Group Question Answer the questions based on the passage given below. Scientists recently declared that the evidence is compelling enough to say that humanity’s impact on the Earth’s atmosphere, oceans and wildlife has pushed the world into the new epoch. Britain is a world leader on the environment and has played a pivotal role in the European Union on this issue since 1986, when Margaret Thatcher signed the Single European Act, which established the EU’s competence in this area. Yet the impact that leaving the EU would have on the UK’s environmental standards rarely features in discussions. The evidence so far is clear: families in Britain, rivers, beaches and special places would pay the price if UK voted to leave. In 1995, under the last Conservative government, the UK was dirty man of Europe. Some 83% of the household waste went to landfill and just 7% was recycled or composted. By 2014, thanks to a series of EU directives, the UK’s recycling rate had reached 45%. The UK currently recycles 90% of construction materials, well ahead of other countries. The Birds and Habitats Directives enabled bird and carnivore species to recover. The Natura 2000 Directive obliges the UK government to provide protected nature zones. Renewable energy capacity is growing, thanks to national targets set by the EU Renewable Energy Directive. In 2013, 15% of electricity produced in the UK came from renewable sources. Not only is the carbon footprint shrinking, it has created opportunities for renewable energy companies to grow. EU environmental legislation allows the phasing out of inefficient lightbulbs on an EU-wide basis. Also, higher standards on new car efficiency help lower fuel costs. Such strong regulations allow monitoring of environmental standards and tracking deviations. All this progress is at risk if the UK votes to leave. Anyone who thinks the environment will be better off if UK left the EU should take a long hard look at the Tory record. The Tories have talked green but acted blue. The Chinese and Indian governments have invited the European commission to help them to clean up their water and air. The EU now has global expertise in the environment. The evidence is clear. The EU has more influence globally with the UK as a member. And as a member, UK has more influence globally. UK’s voice in the Paris climate change talks was amplified because it is a part of a club of 28 countries. Leaving would mean implementing EU environment law without a seat at the table and a vote in decisions. When the UK can lead from the inside, why would it walk away? Ensuring the UK has a cleaner, greener future relies on the EU membership. Anyone who argues otherwise will be on the wrong side of history. Q. Which of the following is true in regard to UK’s exit from the EU?

The EU is more dependent on UK and might lose credibility if UK exits.

UK is dependent on the EU to effectively tackle the environmental challenges it has been facing and shouldn’t exit.

The EU & the UK are interdependent and both will be impacted equally if UK leaves the EU.

The EU doesn’t lose with UK’s exit, since it still has the support of 27 countries which jointly form the EU.

Scientists recently declared that the evidence is compelling enough to say that humanity’s impact on the Earth’s atmosphere, oceans and wildlife has pushed the world into the new epoch. Britain is a world leader on the environment and has played a pivotal role in the European Union on this issue since 1986, when Margaret Thatcher signed the Single European Act, which established the EU’s competence in this area. Yet the impact that leaving the EU would have on the UK’s environmental standards rarely features in discussions. The evidence so far is clear: families in Britain, rivers, beaches and special places would pay the price if UK voted to leave. In 1995, under the last Conservative government, the UK was dirty man of Europe. Some 83% of the household waste went to landfill and just 7% was recycled or composted. By 2014, thanks to a series of EU directives, the UK’s recycling rate had reached 45%. The UK currently recycles 90% of construction materials, well ahead of other countries. The Birds and Habitats Directives enabled bird and carnivore species to recover. The Natura 2000 Directive obliges the UK government to provide protected nature zones. Renewable energy capacity is growing, thanks to national targets set by the EU Renewable Energy Directive. In 2013, 15% of electricity produced in the UK came from renewable sources. Not only is the carbon footprint shrinking, it has created opportunities for renewable energy companies to grow. EU environmental legislation allows the phasing out of inefficient lightbulbs on an EU-wide basis. Also, higher standards on new car efficiency help lower fuel costs. Such strong regulations allow monitoring of environmental standards and tracking deviations. All this progress is at risk if the UK votes to leave. Anyone who thinks the environment will be better off if UK left the EU should take a long hard look at the Tory record. The Tories have talked green but acted blue. The Chinese and Indian governments have invited the European commission to help them to clean up their water and air. The EU now has global expertise in the environment. The evidence is clear. The EU has more influence globally with the UK as a member. And as a member, UK has more influence globally. UK’s voice in the Paris climate change talks was amplified because it is a part of a club of 28 countries. Leaving would mean implementing EU environment law without a seat at the table and a vote in decisions. When the UK can lead from the inside, why would it walk away? Ensuring the UK has a cleaner, greener future relies on the EU membership. Anyone who argues otherwise will be on the wrong side of history. Q. What is the primary purpose of the author?

