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CAT 2025 Reading Comprehension Questions - 11

The passage below is accompanied by four questions. Based on the passage, choose the best answer for each question.

In 1982, a raging controversy broke out over a forest act drafted by the Government of India. This act sought to strengthen the already extensive powers enjoyed by the forest bureaucracy in controlling the extraction, disposal and sale of forest produce. It also gave forest officials greater powers to strictly regulate the entry of any person into reserved forest areas. While forest officials justified the act on the grounds that it was necessary to stop the continuing deforestation, it was bitterly opposed by representatives of grassroots organisations, who argued that it was a major violation of the rights of peasants and tribals living in and around forest areas. . . .

The debate over the draft forest act fuelled a larger controversy over the orientation of state forest policy. It was pointed out, for example, that the draft act was closely modelled on its predecessor, the Forest Act of 1878. The earlier Act rested on a usurpation of rights of ownership by the colonial state which had little precedent in precolonial history. It was further argued that the system of forestry introduced by the British-and continued, with little modification, after 1947-emphasised revenue generation and commercial exploitation, while its policing orientation excluded villagers who had the most longstanding claim on forest resources. Critics called for a complete overhaul of forest administration, pressing the government to formulate policy and legislation more appropriate to present needs. . . .

That debate is not over yet. The draft act was shelved, though it has not as yet been formally withdrawn. Meanwhile, the 1878 Act (as modified by an amendment in 1927) continues to be in operation. In response to its critics, the government has made some important changes in forest policy, e.g., no longer treating forests as a source of revenue, and stopping ecologically hazardous practices such as the clearfelling of natural forests. At the same time, it has shown little inclination to meet the major demand of the critics of forest policy-namely, abandoning the principle of state monopoly over forest land by handing over areas of degraded forests to individuals and communities for afforestation.

. . . [The] 1878 Forest Act itself was passed only after a bitter and prolonged debate within the colonial bureaucracy, in which protagonists put forward arguments strikingly similar to those being advanced today. As is well known, the Indian Forest Department owes its origin to the requirements of railway companies. The early years of the expansion of the railway network, c. 1853 onwards, led to tremendous deforestation in peninsular India owing to the railway's requirements of fuelwood and construction timber. Huge quantities of durable timbers were also needed for use as sleepers across the newly laid tracks. Inexperienced in forestry, the British called in German experts to commence systematic forest management. The Indian Forest Department was started in 1864, with Dietrich Brandis, formerly a Lecturer at Bonn, as the first Inspector General of Forests. The new department needed legislative backing to function effectively, and in the following year, 1865, the first forest act was passed. . . .

MULTIPLE CHOICE QUESTION

Try yourself: According to the passage, which one of the following reforms is yet to happen in India's forest policies?

A

A ban on deforestation.

B

Recognising the significance of forests to ecology.

C

Involving local people in cultivating forests.

D

Recognising the state's claim to forest land use.

MULTIPLE CHOICE QUESTION

Try yourself: According to the passage, which one of the following is not common to the 1878 Forest Act and the 1982 draft forest act?

A

Both resulted in large scale deforestation.

B

Both sought to establish the state's monopoly over forest resources.

C

Both reflect a colonial mindset.

D

Both sparked controversy and debate among the various stakeholders.

MULTIPLE CHOICE QUESTION

Try yourself: Which one of the following best encapsulates the reason for the "raging controversy" developing into a "larger controversy"?

A

The 1982 draft forest act was unjustifiably defended by forest officials in the face of bitter opposition by grassroots organisations.

B

The 1982 draft forest act replicated colonial measures of control and regulation of forest resources.

C

The 1982 draft forest act violated the rights of tribals and peasants who lived in and around forest areas.

D

The 1982 draft forest act further enabled the commercial exploitation of forest resources by the forest bureaucracy.

MULTIPLE CHOICE QUESTION

Try yourself: All of the following, if true, would weaken the narrative presented in the passage EXCEPT that:

A

the timber requirement for railway works in nineteenth century India was met through import from China, in exchange for spices.

B

nineteenth century German forestry experts were infamous for violating the rights of indigenous communities that lived in forest regions.

C

before British rule, peasants and tribal groups were denied access to forest resources by Indian rulers and their administrations.

D

certain tribal groups in India are responsible for climate change because their sustenance has historically depended on mass scale deforestation.

The document CAT 2025 Reading Comprehension Questions - 11 is a part of the CAT Course Verbal Ability & Reading Comprehension.
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FAQs on CAT 2025 Reading Comprehension Questions - 11

1. What is the structure of the CAT exam?
Ans. The CAT exam typically consists of three main sections: Verbal Ability and Reading Comprehension, Data Interpretation and Logical Reasoning, and Quantitative Ability. Each section assesses different skills and has a specific number of questions to evaluate candidates' proficiency.
2. How is the Reading Comprehension section formatted?
Ans. The Reading Comprehension section includes passages followed by a series of questions. Candidates must read the passages carefully and answer questions that test their understanding, interpretation, and analytical skills related to the text provided.
3. What strategies can be employed to excel in the Reading Comprehension section?
Ans. To excel in the Reading Comprehension section, candidates should practice active reading techniques, summarise passages, identify main ideas and themes, and work on timing to ensure they can read and comprehend efficiently within the given time frame.
4. What types of questions are commonly found in the Reading Comprehension section?
Ans. Common types of questions in the Reading Comprehension section include main idea questions, inference questions, vocabulary in context, author's tone and purpose, and specific detail questions that require candidates to refer back to the passage for accurate answers.
5. How can candidates improve their vocabulary for the Reading Comprehension section?
Ans. Candidates can improve their vocabulary by reading a variety of texts, including newspapers, magazines, and academic articles, using vocabulary-building apps, creating flashcards for new words, and engaging in regular practice to incorporate new vocabulary into their writing and speaking.
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