Questions

In the given question, a part of the sentence is printed in bold. Below the sentence, three alternatives to the bold part are given which may help improve the sentence. Choose the option that reflects the correct use of the phrase in the context of the sentence. In case the given sentence is correct, your answer is (E) i.e. No correction required.

They hurried up the booth’s back and waited for the malformed youth to disperse.

i. to the booth’s back

ii. for towards the booth’s back

iii. for the booth’s backing

In the following question, a sentence has been given in Direct/Indirect speech. Out of the four alternatives suggested, select the one which best
expresses the same sentence in Indirect/Direct speech.
She said to me, "Will you be coming to the party, tomorrow?"

Read each sentence to find out whether there is any error in any underlined part and indicate your response in the Answer Sheet against the corresponding letter i.e., (a) or (b) or (c). If you find no error, your response should be indicated as (d).

In the following question, four words are given out of which one word is incorrectly spelt. Find the incorrectly spelt word.

If objects appear enlarged and inverted in a rear view mirror, then which type of mirror is used?

The sentences given with blanks are to be filled with an appropriate word(s). Four alternatives are suggested for each question. For each question, choose the correct alternative and click the button corresponding to it.

The aim of a Peace Council is ________ rather than cure.

Out of the four alternatives, choose the one which can be substituted for the given words/sentences and click the button corresponding to it.

One who knows everything.

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?