To show how the EU has helped UK become the most environmentally sensitive country in the world

To analyze the EU’s contribution in solving UK's ecological problems

To prove that UK will not be able to sustain itself if it exits the EU

To highlight how being a member of the EU has benefited UK

Group Question Answer the questions based on the passage given below. The US Treasury Department recently announced that it would start demanding details of the shell companies that rich foreigners use to buy real estate in Manhattan and Miami-Dade County. This is a good step that should help law enforcement agencies crack down on money laundering, tax evasion and other crimes. The program should be broadened to cover the whole country, and must be forcefully carried out. In recent years, there have been certain sections of people that have stashed billions of dollars of wealth in the United States by buying property and other costly assets. These purchases are generally made through limited liability corporations that are not required to disclose their wealthy owners or beneficiaries. While limited liability corporations have many legitimate purposes, there is no justification for allowing owners to shield their identities even from law enforcement and regulators. The secrecy is so complete that law enforcement officials say they are often unable to identify the true owners. All efforts by lawmakers have been thwarted by lobbying from the financial and real estate industries and state governments. The department currently requires mortgage lenders to know the identities of the true owners of shell companies in transactions that involve loans. Under the new policy, the department’s Financial Crimes Enforcement Network will require details of limited liability companies that buy properties without loans. However, the order applies only to Manhattan and Miami-Dade County, and will be effective for only 180 days, starting in March. The department should also adopt pending regulations that would require financial firms to know who owns the limited liability companies whose accounts they manage. It is absurd that regulators would not require such basic transparency as a matter of course. The current system practically lays out the welcome mat for some foreigners hiding assets from their governments, making United States one of the world’s biggest tax havens. Supporters of the current system may argue that requiring more transparency would burden financial institutions without ending money laundering and tax evasion, since determined criminals will find ways to thwart the law. But that doesn’t justify doing nothing about this hole in financial regulations. Q. From the context, a ‘shell company’ can be inferred to be:

a company with hidden owners that is used to raise loans in the market

a company in which foreigners stash money.

a company that exists for ulterior future financial manoeuvres.

a company created to buy and hold the shares of other companies, which it then controls.

The US Treasury Department recently announced that it would start demanding details of the shell companies that rich foreigners use to buy real estate in Manhattan and Miami-Dade County. This is a good step that should help law enforcement agencies crack down on money laundering, tax evasion and other crimes. The program should be broadened to cover the whole country, and must be forcefully carried out. In recent years, there have been certain sections of people that have stashed billions of dollars of wealth in the United States by buying property and other costly assets. These purchases are generally made through limited liability corporations that are not required to disclose their wealthy owners or beneficiaries. While limited liability corporations have many legitimate purposes, there is no justification for allowing owners to shield their identities even from law enforcement and regulators. The secrecy is so complete that law enforcement officials say they are often unable to identify the true owners. All efforts by lawmakers have been thwarted by lobbying from the financial and real estate industries and state governments. The department currently requires mortgage lenders to know the identities of the true owners of shell companies in transactions that involve loans. Under the new policy, the department’s Financial Crimes Enforcement Network will require details of limited liability companies that buy properties without loans. However, the order applies only to Manhattan and Miami-Dade County, and will be effective for only 180 days, starting in March. The department should also adopt pending regulations that would require financial firms to know who owns the limited liability companies whose accounts they manage. It is absurd that regulators would not require such basic transparency as a matter of course. The current system practically lays out the welcome mat for some foreigners hiding assets from their governments, making United States one of the world’s biggest tax havens. Supporters of the current system may argue that requiring more transparency would burden financial institutions without ending money laundering and tax evasion, since determined criminals will find ways to thwart the law. But that doesn’t justify doing nothing about this hole in financial regulations. Q. Paragraph 2 talks about sections of people who have invested in various assets in the US for tax evasion. In the context of this passage, choose the group of people who are most likely to partake in this overall activity.

Corrupt politicians and business magnates

Money-hungry spiritual leaders and financial institutions

Government and avaricious monopolists

Covetous business owners and teachers

Pierre Boulez was the last survivor of the generation of composers who defined the European Avant-garde after World War II. Through his activities as a conductor and musical educator, his influence on musical life on both sides of the Atlantic has been incalculable. In the 1950s and early 60s, his activities as a fierce polemicist railing against the musical establishment and its traditions, dismissing opera as an outmoded art form, went hand in hand with his greatest productivity as a composer. Boulez’s ever-increasing activities as a conductor from the 1960s onwards coincided with a distinct falling off in his activities as a composer. Though the sonic world he created acquired a whole dimension with the use of techniques developed at the Paris research institute he founded, at the behest of the French government his new work suffered and tended to appear less frequently. Whether interpreting the music of the past had become a welcome surrogate for his dwindling creativity, or merely took up too much of the time he had previously spent composing, is hard to say. But the story of the second half of Boulez’s career as a composer will remain a tantalising litany of unrealised projects. It took a long time in public perception for the uncompromising radical to morph into the hugely revered figure later. When I first met him in the mid-1970s, some of that forbidding earlier aura remained, but his warmth and humour were immediately disarming. As he mellowed further, he also began to conduct music by a number of composers he would surely have dismissed out of hand in his early years. That inevitably required some quiet revisionism. However, he never kept himself from giving out candid statements. Looking at the music scenario in the 80’s Boulez said "If you want a kind of supermarket aesthetic, do that, nobody will be against it, but everybody will eventually forget it because each generation will create its own supermarket music”. The last time we met, in 2011, it was a surprise to hear him enthuse about the works of the Polish composer Szymanowski and to hear him claim that it was music he had admired since he first heard it as a schoolboy in 1942. It got me thinking of a question I wasn’t sure I should ask him. Like everything he conducted, it was the precision of his performances that was so revealing, and which illuminated a range of 20th-century music in a way that few conductors before him had ever approached. And while a handful of Boulez’s own works will endure, it is his achievement as a conductor and educator in moving the music of our time and of the immediate past into the mainstream that is likely to be his legacy. Q. What is the primary purpose of the author?

