause of class conflict is possessiveness or the acquisitive instinct. So long as the ideal that is to be achieved is one of securing the maximum material satisfaction, possessiveness is neither suppressed nor eliminated but grows on what it feeds. Nor does it cease to be possessiveness, whether it is confined to only a few or is shared by many.
If egalitarianism is to endure, it has to be based not on the possession of the maximum material goods by a few or by all but on voluntary, enlightened renunciation of those goods which cannot be shared by others or can be enjoyed only at the expense of others. This calls for substitution of material values by purely spiritual ones. The paradise of material satisfaction, which is sometimes equated with progress these days, neither spells peace nor progress. Mahatma Gandhi has shown us how the acquisitive instinct inherent in man can be transmuted by the adoption of the ideal of trusteeship by those who ‘have’ for the benefit of all those who ‘have not’ so that, instead of leading to exploitation and conflict, it would become a means and incentive for the amelioration and progress of society respectively.
According to the passage, what does “adoption of the ideal of trusteeship” mean?
The questions section is based on the passage. The question is to be answered on the basis of what is stated or implied in the passage.
In principle, a cohesive group-one whose members generally agree with one another and support one another’s judgments do a much better job at decision making than it could if it were non-cohesive. When cohesiveness is low or lacking entirely, compliance out of fear of recrimination is likely to be strongest. To overcome this fear, participants in the group’s deliberations need to be confident that they are members in good standing and that the others will continue to value their role in the group, whether or not they agree about a particular issue under discussion. As members of a group feel more accepted by the others, they acquire greater freedom to say what they really think, becoming less likely to use deceitful arguments or to play it safe by dancing around the issues with vapid or conventional comments. Typically, then, the more cohesive a group becomes, the less its members will deliberately censor what they say out of fear of being punished socially for antagonizing their fellow members. But group cohesiveness can have pitfalls as well: while the members of a highly cohesive group can feel much freer to deviate from the majority, their desire for genuine concurrence on every important issue often inclines them not to use this freedom. In a highly cohesive group of decision-makers, the danger is not that individuals will conceal objections they harbor regarding a proposal favored by the majority, but that they will think the proposal is a good one without attempting to carry out critical scrutiny that could reveal grounds for strong objections. Members may then decide that any misgivings they feel are not worth pursuing that the benefit of any doubt should be given to the group consensus. In this way, they may fall victim to a syndrome known as ‘groupthink’, which one psychologist concerned with collective decision making has defined as ‘a deterioration of mental efficiency, reality testing, and moral judgment that results from in-group pressures’. Based on analyses of major fiascos of international diplomacy and military decision making, researchers have identified groupthink behaviour as a recurring pattern that involves several factors: overestimation of the group’s power and morality, manifested, for example, is an illusion of invulnerability, which creates excessive optimism;
closed-mindedness to warnings of problems and to alternative viewpoints; and unwarranted pressures toward uniformity, including self-censorship with respect to doubts about the group’s reasoning and a concomitant shared illusion of unanimity concerning group decisions. The cohesiveness of the decision-making group is an essential antecedent condition for this syndrome but not a sufficient one, so it is important to work toward identifying the additional factors that determine whether group cohesiveness will deteriorate into groupthink or allow for effective decision making.
A group of closely associated colleagues has made a disastrous diplomatic decision after a series of meetings marked by disagreement over conflicting alternatives. It can be inferred from the passage that the author would be most likely to say that this scenario.
The question in this section is based on a single passage. The question is to be answered on the basis of what is stated or implied in the passage.
The spread of education in society is at the foundation of success in countries that are latecomers to development. In the quest for development, primary education is absolutely essential because it creates the base. But higher education is just as important for it provides the cutting edge. And universities are the life-blood of higher education. Islands of excellence in professional education, such as Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), are valuable complements but cannot be substituted for universities that provide educational opportunities for people at large.
There can be no doubt that higher education has made a significant contribution to economic development, social progress and political democracy in independent India. It is a source of dynamism for the economy. It has created social opportunities for people, it has fostered the vibrant democracy in our polity. It has provided a beginning for the creation of a knowledge society. But it would be a mistake to focus on its strengths alone. It has weaknesses that are a cause for serious concern. There is, in fact, a quiet crisis in higher education in India that runs deep. It is not yet discernible simply because there are pockets of excellence, an enormous reservoir of talented young people and intense competition in the admissions process. And, in some important spheres, we continue to reap the benefits of what was sown in higher education 50 years ago by the founding fathers of the republic. The reality is that we have miles to go. The proportion of our population, in the age group 18-24, that enters the world of higher education is around 7%, which is only one-half the average for Asia. The opportunities for higher education, in terms of the number of places in universities, are simply not enough in relation to our needs. What is more, the quality of higher education in most of our universities requires substantial improvement? IT is clear that the system of higher education in India faces serious challenges. It needs a systematic overhaul so that we can educated much larger numbers without diluting academic standards. This is imperative because the transformation of economy and society in the 21st century would depend, in significant part, on the spread and the quality of education among our people, particularly in the sphere of higher education. It is only an inclusive society that can provide the foundations for a knowledge society.
