General English - 3 (eLitmus)

Directions: In the question below, the 1^st and the last (correctly ordered) sentences are numbered 1 and 6. The rest of the passage is split into four parts and named P, Q, R and S. These four parts are not given in the proper order. Choose the correct combination among the four alternatives given.

1. The suspense over Afghanistan’s presidential elections is finally over.
   P. They were marred by allegations of widespread fraud, leading to a long deadlock and eventually a fresh audit of votes.
   Q. It could also reverse the gains in state-building seen in recent years, making it even more vulnerable to the Taliban insurgency.
   R. Afghanistan and international observers were worried that the impasse could worsen the country’s divisions and further fracture it along ethnic lines.
   S. Afghans voted in two rounds of elections in April and June to pick a successor to Hamid Karzai.
2. A recount in an election marked by fraud is bound to declare a winner, but the latter’s legitimacy would be in doubt exacerbating the conflict.

Directions: The sentence below has one or two blanks; each blank indicates that something has been omitted. Beneath the sentence are five words or sets of words. Choose the word or set of words for each blank that best fits the meaning of the sentence as a whole.

With the development in technology, we are no longer at the mercy of elements. No longer are we ________ to darkness at night or ________ in the morning.

Directions: In the following question, four statements are provided between an opening statement and a closing statement. The four statements are jumbled up and form a coherent paragraph when properly arranged. Select the alternative representing the proper and logical sequencing of these six taken together.

1. All around us, there are many things which change, some of them seem to disappear.
   A. At each second of time, an unlimited contingency might undo whatever was about to occur, placing everything continually in a state of uncertainty.
   B. If chance alone reigned in the world of matter, there would be stability only in chaos or in immobility, not in life.
   C. Experience shows, however, that nothing comes from nothing, and also that nothing is completely destroyed without being transformed into something else.
   D. A blind anarchic chance, intervening by itself in the universe and incapable of going beyond a first successful hit in order to improve upon it, would not provide us with an acceptable account of the origin of life.
2. Chance alone does not constitute an explanation. The antithesis of chance is God, or purely physical laws such as we are discovering little by little.

Directions: The sentence below has one or two blanks; each blank indicates that something has been omitted. Beneath the sentence are five words or sets of words. Choose the word or set of words for each blank that best fits the meaning of the sentence as a whole.

The Indian caste system is complicated by the ________ of the caste structure incongruous to the _______ of the local sub castes.

Unmanaged feelings can lead to _____.

Directions: Read the passage and answer the following question:

What's a manager have to do about feelings in business? 

Why, manage them of course.
Not to mock your question in the slightest: We are dead serious. If there’s one thing that doesn't get enough attention for undermining productivity, creativity and the general smooth functioning of the business, it's the mismanagement of the emotion in the workplace. Too many managers would rather let people act, well, unmanaged.

Now, we're not even slightly qualified to opine on human nature; well, maybe we are as qualified as the next guy; but you don’t have to watch reality TV to know that, left unattended, people can fall into some pretty dysfunctional behaviours. Maybe it’s because gossip, ganging up, paranoia and the like were hardwired into the human brain to ensure the survival of the species, as some scientists have hypothesized.

But the underlying reasons why groups of people can get so terribly caught up in the negative feelings don’t really matter. All that does-from a manager’s point of view-is that unhealthy emotions usually beget more unhealthy emotions.

That’s why you have to manage them-which, fortunately, takes neither a degree in psychology nor more time than you already have. It takes only an active commitment to remove uncertainty from your organization and to instill a purposeful approach to inspiration.

How can feelings be managed?

Directions: Read the passage and answer the following question:

What's a manager have to do about feelings in business? 

Why, manage them of course.
Not to mock your question in the slightest: We are dead serious. If there’s one thing that doesn't get enough attention for undermining productivity, creativity and the general smooth functioning of the business, it's the mismanagement of the emotion in the workplace. Too many managers would rather let people act, well, unmanaged.

Now, we're not even slightly qualified to opine on human nature; well, maybe we are as qualified as the next guy; but you don’t have to watch reality TV to know that, left unattended, people can fall into some pretty dysfunctional behaviours. Maybe it’s because gossip, ganging up, paranoia and the like were hardwired into the human brain to ensure the survival of the species, as some scientists have hypothesized.