To outline the reasons of Boulez’s successes and failures

To highlight Boulez’s impact on music

To remember the works of Boulez and write a eulogy

To describe how Boulez’s personality changed over the years

Pierre Boulez was the last survivor of the generation of composers who defined the European Avant-garde after World War II. Through his activities as a conductor and musical educator, his influence on musical life on both sides of the Atlantic has been incalculable. In the 1950s and early 60s, his activities as a fierce polemicist railing against the musical establishment and its traditions, dismissing opera as an outmoded art form, went hand in hand with his greatest productivity as a composer. Boulez’s ever-increasing activities as a conductor from the 1960s onwards coincided with a distinct falling off in his activities as a composer. Though the sonic world he created acquired a whole dimension with the use of techniques developed at the Paris research institute he founded, at the behest of the French government his new work suffered and tended to appear less frequently. Whether interpreting the music of the past had become a welcome surrogate for his dwindling creativity, or merely took up too much of the time he had previously spent composing, is hard to say. But the story of the second half of Boulez’s career as a composer will remain a tantalising litany of unrealised projects. It took a long time in public perception for the uncompromising radical to morph into the hugely revered figure later. When I first met him in the mid-1970s, some of that forbidding earlier aura remained, but his warmth and humour were immediately disarming. As he mellowed further, he also began to conduct music by a number of composers he would surely have dismissed out of hand in his early years. That inevitably required some quiet revisionism. However, he never kept himself from giving out candid statements. Looking at the music scenario in the 80’s Boulez said "If you want a kind of supermarket aesthetic, do that, nobody will be against it, but everybody will eventually forget it because each generation will create its own supermarket music”. The last time we met, in 2011, it was a surprise to hear him enthuse about the works of the Polish composer Szymanowski and to hear him claim that it was music he had admired since he first heard it as a schoolboy in 1942. It got me thinking of a question I wasn’t sure I should ask him. Like everything he conducted, it was the precision of his performances that was so revealing, and which illuminated a range of 20th-century music in a way that few conductors before him had ever approached. And while a handful of Boulez’s own works will endure, it is his achievement as a conductor and educator in moving the music of our time and of the immediate past into the mainstream that is likely to be his legacy. Q. The term 'supermarket music' was used by Boulez to describe music that

can be played in supermarkets, for shoppers to enjoy, but they will soon get bored by it.

flies off the shelves, just like good quality products at a supermarket.

has a short shelf life, just like most supermarket products.

people listen to while doing necessary tasks, such as going to the supermarkets, but forget immediately after.

Pierre Boulez was the last survivor of the generation of composers who defined the European Avant-garde after World War II. Through his activities as a conductor and musical educator, his influence on musical life on both sides of the Atlantic has been incalculable. In the 1950s and early 60s, his activities as a fierce polemicist railing against the musical establishment and its traditions, dismissing opera as an outmoded art form, went hand in hand with his greatest productivity as a composer. Boulez’s ever-increasing activities as a conductor from the 1960s onwards coincided with a distinct falling off in his activities as a composer. Though the sonic world he created acquired a whole dimension with the use of techniques developed at the Paris research institute he founded, at the behest of the French government his new work suffered and tended to appear less frequently. Whether interpreting the music of the past had become a welcome surrogate for his dwindling creativity, or merely took up too much of the time he had previously spent composing, is hard to say. But the story of the second half of Boulez’s career as a composer will remain a tantalising litany of unrealised projects. It took a long time in public perception for the uncompromising radical to morph into the hugely revered figure later. When I first met him in the mid-1970s, some of that forbidding earlier aura remained, but his warmth and humour were immediately disarming. As he mellowed further, he also began to conduct music by a number of composers he would surely have dismissed out of hand in his early years. That inevitably required some quiet revisionism. However, he never kept himself from giving out candid statements. Looking at the music scenario in the 80’s Boulez said "If you want a kind of supermarket aesthetic, do that, nobody will be against it, but everybody will eventually forget it because each generation will create its own supermarket music”. The last time we met, in 2011, it was a surprise to hear him enthuse about the works of the Polish composer Szymanowski and to hear him claim that it was music he had admired since he first heard it as a schoolboy in 1942. It got me thinking of a question I wasn’t sure I should ask him. Like everything he conducted, it was the precision of his performances that was so revealing, and which illuminated a range of 20th-century music in a way that few conductors before him had ever approached. And while a handful of Boulez’s own works will endure, it is his achievement as a conductor and educator in moving the music of our time and of the immediate past into the mainstream that is likely to be his legacy. Q. The author mentions a question he wanted to ask Boulez. What is that question most likely to be?

What caused the change in Boulez’s personality from an angry young musician to a more mellow one?

Had Boulez lost confidence in himself as a composer that he decided to become a conductor?

