NABARD Manager English Mock Test 1 - Bank Exams MCQ

Fill in the blanks with appropriate word . 

In the upper class drawing room in Mumbai, a dozen or so ___B₁___ the city’s intelligentsia is ___B₂___ on the dregs of what was a live-wire party an hour ago. Poets, editors, writers, filmmakers, all card-carrying members of the rich and powerful, not at this late hour, on their ninth drink, are ___B₃___ in what Indians are best known to do: media-bashing, armchair criticism and name-calling.
Inevitably the talk turns to Tehelka, and its managing director and editor-in-chief, Tarun Tejpal, and the party quickly degenerates into an orgy of guilt and shame and that peculiar habit of the Indian intelligentsia : passing the buck, with every one present attacking his neighbor for not supporting Tejpal; more. It is a trait Tejpal is ___B₄___ with and has been telling me about in the weeks preceding this interview.
“Often at parties when someone ___B₅___ me ‘great job, carry on what you are doing’, and showers with me staggering praise, staggering love, staggering ___B₆___ I just smile and let it pass as I don’t want to score a brownie point and say, ‘and what about you boss, what will you do?”
This lightly-tossed sentence with the slightest hint of a dark chuckle is the only time I have seen Tejpal allow for bitterness, though I have been ___B₇___ him for weeks for sings of its. Because, for a man who has been the victim of the most ___B₈___ government witch-hunts in recent years. Tejpal is astonishingly devoid of ___B₉___ you expect him to rage, to spew fire, to heap scorn and anger at his enemies, and instead, what you encounter, is a man in whose eyes you see only compassion and a weary understanding of the nature of the beast.
The abiding irony in all this is that unlike his armchair supporters in the middle class, who rave and rant on his behalf, but do nothing else, Tejpal displays forbearance. “The fact that I am essentially a literary animal and that my entire sensibility has been shaped by literature has helped. I’m not a black-and-white person. I’m a ___B₁₀___ who understands the greys,” he says to me at a coffee shop, over tea.

Q. Appropriate word at B₄ is

Fill in the blanks with appropriate word . 

In the upper class drawing room in Mumbai, a dozen or so ___B₁___ the city’s intelligentsia is ___B₂___ on the dregs of what was a live-wire party an hour ago. Poets, editors, writers, filmmakers, all card-carrying members of the rich and powerful, not at this late hour, on their ninth drink, are ___B₃___ in what Indians are best known to do: media-bashing, armchair criticism and name-calling.
Inevitably the talk turns to Tehelka, and its managing director and editor-in-chief, Tarun Tejpal, and the party quickly degenerates into an orgy of guilt and shame and that peculiar habit of the Indian intelligentsia : passing the buck, with every one present attacking his neighbor for not supporting Tejpal; more. It is a trait Tejpal is ___B₄___ with and has been telling me about in the weeks preceding this interview.
“Often at parties when someone ___B₅___ me ‘great job, carry on what you are doing’, and showers with me staggering praise, staggering love, staggering ___B₆___ I just smile and let it pass as I don’t want to score a brownie point and say, ‘and what about you boss, what will you do?”
This lightly-tossed sentence with the slightest hint of a dark chuckle is the only time I have seen Tejpal allow for bitterness, though I have been ___B₇___ him for weeks for sings of its. Because, for a man who has been the victim of the most ___B₈___ government witch-hunts in recent years. Tejpal is astonishingly devoid of ___B₉___ you expect him to rage, to spew fire, to heap scorn and anger at his enemies, and instead, what you encounter, is a man in whose eyes you see only compassion and a weary understanding of the nature of the beast.
The abiding irony in all this is that unlike his armchair supporters in the middle class, who rave and rant on his behalf, but do nothing else, Tejpal displays forbearance. “The fact that I am essentially a literary animal and that my entire sensibility has been shaped by literature has helped. I’m not a black-and-white person. I’m a ___B₁₀___ who understands the greys,” he says to me at a coffee shop, over tea.

Q. Appropriate word at B₅ is

Fill in the blanks with appropriate word . 

