CLAT Practice Test- 33 - CLAT

Direction: Read the passage carefully to answer the question given.

Many people mistakenly believe that the ability to learn is a matter of intelligence. For them, learning is an immutable trait like eye colour, simply luck of the genetic draw. People are born learners, or they're not, the thinking goes. So why bother getting better at it?

And that's why many people tend to approach the topic of learning without much focus. They don't think much about how they will develop an area of mastery. They use phrases like "practice makes perfect" without really considering the learning strategy at play. It's a remarkably ill-defined expression, after all. Does practice mean repeating the same skill over and over again? Does practice require feedback? Should practice be hard? Or should it be fun?

A growing body of research is making it clear that learners are made, not born. Through the deliberate use of practice and dedicated strategies to improve our ability to learn, we can all develop expertise faster and more effectively. In short, we can all get better at getting better.

Here's one example of a study that shows how learning strategies can be more important than raw smarts when it comes to gaining expertise. Marcel Veenman has found that people who closely track their thinking will outscore others who have sky-high IQ levels when it comes to learning something new. His research suggests that in terms of developing mastery, focusing on how we understand is some 15 percentage points more important than innate intelligence.

Here are three practical ways to build your learning skills, based on research.

Organize Your Goals

Effective learning often boils down to a type of project management. In order to develop an area of expertise, we first have to set achievable goals about what we want to learn. Then we have to develop strategies to help us reach those goals.

A targeted approach to learning helps us cope with all the nagging feelings associated with gaining expertise: Am I good enough? Will I fail? What if I'm wrong? Isn't there something else that I'd rather be doing?

While some self-carping is normal, Stanford psychologist Albert Bandura says these sorts of negative emotions can quickly rob us of our ability to learn something new. Plus, we're more committed if we develop a plan with clear objectives. The research is overwhelming on this point. Studies consistently show that people with clear goals outperform people with vague aspirations like "do a good job." By setting targets, people can manage their feelings more easily and achieve progress with their learning.

Think About Thinking

Metacognition is crucial to the talent of learning. Psychologists define metacognition as "thinking about thinking, " and broadly speaking, metacognition is about being more inspective about how you know what you know. It's a matter of asking ourselves questions like Do I really get this idea? Could I explain it to a friend? What are my goals? Do I need more background knowledge? Or do I need more practice?

Metacognition comes easily to many trained experts. When a specialist works through an issue, they'll often think a lot about how the problem is framed. They'll often have a good sense of whether or not their answer seems reasonable.

The key, it turns out, is not to leave this sort of "thinking about thinking" to the experts. When it comes to learning, one of the biggest issues is that people don't engage in metacognition enough. They don't stop to ask themselves if they really get a skill or concept.

The issue, then, is not that something goes in one ear and out the other. The issue is that individuals don't dwell on the dwelling. They don't push themselves to really think about their thinking.

Reflect on Your Learning

There is something of a contradiction in learning. It turns out that we need to let go of our learning in order to understand our learning. For example, when we step away from a problem, we often learn more about a problem. Get into a discussion with a colleague, for instance, and often your best arguments arrive while you're washing the dishes later. Read a software manual and a good amount of your comprehension can come after you shut the pages.

In short, learning benefits from reflection. This type of reflection requires a moment of calm. Maybe we're quietly writing an essay in a corner - or talking to ourselves as we're in the shower. But it usually takes a bit of cognitive quiet, a moment of silent introspection, for us to engage in any sort of focused deliberation.

Q. Which of the following is not a question raised by author while considering the learning strategy as ill-defined expression?

Direction: Read the passage carefully to answer the question given.

Many people mistakenly believe that the ability to learn is a matter of intelligence. For them, learning is an immutable trait like eye colour, simply luck of the genetic draw. People are born learners, or they're not, the thinking goes. So why bother getting better at it?

And that's why many people tend to approach the topic of learning without much focus. They don't think much about how they will develop an area of mastery. They use phrases like "practice makes perfect" without really considering the learning strategy at play. It's a remarkably ill-defined expression, after all. Does practice mean repeating the same skill over and over again? Does practice require feedback? Should practice be hard? Or should it be fun?

