Questions

In the following question, out of the four alternatives, select the alternative which will improve the bracketed part of the sentence. In case no improvement is needed, select "no improvement".

(Upto) the time he wasn’t here, we were not sure if he will actually come.

In which Indian state is the Nanda Devi peak located?

The longitudes of main land of India extends between __________.

In the following question, some part of the sentence may have errors. Find out which part of the sentence has an error and select the appropriate option. If a sentence is free from error, select 'No Error'.

He swam to(A)/an island that(B)/was not far away.(C)/No error(D)

Ananas comosus is the scientific name of ________.

In each of the questions, four alternatives are given for the Idiom/Phrase. Choose the alternative which best expresses the meaning of the Idiom/Phrase and click the button corresponding to it.

Curry favour

A sentence/a part of the sentence is underlined. Four alternatives are given to the underlined part which will improve the sentence. Choose the correct alternative and click the button corresponding to it. In case no improvement is needed, click the button corresponding to "No improvement".

Any able­bodied man is eligible for the job.

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?