But the underlying reasons why groups of people can get so terribly caught up in the negative feelings don’t really matter. All that does-from a manager’s point of view-is that unhealthy emotions usually beget more unhealthy emotions.

That’s why you have to manage them-which, fortunately, takes neither a degree in psychology nor more time than you already have. It takes only an active commitment to remove uncertainty from your organization and to instill a purposeful approach to inspiration.

Which of the following statements is true according to the passage?

Directions: Read the passage and answer the following question:

What's a manager have to do about feelings in business? 

Why, manage them of course.
Not to mock your question in the slightest: We are dead serious. If there’s one thing that doesn't get enough attention for undermining productivity, creativity and the general smooth functioning of the business, it's the mismanagement of the emotion in the workplace. Too many managers would rather let people act, well, unmanaged.

Now, we're not even slightly qualified to opine on human nature; well, maybe we are as qualified as the next guy; but you don’t have to watch reality TV to know that, left unattended, people can fall into some pretty dysfunctional behaviours. Maybe it’s because gossip, ganging up, paranoia and the like were hardwired into the human brain to ensure the survival of the species, as some scientists have hypothesized.

But the underlying reasons why groups of people can get so terribly caught up in the negative feelings don’t really matter. All that does-from a manager’s point of view-is that unhealthy emotions usually beget more unhealthy emotions.

That’s why you have to manage them-which, fortunately, takes neither a degree in psychology nor more time than you already have. It takes only an active commitment to remove uncertainty from your organization and to instill a purposeful approach to inspiration.

The problem with unhealthy emotion is that _____.

Directions: Read the passage and answer the following question:

What's a manager have to do about feelings in business? 

Why, manage them of course.
Not to mock your question in the slightest: We are dead serious. If there’s one thing that doesn't get enough attention for undermining productivity, creativity and the general smooth functioning of the business, it's the mismanagement of the emotion in the workplace. Too many managers would rather let people act, well, unmanaged.

Now, we're not even slightly qualified to opine on human nature; well, maybe we are as qualified as the next guy; but you don’t have to watch reality TV to know that, left unattended, people can fall into some pretty dysfunctional behaviours. Maybe it’s because gossip, ganging up, paranoia and the like were hardwired into the human brain to ensure the survival of the species, as some scientists have hypothesized.

But the underlying reasons why groups of people can get so terribly caught up in the negative feelings don’t really matter. All that does-from a manager’s point of view-is that unhealthy emotions usually beget more unhealthy emotions.

That’s why you have to manage them-which, fortunately, takes neither a degree in psychology nor more time than you already have. It takes only an active commitment to remove uncertainty from your organization and to instill a purposeful approach to inspiration.

What is the main idea of the passage?

Directions: Read the passage to answer the question given below.

Educational planning should aim at meeting the educational needs of the entire population of all age groups. While the traditional structure of education as three layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery which is equally important. Under modern conditions, workers need to rewind, or renew their enthusiasm, or strike out in a new direction or improve their skills as much as any university professor. The retired and the aged have their needs as well. Educational planning, in their words, should take care of the needs of everyone.
            Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled ‘Learning to Be’ prepared by Edgar Faure & others in 1973 asserts that the education of children must prepare the future adult for various forms of self learning. A viable education system of the future should consist of modules with different kinds of functions serving a diversity of constituents. The performance, not the period of study, should be the basis for credentials. The writing is already on the wall.
            In view of the fact that the significance of a commitment of lifelong learning & lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For to move in that direction means more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing open university programmes for older learners of different categories & introducing extension services in the conventional colleges & schools. Also these institutions should learn to cooperate with numerous community organizations such as libraries, museums, recreational programmes, health services, etc.

Which of the following best describes the purpose of the author?

Directions: Read the passage to answer the question given below.

Educational planning should aim at meeting the educational needs of the entire population of all age groups. While the traditional structure of education as three layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery which is equally important. Under modern conditions, workers need to rewind, or renew their enthusiasm, or strike out in a new direction or improve their skills as much as any university professor. The retired and the aged have their needs as well. Educational planning, in their words, should take care of the needs of everyone.
            Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled ‘Learning to Be’ prepared by Edgar Faure & others in 1973 asserts that the education of children must prepare the future adult for various forms of self learning. A viable education system of the future should consist of modules with different kinds of functions serving a diversity of constituents. The performance, not the period of study, should be the basis for credentials. The writing is already on the wall.
            In view of the fact that the significance of a commitment of lifelong learning & lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For to move in that direction means more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing open university programmes for older learners of different categories & introducing extension services in the conventional colleges & schools. Also these institutions should learn to cooperate with numerous community organizations such as libraries, museums, recreational programmes, health services, etc.