A growing body of research is making it clear that learners are made, not born. Through the deliberate use of practice and dedicated strategies to improve our ability to learn, we can all develop expertise faster and more effectively. In short, we can all get better at getting better.

Here's one example of a study that shows how learning strategies can be more important than raw smarts when it comes to gaining expertise. Marcel Veenman has found that people who closely track their thinking will outscore others who have sky-high IQ levels when it comes to learning something new. His research suggests that in terms of developing mastery, focusing on how we understand is some 15 percentage points more important than innate intelligence.

Here are three practical ways to build your learning skills, based on research.

Organize Your Goals

Effective learning often boils down to a type of project management. In order to develop an area of expertise, we first have to set achievable goals about what we want to learn. Then we have to develop strategies to help us reach those goals.

A targeted approach to learning helps us cope with all the nagging feelings associated with gaining expertise: Am I good enough? Will I fail? What if I'm wrong? Isn't there something else that I'd rather be doing?

While some self-carping is normal, Stanford psychologist Albert Bandura says these sorts of negative emotions can quickly rob us of our ability to learn something new. Plus, we're more committed if we develop a plan with clear objectives. The research is overwhelming on this point. Studies consistently show that people with clear goals outperform people with vague aspirations like "do a good job." By setting targets, people can manage their feelings more easily and achieve progress with their learning.

Think About Thinking

Metacognition is crucial to the talent of learning. Psychologists define metacognition as "thinking about thinking, " and broadly speaking, metacognition is about being more inspective about how you know what you know. It's a matter of asking ourselves questions like Do I really get this idea? Could I explain it to a friend? What are my goals? Do I need more background knowledge? Or do I need more practice?

Metacognition comes easily to many trained experts. When a specialist works through an issue, they'll often think a lot about how the problem is framed. They'll often have a good sense of whether or not their answer seems reasonable.

The key, it turns out, is not to leave this sort of "thinking about thinking" to the experts. When it comes to learning, one of the biggest issues is that people don't engage in meta cognition enough. They don't stop to ask themselves if they really get a skill or concept.

The issue, then, is not that something goes in one ear and out the other. The issue is that individuals don't dwell on the dwelling. They don't push themselves to really think about their thinking.

Reflect on Your Learning

There is something of a contradiction in learning. It turns out that we need to let go of our learning in order to understand our learning. For example, when we step away from a problem, we often learn more about a problem. Get into a discussion with a colleague, for instance, and often your best arguments arrive while you're washing the dishes later. Read a software manual and a good amount of your comprehension can come after you shut the pages.

In short, learning benefits from reflection. This type of reflection requires a moment of calm. Maybe we're quietly writing an essay in a corner - or talking to ourselves as we're in the shower. But it usually takes a bit of cognitive quiet, a moment of silent introspection, for us to engage in any sort of focused deliberation.

Q. Which of the following is not a part of three practical ways to build your learning skills, based on research?

Direction: Read the passage carefully to answer the question given.

Many people mistakenly believe that the ability to learn is a matter of intelligence. For them, learning is an immutable trait like eye colour, simply luck of the genetic draw. People are born learners, or they're not, the thinking goes. So why bother getting better at it?

And that's why many people tend to approach the topic of learning without much focus. They don't think much about how they will develop an area of mastery. They use phrases like "practice makes perfect" without really considering the learning strategy at play. It's a remarkably ill-defined expression, after all. Does practice mean repeating the same skill over and over again? Does practice require feedback? Should practice be hard? Or should it be fun?

A growing body of research is making it clear that learners are made, not born. Through the deliberate use of practice and dedicated strategies to improve our ability to learn, we can all develop expertise faster and more effectively. In short, we can all get better at getting better.

Here's one example of a study that shows how learning strategies can be more important than raw smarts when it comes to gaining expertise. Marcel Veenman has found that people who closely track their thinking will outscore others who have sky-high IQ levels when it comes to learning something new. His research suggests that in terms of developing mastery, focusing on how we understand is some 15 percentage points more important than innate intelligence.