Would Boulez want to venture into the mainstream commercial music industry after his conducting phase gets over?

Why did he take decades to get around to conducting music of the composer he admired since childhood?

Pierre Boulez was the last survivor of the generation of composers who defined the European Avant-garde after World War II. Through his activities as a conductor and musical educator, his influence on musical life on both sides of the Atlantic has been incalculable. In the 1950s and early 60s, his activities as a fierce polemicist railing against the musical establishment and its traditions, dismissing opera as an outmoded art form, went hand in hand with his greatest productivity as a composer. Boulez’s ever-increasing activities as a conductor from the 1960s onwards coincided with a distinct falling off in his activities as a composer. Though the sonic world he created acquired a whole dimension with the use of techniques developed at the Paris research institute he founded, at the behest of the French government his new work suffered and tended to appear less frequently. Whether interpreting the music of the past had become a welcome surrogate for his dwindling creativity, or merely took up too much of the time he had previously spent composing, is hard to say. But the story of the second half of Boulez’s career as a composer will remain a tantalising litany of unrealised projects. It took a long time in public perception for the uncompromising radical to morph into the hugely revered figure later. When I first met him in the mid-1970s, some of that forbidding earlier aura remained, but his warmth and humour were immediately disarming. As he mellowed further, he also began to conduct music by a number of composers he would surely have dismissed out of hand in his early years. That inevitably required some quiet revisionism. However, he never kept himself from giving out candid statements. Looking at the music scenario in the 80’s Boulez said "If you want a kind of supermarket aesthetic, do that, nobody will be against it, but everybody will eventually forget it because each generation will create its own supermarket music”. The last time we met, in 2011, it was a surprise to hear him enthuse about the works of the Polish composer Szymanowski and to hear him claim that it was music he had admired since he first heard it as a schoolboy in 1942. It got me thinking of a question I wasn’t sure I should ask him. Like everything he conducted, it was the precision of his performances that was so revealing, and which illuminated a range of 20th-century music in a way that few conductors before him had ever approached. And while a handful of Boulez’s own works will endure, it is his achievement as a conductor and educator in moving the music of our time and of the immediate past into the mainstream that is likely to be his legacy. Q. What has been cited as the possible reason for Boulez’s downfall as a composer?

He became more focused on conducting and working on the music from the past.

He wanted to work on developing the Paris Research Institute.

His overall angry and uncompromising personality hampered his growth as a composer.

His candid statements spoiled his reputation as a composer.

Group Question The passage given below is followed by a set of questions. Choose the most appropriate answer to each question. "I think of Ceres actually as a game changer in the Solar System," said Britney Schmidt in 2013, science team liaison for the Dawn Mission. "Ceres is arguably the only one of its kind. Ceres is like the gatekeeper to the history of water in the middle solar system." "Ceres is a 'planet' that you've probably never heard of,” said Robert Mase, Dawn project manager at NASA's Jet Propulsion Laboratory (JPL) in Pasadena, California. Ceres, the largest body between Mars and Jupiter in the main asteroid belt, has a diameter of about 590 miles (950 kilometers). Some scientists believe the dwarf planet harbored a subsurface ocean in the past and liquid water may still be lurking under its icy mantle. Ceres is a unique body in the Solar System, bearing many similarities to Jupiter's moon Europa and Saturn's moon Enceladus, both considered to be potential sources for harboring life. In March of 2015, NASA's Dawn mission will arrive at the dwarf planet Ceres, the first of the smaller class of planets to be discovered and the closest to Earth. When Ceres was discovered in 1801, astronomers first classified it as a planet. The massive body traveled between Mars and Jupiter, where scientists had mathematically predicted a planet should lie. Further observations revealed that a number of small bodies littered the region, and Ceres was downgraded to just another asteroid within the asteroid belt. It wasn't until Pluto was classified as a dwarf planet in 2006 that Ceres was upgraded to the same level. Ceres is the most massive body in the asteroid belt, and larger than some of the icy moons scientists consider ideal for hosting life. It is twice the size of Enceladus, Saturn's geyser-spouting moon that may hide liquid water beneath its surface. Unlike other asteroids, the Texas-sized Ceres has a perfectly rounded shape that hints toward its origins. As NASA's Dawn mission draws closer to its encounter with the dwarf planet Ceres in early 2015, excitement continues to mount for scientists looking forward to what the satellite might observe. Q. According to the passage, which of the following is not true about Ceres?

NASA's Dawn mission aims to explore the dwarf planet Ceres.

Ceres harbors a subsurface ice ocean beneath its exterior surface.

Ceres reflects similarities to the moons of other planets in the solar system.

Ceres was classified as a planet first, then an asteroid, and a dwarf planet later.

