Questions

During their rule the British persuaded or forced cultivators in Assam to grow __________.

Amazon river flows through which of the following country?

In the following question, out of the four alternatives, choose the alternative which best expresses the meaning of the idiom/Phrase.

Have a chip on one's shoulder

In the following passage some of the words have been left out. Read the passage carefully and select the correct answer for the given blank out of the four alternatives.

Modern man is imprisoned by his time-table and his routine. His life is all care and _____. He does not have _____ for anything but his duties and occupation for _____ money. Men, in all _____ may have been prone to this disease and; indeed, we in India may not have been _____ by it to the extent that people in western countries have been.

but his duties and occupation for _____ money.

In the following question, out of the four alternatives, select the alternative which is the best substitute of the phrase.

sums of money expressed in a specified monetary unit

Select the word with the correct spelling.

In the following question, out of the four alternatives, select the word similar in meaning to the word given.

Fissure

Read the passage carefully and select the best answer to each question out of the given four alternatives.

By practicing mindfulness and other principles, we become more aware of and present to our fears and others’ fears, bearing witness as a way of healing and empowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing and guiding the other. Acknowledging that our well-being depends on others makes caring for others’ well-being a moral responsibility.

Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.

With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed between Shirley and Tiffany.

Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma, that they never imagined existed.

In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healing occurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice and fostering inclusion based in psychology research and pedagogical practice.

How students can replace their anger and distrust?