Here are three practical ways to build your learning skills, based on research.

Organize Your Goals

Effective learning often boils down to a type of project management. In order to develop an area of expertise, we first have to set achievable goals about what we want to learn. Then we have to develop strategies to help us reach those goals.

A targeted approach to learning helps us cope with all the nagging feelings associated with gaining expertise: Am I good enough? Will I fail? What if I'm wrong? Isn't there something else that I'd rather be doing?

While some self-carping is normal, Stanford psychologist Albert Bandura says these sorts of negative emotions can quickly rob us of our ability to learn something new. Plus, we're more committed if we develop a plan with clear objectives. The research is overwhelming on this point. Studies consistently show that people with clear goals outperform people with vague aspirations like "do a good job." By setting targets, people can manage their feelings more easily and achieve progress with their learning.

Think About Thinking

Metacognition is crucial to the talent of learning. Psychologists define metacognition as "thinking about thinking, " and broadly speaking, metacognition is about being more inspective about how you know what you know. It's a matter of asking ourselves questions like Do I really get this idea? Could I explain it to a friend? What are my goals? Do I need more background knowledge? Or do I need more practice?

Metacognition comes easily to many trained experts. When a specialist works through an issue, they'll often think a lot about how the problem is framed. They'll often have a good sense of whether or not their answer seems reasonable.

The key, it turns out, is not to leave this sort of "thinking about thinking" to the experts. When it comes to learning, one of the biggest issues is that people don't engage in meta-cognition enough. They don't stop to ask themselves if they really get a skill or concept.

The issue, then, is not that something goes in one ear and out the other. The issue is that individuals don't dwell on the dwelling. They don't push themselves to really think about their thinking.

Reflect on Your Learning

There is something of a contradiction in learning. It turns out that we need to let go of our learning in order to understand our learning. For example, when we step away from a problem, we often learn more about a problem. Get into a discussion with a colleague, for instance, and often your best arguments arrive while you're washing the dishes later. Read a software manual and a good amount of your comprehension can come after you shut the pages.

In short, learning benefits from reflection. This type of reflection requires a moment of calm. Maybe we're quietly writing an essay in a corner - or talking to ourselves as we're in the shower. But it usually takes a bit of cognitive quiet, a moment of silent introspection, for us to engage in any sort of focused deliberation.

Q. Psychologists define metacognition as _____.

Direction: Read the passage carefully to answer the question given.

Many people mistakenly believe that the ability to learn is a matter of intelligence. For them, learning is an immutable trait like eye colour, simply luck of the genetic draw. People are born learners, or they're not, the thinking goes. So why bother getting better at it?

And that's why many people tend to approach the topic of learning without much focus. They don't think much about how they will develop an area of mastery. They use phrases like "practice makes perfect" without really considering the learning strategy at play. It's a remarkably ill-defined expression, after all. Does practice mean repeating the same skill over and over again? Does practice require feedback? Should practice be hard? Or should it be fun?

A growing body of research is making it clear that learners are made, not born. Through the deliberate use of practice and dedicated strategies to improve our ability to learn, we can all develop expertise faster and more effectively. In short, we can all get better at getting better.

Here's one example of a study that shows how learning strategies can be more important than raw smarts when it comes to gaining expertise. Marcel Veenman has found that people who closely track their thinking will outscore others who have sky-high IQ levels when it comes to learning something new. His research suggests that in terms of developing mastery, focusing on how we understand is some 15 percentage points more important than innate intelligence.

Here are three practical ways to build your learning skills, based on research.

Organize Your Goals

Effective learning often boils down to a type of project management. In order to develop an area of expertise, we first have to set achievable goals about what we want to learn. Then we have to develop strategies to help us reach those goals.

A targeted approach to learning helps us cope with all the nagging feelings associated with gaining expertise: Am I good enough? Will I fail? What if I'm wrong? Isn't there something else that I'd rather be doing?