In the upper class drawing room in Mumbai, a dozen or so ___B₁___ the city’s intelligentsia is ___B₂___ on the dregs of what was a live-wire party an hour ago. Poets, editors, writers, filmmakers, all card-carrying members of the rich and powerful, not at this late hour, on their ninth drink, are ___B₃___ in what Indians are best known to do: media-bashing, armchair criticism and name-calling.
Inevitably the talk turns to Tehelka, and its managing director and editor-in-chief, Tarun Tejpal, and the party quickly degenerates into an orgy of guilt and shame and that peculiar habit of the Indian intelligentsia : passing the buck, with every one present attacking his neighbor for not supporting Tejpal; more. It is a trait Tejpal is ___B₄___ with and has been telling me about in the weeks preceding this interview.
“Often at parties when someone ___B₅___ me ‘great job, carry on what you are doing’, and showers with me staggering praise, staggering love, staggering ___B₆___ I just smile and let it pass as I don’t want to score a brownie point and say, ‘and what about you boss, what will you do?”
This lightly-tossed sentence with the slightest hint of a dark chuckle is the only time I have seen Tejpal allow for bitterness, though I have been ___B₇___ him for weeks for sings of its. Because, for a man who has been the victim of the most ___B₈___ government witch-hunts in recent years. Tejpal is astonishingly devoid of ___B₉___ you expect him to rage, to spew fire, to heap scorn and anger at his enemies, and instead, what you encounter, is a man in whose eyes you see only compassion and a weary understanding of the nature of the beast.
The abiding irony in all this is that unlike his armchair supporters in the middle class, who rave and rant on his behalf, but do nothing else, Tejpal displays forbearance. “The fact that I am essentially a literary animal and that my entire sensibility has been shaped by literature has helped. I’m not a black-and-white person. I’m a ___B₁₀___ who understands the greys,” he says to me at a coffee shop, over tea.

Q. Appropriate word at B₆ is

Fill in the blanks with appropriate word . 

In the upper class drawing room in Mumbai, a dozen or so ___B₁___ the city’s intelligentsia is ___B₂___ on the dregs of what was a live-wire party an hour ago. Poets, editors, writers, filmmakers, all card-carrying members of the rich and powerful, not at this late hour, on their ninth drink, are ___B₃___ in what Indians are best known to do: media-bashing, armchair criticism and name-calling.
Inevitably the talk turns to Tehelka, and its managing director and editor-in-chief, Tarun Tejpal, and the party quickly degenerates into an orgy of guilt and shame and that peculiar habit of the Indian intelligentsia : passing the buck, with every one present attacking his neighbor for not supporting Tejpal; more. It is a trait Tejpal is ___B₄___ with and has been telling me about in the weeks preceding this interview.
“Often at parties when someone ___B₅___ me ‘great job, carry on what you are doing’, and showers with me staggering praise, staggering love, staggering ___B₆___ I just smile and let it pass as I don’t want to score a brownie point and say, ‘and what about you boss, what will you do?”
This lightly-tossed sentence with the slightest hint of a dark chuckle is the only time I have seen Tejpal allow for bitterness, though I have been ___B₇___ him for weeks for sings of its. Because, for a man who has been the victim of the most ___B₈___ government witch-hunts in recent years. Tejpal is astonishingly devoid of ___B₉___ you expect him to rage, to spew fire, to heap scorn and anger at his enemies, and instead, what you encounter, is a man in whose eyes you see only compassion and a weary understanding of the nature of the beast.
The abiding irony in all this is that unlike his armchair supporters in the middle class, who rave and rant on his behalf, but do nothing else, Tejpal displays forbearance. “The fact that I am essentially a literary animal and that my entire sensibility has been shaped by literature has helped. I’m not a black-and-white person. I’m a ___B₁₀___ who understands the greys,” he says to me at a coffee shop, over tea.

Q. Appropriate word at B₇ is

Fill in the blanks with appropriate word . 