The challenges that confront higher education in India are clear. It needs a massive expansion of opportunities for higher education, to 1500 universities nationwide, that would enable India to attain a gross enrolment ration of at least 15% by 2015. It is just as important to raise the average quality of higher education in very sphere. At the same time, it is essential to create institutions that are exemplars of excellence at par with the best in the world. In the pursuit of these objectives, providing people with access to higher education in a socially inclusive manner is imperative. The realization of these objectives, combined with access, would not only develop the skills and capabilities we need for the economy but would also help transform India into a knowledge economy and society.
According to the passage, the current state of affairs of higher education in India is
Read the given passages and answer the question with the help of the information provided in the passage.
A large number of branches of banks have been set-up in the villages. The main purpose of setting up these banks is to develop the habit of saving among the villagers and also to give loans to farmers for boosting production in one way or the other. So, banks had been concentrated in the bigger cities and Indian villagers had no faith in them.
The new banks also intend to re-channel bank credit -from the big industries to the small sectors. With the intention of promoting rural banking, regional rural banks were established. These aligned the local field with rural problems. These banks are not to replace the other credit-giving bodies but to supplement them.
The Steering Committee of the Regional Rural Banks considered some structural changes. First of all, they gave thought to the staffing spectrum, then to effective coordination among banks rural cooperatives and commercial and the possibility of bringing credit within the access to weaker sections. They wanted to recruit staff for the rural banks at lower salaries. But, this type of discrimination would have been unfruitful. So, it was given up.
A problem with regard to the rural banks is the creditworthiness of the poor. The Indian farmers are so poor that they cannot pay back their loans. The rural Indian surveys make it quite clear that practically rural farmers have no creditworthiness. Their socio-economic mobility is almost zero. That is why banks fear that their credit will never be paid back.
Another difficulty for the rural banks is that loans cannot be processed so easily. Processing loans also entails heavy expenditure. This was also going to affect their financial position. Still, the establishment of the rural banks was decided because the social advantages were more important than the commercial consideration.
Rural banks definitely encourage savings. No doubt the villagers do not have to pay income tax and they get many other concessions, yet their saving is not significant. Despite all the hurdles, the rural banking system will boost up the economy of villages and thereby the economy of the country.
Which of the following is possibly the most appropriate title for the passage?
Read the given passages and answer the question with the help of the information provided in the passage.
Under very early common law, all felonies were punishable by death. The perpetrators of the felony were hanged whether or not a homicide had been committed during the felony. Later, however, some felonies were declared to be non-capital offences. The common law courts, in need of a deterrent to the use of deadly force in the course of these non-capital felonies, developed the "felony-murder" rule. The first formal statement of the rule stated: '1\ny killing by one in the commission of a felony is guilty of murder." The killing was a murder whether intentional or unintentional, accidental or mistaken. The usual requirement of malice was eliminated and the only criminal intent necessary was the intent to commit the particular underlying felony. all participants in the felony were guilty of murder actual killer and non-killer confederates. Proponents of the rule argued that it was justified because the felony demon treated a lack of concern for human life by the commission of a violent and dangerous felony and that the crin1e was murder either because of a conclusive presumption of malice or simply by force of statutory definition. Opponents of the rule describe it as a highly artificial concept and "an enigma wrapped in a riddle." They are quick to point out that the rule has been abandoned in England where it originated, abolished in India, severely restricted in Canada and a number of other commonwealth countries are unknown in continental Europe and abandoned in Michigan. In reality, the real strength of the opponents' criticism stems from the bizarre and of times unfair results achieved when the felony-murder rule is applied mechanically. Defendants have been convicted under the rule where the killing was purely accidental, or the killing took place after the Felony during the later flight from the scene, or a third party killed another (police officer killed a citizen or vice versa, or a victim died of a heart attack 15-20 minutes after the robbery was over, or the person killed was an accomplice in the felony). Attacks on the rule have come from all directions with basically the same demand - re-evaluate and abandon the archaic legal fiction; restrict and F it vicarious criminal liability; prosecute killers for murder, not non-killers; increase punishment for the underlying felony as a real deterrent and initiate legislative modifications. With the unstable history of the felony - murder rule, including its abandonment by many jurisdictions in this country, the felony-murder rule is dying a slow but certain death.