"I think of Ceres actually as a game changer in the Solar System," said Britney Schmidt in 2013, science team liaison for the Dawn Mission. "Ceres is arguably the only one of its kind. Ceres is like the gatekeeper to the history of water in the middle solar system." "Ceres is a 'planet' that you've probably never heard of,” said Robert Mase, Dawn project manager at NASA's Jet Propulsion Laboratory (JPL) in Pasadena, California. Ceres, the largest body between Mars and Jupiter in the main asteroid belt, has a diameter of about 590 miles (950 kilometers). Some scientists believe the dwarf planet harbored a subsurface ocean in the past and liquid water may still be lurking under its icy mantle. Ceres is a unique body in the Solar System, bearing many similarities to Jupiter's moon Europa and Saturn's moon Enceladus, both considered to be potential sources for harboring life. In March of 2015, NASA's Dawn mission will arrive at the dwarf planet Ceres, the first of the smaller class of planets to be discovered and the closest to Earth. When Ceres was discovered in 1801, astronomers first classified it as a planet. The massive body traveled between Mars and Jupiter, where scientists had mathematically predicted a planet should lie. Further observations revealed that a number of small bodies littered the region, and Ceres was downgraded to just another asteroid within the asteroid belt. It wasn't until Pluto was classified as a dwarf planet in 2006 that Ceres was upgraded to the same level. Ceres is the most massive body in the asteroid belt, and larger than some of the icy moons scientists consider ideal for hosting life. It is twice the size of Enceladus, Saturn's geyser-spouting moon that may hide liquid water beneath its surface. Unlike other asteroids, the Texas-sized Ceres has a perfectly rounded shape that hints toward its origins. As NASA's Dawn mission draws closer to its encounter with the dwarf planet Ceres in early 2015, excitement continues to mount for scientists looking forward to what the satellite might observe. Q. Ceres is considered a game changer in the Solar System because...

No one knew about this dwarf planet for centuries.

Ceres is the most massive body in the asteroid belt.

Ceres may be one of the potential sources for harboring life.

Ceres has a perfectly rounded shape.

"I think of Ceres actually as a game changer in the Solar System," said Britney Schmidt in 2013, science team liaison for the Dawn Mission. "Ceres is arguably the only one of its kind. Ceres is like the gatekeeper to the history of water in the middle solar system." "Ceres is a 'planet' that you've probably never heard of,” said Robert Mase, Dawn project manager at NASA's Jet Propulsion Laboratory (JPL) in Pasadena, California. Ceres, the largest body between Mars and Jupiter in the main asteroid belt, has a diameter of about 590 miles (950 kilometers). Some scientists believe the dwarf planet harbored a subsurface ocean in the past and liquid water may still be lurking under its icy mantle. Ceres is a unique body in the Solar System, bearing many similarities to Jupiter's moon Europa and Saturn's moon Enceladus, both considered to be potential sources for harboring life. In March of 2015, NASA's Dawn mission will arrive at the dwarf planet Ceres, the first of the smaller class of planets to be discovered and the closest to Earth. When Ceres was discovered in 1801, astronomers first classified it as a planet. The massive body traveled between Mars and Jupiter, where scientists had mathematically predicted a planet should lie. Further observations revealed that a number of small bodies littered the region, and Ceres was downgraded to just another asteroid within the asteroid belt. It wasn't until Pluto was classified as a dwarf planet in 2006 that Ceres was upgraded to the same level. Ceres is the most massive body in the asteroid belt, and larger than some of the icy moons scientists consider ideal for hosting life. It is twice the size of Enceladus, Saturn's geyser-spouting moon that may hide liquid water beneath its surface. Unlike other asteroids, the Texas-sized Ceres has a perfectly rounded shape that hints toward its origins. As NASA's Dawn mission draws closer to its encounter with the dwarf planet Ceres in early 2015, excitement continues to mount for scientists looking forward to what the satellite might observe. Q. “Ceres is a 'planet' that you've probably never heard o f implies that...

Ceres was considered to be a geyser-spouting moon of another planet.

Ceres has no evidence of supporting life.

Ceres was given the status of a dwarf planet only in 2006.

Group Question Answer the questions based on the passage given below. Sugata Mitra did an odd experiment. He placed a PC inside a wall behind a plastic shield in a New Dehli slum. Connected to the internet, with a mouse to manipulate it, Mitra simply powered it up and left it behind. “I left it to the wolves, knowing that it would be smashed, opened up and and sold,” Mitra says. “I left it, just to see what would happen.” When Mitra came back after two months he found the kids playing games and browsing the Internet. One kid sauntered up to Mitra and said, “We could use a better mouse and a faster processor.” And there was a small complaint. “You’ve given us a machine that only works in English, so we had to teach ourselves English.” Via what became known as the Hole in the Wall experiment, Mitra recognized for the first time the concept of self-learning. Mitra spread his concept of self-learning to hundreds of elementary schools across India, then to the United Kingdom, Australia, Hong Kong, Southeast Asia and Latin America. In England, Mitra recruited an army of retired teachers, all women, whom he dubbed the “granny cloud.” The grannies connected to Mitra’s schools via Skype, and when the kids were assembled in groups of four to six, the grannies asked questions like “Can anything be less than zero?” “Will robots be conscious one day?” and “How do my eyes know to cry when I am sad?” Then they sat back and let the kids do the learning, injecting themselves only to offer the kind of encouragement that only grannies can. What Mitra saw was that the Granny cloud kids’ English improved, their Science scores soared. By most measures they were learning more and more quickly, and doing it mostly on their own. What Mitra envisions are “schools in the cloud,” classes of 24 students in actual brick-and-mortar spaces managed in person by his volunteer grannies. The grannies ask the questions, offer the encouragement, everything else happens remotely, the lights, heating, and locks are all manipulated via the cloud. For now Mitra envisions that these cloud schools will function as a supplement to the daily education the kids already get - operating on the weekends and before and after school. They’ll offer English language learning initially, he says. “I’ll present it as a safe cyber cafe for children where they can learn good English,” Mitra says. “For now I cannot afford to say that this is a replacement for school.” But just give him time. “If it works, then we have an alternative that I can tell you with confidence will level the playing field,” Mitra says. “And leveling the playing field is what’s missing in this world.” Q. According to the passage, which of these is true about “Schools in the cloud”?