What should be the major characteristic of the future educational system?

Directions: Read the passage to answer the question given below.

Educational planning should aim at meeting the educational needs of the entire population of all age groups. While the traditional structure of education as three layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery which is equally important. Under modern conditions, workers need to rewind, or renew their enthusiasm, or strike out in a new direction or improve their skills as much as any university professor. The retired and the aged have their needs as well. Educational planning, in their words, should take care of the needs of everyone.
            Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled ‘Learning to Be’ prepared by Edgar Faure & others in 1973 asserts that the education of children must prepare the future adult for various forms of self learning. A viable education system of the future should consist of modules with different kinds of functions serving a diversity of constituents. The performance, not the period of study, should be the basis for credentials. The writing is already on the wall.
            In view of the fact that the significance of a commitment of lifelong learning & lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For to move in that direction means more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing open university programmes for older learners of different categories & introducing extension services in the conventional colleges & schools. Also these institutions should learn to cooperate with numerous community organizations such as libraries, museums, recreational programmes, health services, etc.

According to the passage, the present educational structures assume which of the following?

Directions: Read the passage to answer the question given below.

Educational planning should aim at meeting the educational needs of the entire population of all age groups. While the traditional structure of education as three layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery which is equally important. Under modern conditions, workers need to rewind, or renew their enthusiasm, or strike out in a new direction or improve their skills as much as any university professor. The retired and the aged have their needs as well. Educational planning, in their words, should take care of the needs of everyone.
            Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled ‘Learning to Be’ prepared by Edgar Faure & others in 1973 asserts that the education of children must prepare the future adult for various forms of self learning. A viable education system of the future should consist of modules with different kinds of functions serving a diversity of constituents. The performance, not the period of study, should be the basis for credentials. The writing is already on the wall.
            In view of the fact that the significance of a commitment of lifelong learning & lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For to move in that direction means more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing open university programmes for older learners of different categories & introducing extension services in the conventional colleges & schools. Also these institutions should learn to cooperate with numerous community organizations such as libraries, museums, recreational programmes, health services, etc.

Which of the following is true in context of the passage?

Directions: Read the passage to answer the question given below.

Political education may be defined as the preparation of a citizen to take well informed, responsible and sustained action for participation in the national struggle for the realisation of the socio-economic objectives of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in place of the present traditional, feudal, hierarchical and inegalitarian one.

Under the British rule, the congress leaders argued that political education was an important part of education and refused to accept the official view that education and politics should not be mixed with one another. But when they came to power in 1947 they almost adopted the British policy and began to talk of education being defiled by politics. ‘Hands off education‘ was the call to political parties of that time. But in spite of it, political infiltration into the educational system has greatly increased in the sense that different parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite political interference. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all round growth of elitism, it is hardly surprising that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period.

At the same time, the freedom struggle came to an end and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilise the opportunity to the fullest and the stranglehold of vested interests continued to dominate it. The same can be said about political parties as well as about other institutions and agencies outside the school system which can be expected to provide political education. All things considered, it appears that we have made no genuine progress in political education in the post independence period and even slid back in some respects. For instance, the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhiji gave us the courage to oppose the government when it was wrong, in a disciplined fashion and on basic principles. He believed the means to be as important as the ends and taught us to work among the poor people for mobilising and organising them. Today we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandisement has become common. The education system of today continues to support domination of the privileged groups and domestication of the underprivileged ones. The situation will not change unless we take vigorous steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if it is not carried out, mere linear expansion of the existing system of normal education will only support the status quo and hamper radical social transformation.

What should be the ultimate objective(s) of political education?

Directions: Read the passage to answer the question given below.

Political education may be defined as the preparation of a citizen to take well informed, responsible and sustained action for participation in the national struggle for the realisation of the socio-economic objectives of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in place of the present traditional, feudal, hierarchical and inegalitarian one.

