Questions

Part of XVII of India Constitution deals with ______.

Look at the underlined part of each sentence. Below each sentence are given three possible substitutions for the underlined part. If one of them (a), (b) or (c) is better than the underlined part, indicate your response on the Answer Sheet against the corresponding letter. If none of the substitutions imporves the sentence, indicate (d) as your response on the Answer Sheet.

He is now looking about a job.

How do you perform in a fast-paced and potentially stressful environment?

The minimum short­term natural hazard is __________

Which of these islands are located in the Arabian Sea?

Under the Indus water Treaty, India has not been given the exclusive right over which of the following rivers?

The question below consists of a set of labelled sentences. These sentences, when properly sequenced form a coherent paragraph. Select the most logical order of sentences from among the options.

P: Banks, which garner the lion’s share of retail debt allocations, pegged down their term deposit interest rates with alacrity by 200-250 basis points between 2014 and 2016 as market rates fell.
Q: Indian savers have made a decisive shift from real to financial assets in recent years prompted by policy nudges and sluggish gold and property markets.
R: But they have been tardy in passing on the rate increases of the past year.
S: But while umpteen new equity-linked options have sprung up on their menu – MFs, NPS, market-linked insurance plans – there’s a notable dearth of debt options.

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?