In the upper class drawing room in Mumbai, a dozen or so ___B₁___ the city’s intelligentsia is ___B₂___ on the dregs of what was a live-wire party an hour ago. Poets, editors, writers, filmmakers, all card-carrying members of the rich and powerful, not at this late hour, on their ninth drink, are ___B₃___ in what Indians are best known to do: media-bashing, armchair criticism and name-calling.
Inevitably the talk turns to Tehelka, and its managing director and editor-in-chief, Tarun Tejpal, and the party quickly degenerates into an orgy of guilt and shame and that peculiar habit of the Indian intelligentsia : passing the buck, with every one present attacking his neighbor for not supporting Tejpal; more. It is a trait Tejpal is ___B₄___ with and has been telling me about in the weeks preceding this interview.
“Often at parties when someone ___B₅___ me ‘great job, carry on what you are doing’, and showers with me staggering praise, staggering love, staggering ___B₆___ I just smile and let it pass as I don’t want to score a brownie point and say, ‘and what about you boss, what will you do?”
This lightly-tossed sentence with the slightest hint of a dark chuckle is the only time I have seen Tejpal allow for bitterness, though I have been ___B₇___ him for weeks for sings of its. Because, for a man who has been the victim of the most ___B₈___ government witch-hunts in recent years. Tejpal is astonishingly devoid of ___B₉___ you expect him to rage, to spew fire, to heap scorn and anger at his enemies, and instead, what you encounter, is a man in whose eyes you see only compassion and a weary understanding of the nature of the beast.
The abiding irony in all this is that unlike his armchair supporters in the middle class, who rave and rant on his behalf, but do nothing else, Tejpal displays forbearance. “The fact that I am essentially a literary animal and that my entire sensibility has been shaped by literature has helped. I’m not a black-and-white person. I’m a ___B₁₀___ who understands the greys,” he says to me at a coffee shop, over tea.

Q. Appropriate word at B₈ is

Fill in the blanks with appropriate word . 

In the upper class drawing room in Mumbai, a dozen or so ___B₁___ the city’s intelligentsia is ___B₂___ on the dregs of what was a live-wire party an hour ago. Poets, editors, writers, filmmakers, all card-carrying members of the rich and powerful, not at this late hour, on their ninth drink, are ___B₃___ in what Indians are best known to do: media-bashing, armchair criticism and name-calling.
Inevitably the talk turns to Tehelka, and its managing director and editor-in-chief, Tarun Tejpal, and the party quickly degenerates into an orgy of guilt and shame and that peculiar habit of the Indian intelligentsia : passing the buck, with every one present attacking his neighbor for not supporting Tejpal; more. It is a trait Tejpal is ___B₄___ with and has been telling me about in the weeks preceding this interview.
“Often at parties when someone ___B₅___ me ‘great job, carry on what you are doing’, and showers with me staggering praise, staggering love, staggering ___B₆___ I just smile and let it pass as I don’t want to score a brownie point and say, ‘and what about you boss, what will you do?”
This lightly-tossed sentence with the slightest hint of a dark chuckle is the only time I have seen Tejpal allow for bitterness, though I have been ___B₇___ him for weeks for sings of its. Because, for a man who has been the victim of the most ___B₈___ government witch-hunts in recent years. Tejpal is astonishingly devoid of ___B₉___ you expect him to rage, to spew fire, to heap scorn and anger at his enemies, and instead, what you encounter, is a man in whose eyes you see only compassion and a weary understanding of the nature of the beast.
The abiding irony in all this is that unlike his armchair supporters in the middle class, who rave and rant on his behalf, but do nothing else, Tejpal displays forbearance. “The fact that I am essentially a literary animal and that my entire sensibility has been shaped by literature has helped. I’m not a black-and-white person. I’m a ___B₁₀___ who understands the greys,” he says to me at a coffee shop, over tea.

Q. Appropriate word at B₉ is

Fill in the blanks with appropriate word . 