They are soon to replace the conventional methods of education.

They are dismantling centuries-old ways of teaching in Europe.

They are based on collaboration and encouragement to enhance self learning.

They are helping children to learn more quickly, more independently, and score better on assessments.

Sugata Mitra did an odd experiment. He placed a PC inside a wall behind a plastic shield in a New Dehli slum. Connected to the internet, with a mouse to manipulate it, Mitra simply powered it up and left it behind. “I left it to the wolves, knowing that it would be smashed, opened up and and sold,” Mitra says. “I left it, just to see what would happen.” When Mitra came back after two months he found the kids playing games and browsing the Internet. One kid sauntered up to Mitra and said, “We could use a better mouse and a faster processor.” And there was a small complaint. “You’ve given us a machine that only works in English, so we had to teach ourselves English.” Via what became known as the Hole in the Wall experiment, Mitra recognized for the first time the concept of self-learning. Mitra spread his concept of self-learning to hundreds of elementary schools across India, then to the United Kingdom, Australia, Hong Kong, Southeast Asia and Latin America. In England, Mitra recruited an army of retired teachers, all women, whom he dubbed the “granny cloud.” The grannies connected to Mitra’s schools via Skype, and when the kids were assembled in groups of four to six, the grannies asked questions like “Can anything be less than zero?” “Will robots be conscious one day?” and “How do my eyes know to cry when I am sad?” Then they sat back and let the kids do the learning, injecting themselves only to offer the kind of encouragement that only grannies can. What Mitra saw was that the Granny cloud kids’ English improved, their Science scores soared. By most measures they were learning more and more quickly, and doing it mostly on their own. What Mitra envisions are “schools in the cloud,” classes of 24 students in actual brick-and-mortar spaces managed in person by his volunteer grannies. The grannies ask the questions, offer the encouragement, everything else happens remotely, the lights, heating, and locks are all manipulated via the cloud. For now Mitra envisions that these cloud schools will function as a supplement to the daily education the kids already get - operating on the weekends and before and after school. They’ll offer English language learning initially, he says. “I’ll present it as a safe cyber cafe for children where they can learn good English,” Mitra says. “For now I cannot afford to say that this is a replacement for school.” But just give him time. “If it works, then we have an alternative that I can tell you with confidence will level the playing field,” Mitra says. “And leveling the playing field is what’s missing in this world.” Q. The Hole in the Wall experiment made Mitra realize that:

self-learning is a dying concept.

self-learning emerges in dire situations.

elf-learning is lost in 21 st century academia.

Sugata Mitra did an odd experiment. He placed a PC inside a wall behind a plastic shield in a New Dehli slum. Connected to the internet, with a mouse to manipulate it, Mitra simply powered it up and left it behind. “I left it to the wolves, knowing that it would be smashed, opened up and and sold,” Mitra says. “I left it, just to see what would happen.” When Mitra came back after two months he found the kids playing games and browsing the Internet. One kid sauntered up to Mitra and said, “We could use a better mouse and a faster processor.” And there was a small complaint. “You’ve given us a machine that only works in English, so we had to teach ourselves English.” Via what became known as the Hole in the Wall experiment, Mitra recognized for the first time the concept of self-learning. Mitra spread his concept of self-learning to hundreds of elementary schools across India, then to the United Kingdom, Australia, Hong Kong, Southeast Asia and Latin America. In England, Mitra recruited an army of retired teachers, all women, whom he dubbed the “granny cloud.” The grannies connected to Mitra’s schools via Skype, and when the kids were assembled in groups of four to six, the grannies asked questions like “Can anything be less than zero?” “Will robots be conscious one day?” and “How do my eyes know to cry when I am sad?” Then they sat back and let the kids do the learning, injecting themselves only to offer the kind of encouragement that only grannies can. What Mitra saw was that the Granny cloud kids’ English improved, their Science scores soared. By most measures they were learning more and more quickly, and doing it mostly on their own. What Mitra envisions are “schools in the cloud,” classes of 24 students in actual brick-and-mortar spaces managed in person by his volunteer grannies. The grannies ask the questions, offer the encouragement, everything else happens remotely, the lights, heating, and locks are all manipulated via the cloud. For now Mitra envisions that these cloud schools will function as a supplement to the daily education the kids already get - operating on the weekends and before and after school. They’ll offer English language learning initially, he says. “I’ll present it as a safe cyber cafe for children where they can learn good English,” Mitra says. “For now I cannot afford to say that this is a replacement for school.” But just give him time. “If it works, then we have an alternative that I can tell you with confidence will level the playing field,” Mitra says. “And leveling the playing field is what’s missing in this world.” Q. What was Sugata Mitra expecting out of his odd experiment?