Under the British rule, the congress leaders argued that political education was an important part of education and refused to accept the official view that education and politics should not be mixed with one another. But when they came to power in 1947 they almost adopted the British policy and began to talk of education being defiled by politics. ‘Hands off education‘ was the call to political parties of that time. But in spite of it, political infiltration into the educational system has greatly increased in the sense that different parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite political interference. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all round growth of elitism, it is hardly surprising that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period.

At the same time, the freedom struggle came to an end and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilise the opportunity to the fullest and the stranglehold of vested interests continued to dominate it. The same can be said about political parties as well as about other institutions and agencies outside the school system which can be expected to provide political education. All things considered, it appears that we have made no genuine progress in political education in the post independence period and even slid back in some respects. For instance, the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhiji gave us the courage to oppose the government when it was wrong, in a disciplined fashion and on basic principles. He believed the means to be as important as the ends and taught us to work among the poor people for mobilising and organising them. Today we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandisement has become common. The education system of today continues to support domination of the privileged groups and domestication of the underprivileged ones. The situation will not change unless we take vigorous steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if it is not carried out, mere linear expansion of the existing system of normal education will only support the status quo and hamper radical social transformation.

What was the policy of the ruling party regarding political education immediately after independence?

Directions: Read the passage to answer the question given below.

Political education may be defined as the preparation of a citizen to take well informed, responsible and sustained action for participation in the national struggle for the realisation of the socio-economic objectives of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in place of the present traditional, feudal, hierarchical and inegalitarian one.

Under the British rule, the congress leaders argued that political education was an important part of education and refused to accept the official view that education and politics should not be mixed with one another. But when they came to power in 1947 they almost adopted the British policy and began to talk of education being defiled by politics. ‘Hands off education‘ was the call to political parties of that time. But in spite of it, political infiltration into the educational system has greatly increased in the sense that different parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite political interference. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all round growth of elitism, it is hardly surprising that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period.

At the same time, the freedom struggle came to an end and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilise the opportunity to the fullest and the stranglehold of vested interests continued to dominate it. The same can be said about political parties as well as about other institutions and agencies outside the school system which can be expected to provide political education. All things considered, it appears that we have made no genuine progress in political education in the post independence period and even slid back in some respects. For instance, the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhiji gave us the courage to oppose the government when it was wrong, in a disciplined fashion and on basic principles. He believed the means to be as important as the ends and taught us to work among the poor people for mobilising and organising them. Today we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandisement has become common. The education system of today continues to support domination of the privileged groups and domestication of the underprivileged ones. The situation will not change unless we take vigorous steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if it is not carried out, mere linear expansion of the existing system of normal education will only support the status quo and hamper radical social transformation.

Which of the following is the major pitfall of the present education system?

Directions: Read the passage to answer the question given below.

Political education may be defined as the preparation of a citizen to take well informed, responsible and sustained action for participation in the national struggle for the realisation of the socio-economic objectives of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in place of the present traditional, feudal, hierarchical and inegalitarian one.

Under the British rule, the congress leaders argued that political education was an important part of education and refused to accept the official view that education and politics should not be mixed with one another. But when they came to power in 1947 they almost adopted the British policy and began to talk of education being defiled by politics. ‘Hands off education‘ was the call to political parties of that time. But in spite of it, political infiltration into the educational system has greatly increased in the sense that different parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite political interference. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all round growth of elitism, it is hardly surprising that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period.

At the same time, the freedom struggle came to an end and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilise the opportunity to the fullest and the stranglehold of vested interests continued to dominate it. The same can be said about political parties as well as about other institutions and agencies outside the school system which can be expected to provide political education. All things considered, it appears that we have made no genuine progress in political education in the post independence period and even slid back in some respects. For instance, the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhiji gave us the courage to oppose the government when it was wrong, in a disciplined fashion and on basic principles. He believed the means to be as important as the ends and taught us to work among the poor people for mobilising and organising them. Today we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandisement has become common. The education system of today continues to support domination of the privileged groups and domestication of the underprivileged ones. The situation will not change unless we take vigorous steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if it is not carried out, mere linear expansion of the existing system of normal education will only support the status quo and hamper radical social transformation.