While some self-carping is normal, Stanford psychologist Albert Bandura says these sorts of negative emotions can quickly rob us of our ability to learn something new. Plus, we're more committed if we develop a plan with clear objectives. The research is overwhelming on this point. Studies consistently show that people with clear goals outperform people with vague aspirations like "do a good job." By setting targets, people can manage their feelings more easily and achieve progress with their learning.

Think About Thinking

Metacognition is crucial to the talent of learning. Psychologists define metacognition as "thinking about thinking, " and broadly speaking, metacognition is about being more inspective about how you know what you know. It's a matter of asking ourselves questions like Do I really get this idea? Could I explain it to a friend? What are my goals? Do I need more background knowledge? Or do I need more practice?

Metacognition comes easily to many trained experts. When a specialist works through an issue, they'll often think a lot about how the problem is framed. They'll often have a good sense of whether or not their answer seems reasonable.

The key, it turns out, is not to leave this sort of "thinking about thinking" to the experts. When it comes to learning, one of the biggest issues is that people don't engage in meta-cognition enough. They don't stop to ask themselves if they really get a skill or concept.

The issue, then, is not that something goes in one ear and out the other. The issue is that individuals don't dwell on the dwelling. They don't push themselves to really think about their thinking.

Reflect on Your Learning

There is something of a contradiction in learning. It turns out that we need to let go of our learning in order to understand our learning. For example, when we step away from a problem, we often learn more about a problem. Get into a discussion with a colleague, for instance, and often your best arguments arrive while you're washing the dishes later. Read a software manual and a good amount of your comprehension can come after you shut the pages.

In short, learning benefits from reflection. This type of reflection requires a moment of calm. Maybe we're quietly writing an essay in a corner - or talking to ourselves as we're in the shower. But it usually takes a bit of cognitive quiet, a moment of silent introspection, for us to engage in any sort of focused deliberation.

Q. Who found that people who closely track their thinking will outscore others who have sky-high IQ levels when it comes to learning something new?

Direction: Read the passage carefully to answer the question given.

Many people mistakenly believe that the ability to learn is a matter of intelligence. For them, learning is an immutable trait like eye colour, simply luck of the genetic draw. People are born learners, or they're not, the thinking goes. So why bother getting better at it?

And that's why many people tend to approach the topic of learning without much focus. They don't think much about how they will develop an area of mastery. They use phrases like "practice makes perfect" without really considering the learning strategy at play. It's a remarkably ill-defined expression, after all. Does practice mean repeating the same skill over and over again? Does practice require feedback? Should practice be hard? Or should it be fun?

A growing body of research is making it clear that learners are made, not born. Through the deliberate use of practice and dedicated strategies to improve our ability to learn, we can all develop expertise faster and more effectively. In short, we can all get better at getting better.

Here's one example of a study that shows how learning strategies can be more important than raw smarts when it comes to gaining expertise. Marcel Veenman has found that people who closely track their thinking will outscore others who have sky-high IQ levels when it comes to learning something new. His research suggests that in terms of developing mastery, focusing on how we understand is some 15 percentage points more important than innate intelligence.

Here are three practical ways to build your learning skills, based on research.

Organize Your Goals

Effective learning often boils down to a type of project management. In order to develop an area of expertise, we first have to set achievable goals about what we want to learn. Then we have to develop strategies to help us reach those goals.

A targeted approach to learning helps us cope with all the nagging feelings associated with gaining expertise: Am I good enough? Will I fail? What if I'm wrong? Isn't there something else that I'd rather be doing?

While some self-carping is normal, Stanford psychologist Albert Bandura says these sorts of negative emotions can quickly rob us of our ability to learn something new. Plus, we're more committed if we develop a plan with clear objectives. The research is overwhelming on this point. Studies consistently show that people with clear goals outperform people with vague aspirations like "do a good job." By setting targets, people can manage their feelings more easily and achieve progress with their learning.