Arguments in favour of the felony-murder rule may include all of the following except
Read the given passages and answer the question with the help of the information provided in the passage.
One of South America's mysteries is Easter Island. Easter Island, also called Rapa Nui and Isla de Pascua, 3600 Ion (2,237mi) west of Chile, is a volcanic island with an interesting and partly unknown history. The island was named by the Dutch explorer Jacob Roggeveen because he encountered it on Easter Sunday 1722. He was the first European to find the island. The official name of the island, Isla de Pascua, means Easter Island in Spanish. This island is famous because of the approximately 887 huge statues which were found there. The statues consist of heads and complete torsos, the largest of which weight 84 tons! These monuments, called moai, were carved out of compressed volcanic ash, called tuff, which was found at a quarry ar a place called Rano Raraku. Statues are still being found. Some of the monuments were left only half-carved. Nobody knows why Rano Raraku was abandoned. It is thought that the statues were carved by the ancestors of the modern Polynesian inhabitants. But, the purpose of the statues and the reason they have abandoned remain mysteries.
What are the statues made of?
Read the given passages and answer the question with the help of the information provided in the passage.
Once upon a time, there was a royal elephant that used to reside in the premises of the king's palace. The elephant was very dear to the king, so he was well-fed and well treated. There was also a Dog who lived near the Elephant's shed. He was very weak and skinny. He was always fascinated by the smell of rich sweet rice being fed to the royal elephant. One day, the Dog could no longer resist the aroma of the rice and somehow managed to sneak into the Elephant's shed. He ate the grains of sweet rice that fell from the Elephant's mouth. He liked the rice so much, that he started going there daily to eat the rice. For days, the huge Elephant didn't notice the small dog as he was busy enjoying the delicious food. Gradually, the Dog grew bigger and stronger eating such rich food. Finally, the Elephant noticed him and allowed him access to the food. The Elephant enjoyed the company of the Dog and started sharing his food with him. They also started spending time with each other and soon became good friends. They ate together, slept together and played together. While playing, the Elephant would hold the Dog in his trunk and swing him back and forth. Soon neither of them was happy without the other. They became great friends and didn't want to be separated from each other.
Then one day, a man saw the Dog and asked the Elephant-keeper, "I want to buy this Dog. What price do you want for it?" The Elephant keeper didn't own the Dog but sold it and extracted a sum of money from this deal. The man took the Dog to his home village, which was quite far away. The King's Elephant became very sad after this incident. He missed his friend a lot and started neglecting everything. He didn't want to do anything without his dear friend, so he stopped eating, drinking and even bathing. Finally, the Elephant-keeper reported this to the King; however, he didn't mention anything about the Dog. The King had a wise minister, who was known for his keen understanding of animals. The King ordered the minister, "Go to the Elephant shed and find out the reason for the Elephant's condition". The intelligent minister went to the Elephant's shed and found the Elephant very sad. He examined the Elephant and asked the Elephant keeper, "There is nothing wrong with this Elephant's body, then why does he look so sad?" I think this Elephant is grief-stricken, possibly due to the loss of a dear friend.
Do you know if this Elephant shared a close friendship with anyone? The Elephant-keeper said, "There was a Dog who used to eat, sleep and play with the Elephant. He was taken by a stranger three days ago''. The minister went back to the King and said, "Your majesty, in my opinion, the royal Elephant is not sick, but he is lonesome without his dear friend, the Dog". The King said, "You're right, friendship is one of the most wonderful things of life. Do you know where that ·Dog is?" The Minister replied, "Elephant keeper has informed me that a stranger took him away and he doesn't know his whereabouts". The King asked, "how can we bring back my Elephant's friend and make him happy again?" The Minister suggested, "Your Majesty, make a declaration that whoever has the dog that used to live at the royal Elephant's shed will be penalised". The King did the same and the man who had taken the dog, instantly turned him loose when he heard the proclamation. As soon as he was freed, the Dog ran back as fast as he could to the Elephant's shed. The Elephant was so delighted to see the Dog that he picked his friend up with his trunk and swung him back and forth. The Dog wagged his tail, while the Elephant's eyes sparkled with happiness. The King was content to see the Elephant happy once again and rewarded the Minister for his wise judgment.
What did the Elephant-keeper do to the Dog?