Children would show resilience and self-motivation to explore the computer.

Children would destroy the computer as they would not be familiar with it.

Children would explore and learn from each other's personal insights about the computer’s functioning.

Children would ignore the computer as they had never entered a formal school or had any prior experience with computers.

Sugata Mitra did an odd experiment. He placed a PC inside a wall behind a plastic shield in a New Dehli slum. Connected to the internet, with a mouse to manipulate it, Mitra simply powered it up and left it behind. “I left it to the wolves, knowing that it would be smashed, opened up and and sold,” Mitra says. “I left it, just to see what would happen.” When Mitra came back after two months he found the kids playing games and browsing the Internet. One kid sauntered up to Mitra and said, “We could use a better mouse and a faster processor.” And there was a small complaint. “You’ve given us a machine that only works in English, so we had to teach ourselves English.” Via what became known as the Hole in the Wall experiment, Mitra recognized for the first time the concept of self-learning. Mitra spread his concept of self-learning to hundreds of elementary schools across India, then to the United Kingdom, Australia, Hong Kong, Southeast Asia and Latin America. In England, Mitra recruited an army of retired teachers, all women, whom he dubbed the “granny cloud.” The grannies connected to Mitra’s schools via Skype, and when the kids were assembled in groups of four to six, the grannies asked questions like “Can anything be less than zero?” “Will robots be conscious one day?” and “How do my eyes know to cry when I am sad?” Then they sat back and let the kids do the learning, injecting themselves only to offer the kind of encouragement that only grannies can. What Mitra saw was that the Granny cloud kids’ English improved, their Science scores soared. By most measures they were learning more and more quickly, and doing it mostly on their own. What Mitra envisions are “schools in the cloud,” classes of 24 students in actual brick-and-mortar spaces managed in person by his volunteer grannies. The grannies ask the questions, offer the encouragement, everything else happens remotely, the lights, heating, and locks are all manipulated via the cloud. For now Mitra envisions that these cloud schools will function as a supplement to the daily education the kids already get - operating on the weekends and before and after school. They’ll offer English language learning initially, he says. “I’ll present it as a safe cyber cafe for children where they can learn good English,” Mitra says. “For now I cannot afford to say that this is a replacement for school.” But just give him time. “If it works, then we have an alternative that I can tell you with confidence will level the playing field,” Mitra says. “And leveling the playing field is what’s missing in this world.” Q. According to Mitra, what is missing in the world?

Innovative learning opportunities

Sugata Mitra did an odd experiment. He placed a PC inside a wall behind a plastic shield in a New Dehli slum. Connected to the internet, with a mouse to manipulate it, Mitra simply powered it up and left it behind. “I left it to the wolves, knowing that it would be smashed, opened up and and sold,” Mitra says. “I left it, just to see what would happen.” When Mitra came back after two months he found the kids playing games and browsing the Internet. One kid sauntered up to Mitra and said, “We could use a better mouse and a faster processor.” And there was a small complaint. “You’ve given us a machine that only works in English, so we had to teach ourselves English.” Via what became known as the Hole in the Wall experiment, Mitra recognized for the first time the concept of self-learning. Mitra spread his concept of self-learning to hundreds of elementary schools across India, then to the United Kingdom, Australia, Hong Kong, Southeast Asia and Latin America. In England, Mitra recruited an army of retired teachers, all women, whom he dubbed the “granny cloud.” The grannies connected to Mitra’s schools via Skype, and when the kids were assembled in groups of four to six, the grannies asked questions like “Can anything be less than zero?” “Will robots be conscious one day?” and “How do my eyes know to cry when I am sad?” Then they sat back and let the kids do the learning, injecting themselves only to offer the kind of encouragement that only grannies can. What Mitra saw was that the Granny cloud kids’ English improved, their Science scores soared. By most measures they were learning more and more quickly, and doing it mostly on their own. What Mitra envisions are “schools in the cloud,” classes of 24 students in actual brick-and-mortar spaces managed in person by his volunteer grannies. The grannies ask the questions, offer the encouragement, everything else happens remotely, the lights, heating, and locks are all manipulated via the cloud. For now Mitra envisions that these cloud schools will function as a supplement to the daily education the kids already get - operating on the weekends and before and after school. They’ll offer English language learning initially, he says. “I’ll present it as a safe cyber cafe for children where they can learn good English,” Mitra says. “For now I cannot afford to say that this is a replacement for school.” But just give him time. “If it works, then we have an alternative that I can tell you with confidence will level the playing field,” Mitra says. “And leveling the playing field is what’s missing in this world.” Q. Which of the following would be an example of “brick-and- mortar” learning?

The process of agriculture understood by sowing seeds, providing sunlight, water, and manure.

Mountaineering taught through Skype and video sessions by teachers living in mountainous areas.

Learning in slums and confined spaces to understand the challenges of the less fortunate.

Studying with older, more experienced individuals especially women teachers as they have experienced challenging situations.

