Questions

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

In the following question the 1st and the last part of the sentence/passage are numbered 1 and 6. The rest of the sentence/ passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the sentence/passage and find out which of the four combinations is correct.

1. We wanted to relax and have fun.
P. All of us agreed to share responsbilities.
Q. Two of us took our cars.
R. We decided to go on a picnic at Lodhi Gardens.
S. Each one of us brought one dish, some fruits and sweets.
6. We enjoyed ourselves a lot and felt a welcome change in our monotonous life.

In the following question, out of the given four alternatives, select the one which is opposite in meaning of the given word.

Quash

In the given question, a statement divided into different segments is given. The first segment is fixed, rearrange the other segments to form a coherent statement.

As the files were being arranged/ been lost for several decades now (P)/ which were believed to have (Q)/ into a stack, the butler cam (R)/ across information about several of the family heirlooms (S)

In Microsoft Word, under character formatting ___________ is used to superscript and subscript.

What kind of weather does a cold front usually bring

Name the scientist who proposed the cell theory

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.

What makes the others’ well-being a moral responsibility for us?