In the upper class drawing room in Mumbai, a dozen or so ___B₁___ the city’s intelligentsia is ___B₂___ on the dregs of what was a live-wire party an hour ago. Poets, editors, writers, filmmakers, all card-carrying members of the rich and powerful, not at this late hour, on their ninth drink, are ___B₃___ in what Indians are best known to do: media-bashing, armchair criticism and name-calling.
Inevitably the talk turns to Tehelka, and its managing director and editor-in-chief, Tarun Tejpal, and the party quickly degenerates into an orgy of guilt and shame and that peculiar habit of the Indian intelligentsia : passing the buck, with every one present attacking his neighbor for not supporting Tejpal; more. It is a trait Tejpal is ___B₄___ with and has been telling me about in the weeks preceding this interview.
“Often at parties when someone ___B₅___ me ‘great job, carry on what you are doing’, and showers with me staggering praise, staggering love, staggering ___B₆___ I just smile and let it pass as I don’t want to score a brownie point and say, ‘and what about you boss, what will you do?”
This lightly-tossed sentence with the slightest hint of a dark chuckle is the only time I have seen Tejpal allow for bitterness, though I have been ___B₇___ him for weeks for sings of its. Because, for a man who has been the victim of the most ___B₈___ government witch-hunts in recent years. Tejpal is astonishingly devoid of ___B₉___ you expect him to rage, to spew fire, to heap scorn and anger at his enemies, and instead, what you encounter, is a man in whose eyes you see only compassion and a weary understanding of the nature of the beast.
The abiding irony in all this is that unlike his armchair supporters in the middle class, who rave and rant on his behalf, but do nothing else, Tejpal displays forbearance. “The fact that I am essentially a literary animal and that my entire sensibility has been shaped by literature has helped. I’m not a black-and-white person. I’m a ___B₁₀___ who understands the greys,” he says to me at a coffee shop, over tea.

Q. Appropriate word at B₁₀ is

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 realization 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 in egalitarian 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. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political 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 with little genuine political support. 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 a matter for surprise 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 utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of 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 progress in genuine political education in the post-independence period and have even sided 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 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 mobilizing and organizing 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 aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged 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 l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

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

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 realization 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 in egalitarian 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. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political 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 with little genuine political support. 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 a matter for surprise 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 utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of 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 progress in genuine political education in the post-independence period and have even sided 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 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 mobilizing and organizing 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 aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged 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 l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. What should be the ultimate objective of political education?

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 realization 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 in egalitarian 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. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political 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 with little genuine political support. 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 a matter for surprise 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 utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of 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 progress in genuine political education in the post-independence period and have even sided 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 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 mobilizing and organizing 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 aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged 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 l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

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

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 realization 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 in egalitarian 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. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political 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 with little genuine political support. 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 a matter for surprise 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 utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of 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 progress in genuine political education in the post-independence period and have even sided 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 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 mobilizing and organizing 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 aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged 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 l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. How has politics been related to educational institutions after independence?

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 realization 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 in egalitarian 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. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political 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 with little genuine political support. 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 a matter for surprise 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 utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of 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 progress in genuine political education in the post-independence period and have even sided 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 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 mobilizing and organizing 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 aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged 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 l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. Which is the most opposite in meaning to the word “hamper” as used in the passage?

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 realization 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 in egalitarian 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. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political 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 with little genuine political support. 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 a matter for surprise 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 utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of 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 progress in genuine political education in the post-independence period and have even sided 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 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 mobilizing and organizing 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 aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged 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 l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. Which is the major pitfall of the present education system?

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 realization 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 in egalitarian 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. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political 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 with little genuine political support. 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 a matter for surprise 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 utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of 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 progress in genuine political education in the post-independence period and have even sided 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 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 mobilizing and organizing 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 aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged 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 l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. Which word is nearly same in meaning as ‘defile’ as used in the passage?

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 realization 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 in egalitarian 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. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political 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 with little genuine political support. 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 a matter for surprise 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 utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of 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 progress in genuine political education in the post-independence period and have even sided 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 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 mobilizing and organizing 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 aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged 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 l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. According to the passage, what is the main contribution of Mahatma Gandhi to the field of political education?

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 realization 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 in egalitarian 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. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political 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 with little genuine political support. 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 a matter for surprise 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 utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of 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 progress in genuine political education in the post-independence period and have even sided 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 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 mobilizing and organizing 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 aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged 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 l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. Which of the following statements is not true?