Sugata Mitra did an odd experiment. He placed a PC inside a wall behind a plastic shield in a New Dehli slum. Connected to the internet, with a mouse to manipulate it, Mitra simply powered it up and left it behind. “I left it to the wolves, knowing that it would be smashed, opened up and and sold,” Mitra says. “I left it, just to see what would happen.” When Mitra came back after two months he found the kids playing games and browsing the Internet. One kid sauntered up to Mitra and said, “We could use a better mouse and a faster processor.” And there was a small complaint. “You’ve given us a machine that only works in English, so we had to teach ourselves English.” Via what became known as the Hole in the Wall experiment, Mitra recognized for the first time the concept of self-learning. Mitra spread his concept of self-learning to hundreds of elementary schools across India, then to the United Kingdom, Australia, Hong Kong, Southeast Asia and Latin America. In England, Mitra recruited an army of retired teachers, all women, whom he dubbed the “granny cloud.” The grannies connected to Mitra’s schools via Skype, and when the kids were assembled in groups of four to six, the grannies asked questions like “Can anything be less than zero?” “Will robots be conscious one day?” and “How do my eyes know to cry when I am sad?” Then they sat back and let the kids do the learning, injecting themselves only to offer the kind of encouragement that only grannies can. What Mitra saw was that the Granny cloud kids’ English improved, their Science scores soared. By most measures they were learning more and more quickly, and doing it mostly on their own. What Mitra envisions are “schools in the cloud,” classes of 24 students in actual brick-and-mortar spaces managed in person by his volunteer grannies. The grannies ask the questions, offer the encouragement, everything else happens remotely, the lights, heating, and locks are all manipulated via the cloud. For now Mitra envisions that these cloud schools will function as a supplement to the daily education the kids already get - operating on the weekends and before and after school. They’ll offer English language learning initially, he says. “I’ll present it as a safe cyber cafe for children where they can learn good English,” Mitra says. “For now I cannot afford to say that this is a replacement for school.” But just give him time. “If it works, then we have an alternative that I can tell you with confidence will level the playing field,” Mitra says. “And leveling the playing field is what’s missing in this world.” Q. According to the passage, the Granny Cloud kids’ English/Science improved in the School in the Cloud experiment. This implies:

the Grannies were good facilitators

the Grannies were well educated

the Grannies were highly motivated students in their younger days

the Grannies were active self-learners in this process

From among the options, choose the summary of the passage that is written in the same style as that of the passage. Enter the correct option number as your answer. The mass extinction of languages is a process that can be resisted and mitigated, though surely not halted completely. The first imperatives are toleration and accommodation: the cessation of active persecution and a serious struggle against linguistic chauvinism and privilege everywhere, starting at home. Where the remaining indigenous languages look to be in terminal decline, as in the United States, Canada, or Australia, the question is how best to bolster the many new Native-led revitalization programs, as some state and provincial governments are starting to do.

Languages are bound to get extinct and there is no possible way to stop it let alone avoid it.

Extinction of languages has become unstoppable though avoidable, and the only way to replenish languages is to encourage the new Native-led revitalization programs as some state and provincial governments have begun to do.

Extinction of languages is a global emergency and all the developing nations should start encouraging the Native-led revitalization programs instead of eradicating the indigenous languages.

Indigenous languages are declining gradually in countries like United States, Canada, or Australia, and there exists a need for active participation from such countries in new Native-led revitalization program.

From among the options, choose the summary of the passage that is written in the same style as that of the passage. Enter the correct option number as your answer. The photograph and the words arrive simultaneously. They guarantee each other. You believe the words more because the photograph verifies them, and trust the photograph because you trust the words. Additionally, each puts further pressure on the interpretation: A war photograph can, for example, make a grim situation palatable, just as a story about a scandal can make the politician depicted look pathetic. But images, unlike words, are often presumed to be unbiased. The facticity of a photograph can conceal the craftiness of its content and selection.

Whatever assumptions a viewer uses as a filter to judge the accuracy of an image can also be used by the presenter to deceive.

Viewers will believe in a photograph's truth as long as they believe it corresponds in a meaningful way to reality.

While considering an image's truthfulness, a viewer will also apply assumptions regarding its categorization and place of appearance.

Images have an enormous potential to convey information to us in such a way that we accept it as the truth without conscious critical analysis.

From among the options, choose the summary of the passage that is written in the same style as that of the passage. Enter the correct option number as your answer. For decades, Americans believed that they had the world's healthiest and safest diet. They worried little about this diet's effect on the environment or on the lives of the animals (or even the workers) it relies upon. Nor did they worry about its ability to endure -- that is, its sustainability. That didn't mean all was well. And they've come to recognize that their diet is unhealthful and unsafe. Many food production workers labor in difficult, even deplorable, conditions, and animals are produced as if they were widgets. It would be hard to devise a more wasteful, damaging, unsustainable system.

Food and everything surrounding it is a crucial matter of personal and public health, of national and global security.

Sustainable methods of producing meat for consumption exist.; at the same time, we must educate and encourage Americans to eat differently.

Formulation of a sustainable system is imperative to control the slaughter of animals for food purposes.

Everything labeled “healthy” and “natural” is not to be trusted.

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