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 realization 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 in egalitarian 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. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political 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 with little genuine political support. 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 a matter for surprise 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 utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of 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 progress in genuine political education in the post-independence period and have even sided 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 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 mobilizing and organizing 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 aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged 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 l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. According to the passage, political education in the real sense should

Fill in the blank with appropriate word. 
Every individual wishes to lead a........life

Fill in the blank with appropriate word. 
By this time next year Rajesh will ....... his University Degree in Marketing Management.

Fill in the blank with appropriate word. 
I suggest that the meeting ........ postponed.

Fill in the blank with appropriate word. 
The improvement made by changes in the system was......and did not warrant the large expenses.

Fill in the blank with appropriate word. 
She ........... from the crowd because of her height and flaming red hair.

Rearrange the following sentences (P), (Q), (R), (S), (T) and (U) into a meaningful paragraph and then answer the questions given below it. 
(P) Assuming that all these reasons are true, the fact remains that there is an urgent need to check the accelerated costs and initiate suitable measures. 
(Q) Some people attribute it to the increasing greediness among the medicos. 
(R) The impact of these measures will be visible only after a considerable passage of time. 
(S) Health cares will be visible only after a considerable passage of time. 
(T) The measures include yoga classes with emphasis on physical and mental exercises and also change in food habits. 
(U) Certain others feel that it is because of drastic changes in peoples lifestyle and eating habits.

Q. Which of the following would be the FIRST statement after rearrangement?

Rearrange the following sentences (P), (Q), (R), (S), (T) and (U) into a meaningful paragraph and then answer the questions given below it. 
(P) Assuming that all these reasons are true, the fact remains that there is an urgent need to check the accelerated costs and initiate suitable measures. 
(Q) Some people attribute it to the increasing greediness among the medicos. 
(R) The impact of these measures will be visible only after a considerable passage of time. 
(S) Health cares will be visible only after a considerable passage of time. 
(T) The measures include yoga classes with emphasis on physical and mental exercises and also change in food habits. 
(U) Certain others feel that it is because of drastic changes in peoples lifestyle and eating habits.

Q. Which of the following would be the SECOND statement after rearrangement?

Rearrange the following sentences (P), (Q), (R), (S), (T) and (U) into a meaningful paragraph and then answer the questions given below it. 
(P) Assuming that all these reasons are true, the fact remains that there is an urgent need to check the accelerated costs and initiate suitable measures. 
(Q) Some people attribute it to the increasing greediness among the medicos. 
(R) The impact of these measures will be visible only after a considerable passage of time. 
(S) Health cares will be visible only after a considerable passage of time. 
(T) The measures include yoga classes with emphasis on physical and mental exercises and also change in food habits. 
(U) Certain others feel that it is because of drastic changes in peoples lifestyle and eating habits.

Q. Which of the following would be that FOURTH statement after rearrangement ?

Rearrange the following sentences (P), (Q), (R), (S), (T) and (U) into a meaningful paragraph and then answer the questions given below it. 
(P) Assuming that all these reasons are true, the fact remains that there is an urgent need to check the accelerated costs and initiate suitable measures. 
(Q) Some people attribute it to the increasing greediness among the medicos. 
(R) The impact of these measures will be visible only after a considerable passage of time. 
(S) Health cares will be visible only after a considerable passage of time. 
(T) The measures include yoga classes with emphasis on physical and mental exercises and also change in food habits. 
(U) Certain others feel that it is because of drastic changes in peoples lifestyle and eating habits.

Q. Which of the following would be the FIFTH statement after rearrangement ?

Rearrange the following sentences (P), (Q), (R), (S), (T) and (U) into a meaningful paragraph and then answer the questions given below it. 
(P) Assuming that all these reasons are true, the fact remains that there is an urgent need to check the accelerated costs and initiate suitable measures. 
(Q) Some people attribute it to the increasing greediness among the medicos. 
(R) The impact of these measures will be visible only after a considerable passage of time. 
(S) Health cares will be visible only after a considerable passage of time. 
(T) The measures include yoga classes with emphasis on physical and mental exercises and also change in food habits. 
(U) Certain others feel that it is because of drastic changes in peoples lifestyle and eating habits.

Q. Which of the following would be the SIXTH(LAST) statement after rearrangement?