Think About Thinking

Metacognition is crucial to the talent of learning. Psychologists define metacognition as "thinking about thinking, " and broadly speaking, metacognition is about being more inspective about how you know what you know. It's a matter of asking ourselves questions like Do I really get this idea? Could I explain it to a friend? What are my goals? Do I need more background knowledge? Or do I need more practice?

Metacognition comes easily to many trained experts. When a specialist works through an issue, they'll often think a lot about how the problem is framed. They'll often have a good sense of whether or not their answer seems reasonable.

The key, it turns out, is not to leave this sort of "thinking about thinking" to the experts. When it comes to learning, one of the biggest issues is that people don't engage in metacognition enough. They don't stop to ask themselves if they really get a skill or concept.

The issue, then, is not that something goes in one ear and out the other. The issue is that individuals don't dwell on the dwelling. They don't push themselves to really think about their thinking.

Reflect on Your Learning

There is something of a contradiction in learning. It turns out that we need to let go of our learning in order to understand our learning. For example, when we step away from a problem, we often learn more about a problem. Get into a discussion with a colleague, for instance, and often your best arguments arrive while you're washing the dishes later. Read a software manual and a good amount of your comprehension can come after you shut the pages.

In short, learning benefits from reflection. This type of reflection requires a moment of calm. Maybe we're quietly writing an essay in a corner - or talking to ourselves as we're in the shower. But it usually takes a bit of cognitive quiet, a moment of silent introspection, for us to engage in any sort of focused deliberation.

Q. Identify the antonym of 'metacognition'.

Direction: Read the passage carefully to answer the question given.

Cornell professor of economics Robert Frank says he's alive today because of "pure dumb luck." In 2007, he collapsed on a tennis court, struck down by what was later diagnosed as a case of sudden cardiac death, something only 2 percent of victims survive. Frank survived because, even though the nearest hospital was 5 miles away, an ambulance just happened to be responding to another call a few hundred yards away at the time. Since the other call wasn't as serious, the ambulance was able to change course and save Frank. Paddles were put on him in record time. He was rushed to the local hospital, then flown by helicopter to a larger one where he was put on ice overnight. Most survivors of similar episodes are left with significant cognitive and physical impairments. Frank was back on the tennis court just two weeks later.

Frank says his research ideas often come from his own experience, and his work on luck is no exception. His book, Success and Luck: Good Fortune and the Myth of Meritocracy, argues that the role of luck in life, and specifically in economic success, is not as widely appreciated as it should be. The book claims that if the prosperous were more cognizant of luck's role in their success they would be more supportive of government efforts to spread opportunity, and of the higher taxes they'd have to pay as a result.

Frank's other writings include the books The Winner-Take-All Society (with Philip J. Cook), The Darwin Economy, and Principles of Economics (with Ben S. Bernanke.) as well as an economics column that has run in The New York Times for over a decade. I spoke to him on the phone recently while he waited for his car to be repaired at a Syracuse dealership. He was warm and engaging and interested in my own experiences with luck and success, answering my questions as if he had all the time in the world.

What evidence is there that people don't appreciate the role of luck in their lives as much as they should? If people want to see a vivid example of that, I would steer them to the website that chronicled the reactions of voters to two political campaign speeches in 2012, one by Elizabeth Warren, the other by Barack Obama. The content of the speeches was essentially the same and if you read both transcripts carefully, you'd say, "Wow. There's nothing controversial here." What each one said in effect was that, in addition to working hard and being good at what you do, if you're a business owner, also you ship your goods to market on roads that the community paid for, you hired workers that we helped educate, we hired policemen, firemen to keep you safe. So, your success such as it is, is a product not just of your own talents and efforts, but it's a community project.

The reaction was overwhelmingly hostile to the speeches. The people who run businesses seemed to think that Obama and Elizabeth Warren were saying that they didn't deserve to have succeeded, that they were impostors by occupying these lofty positions that they had won. That wasn't the message at all, but it was hard for people to hear the totally reasonable and uncontroversial messages of those speeches.

The whole process of constructing life narratives is biased in ways that almost guarantee that people won't recognize the role of chance events adequately. So, you've been successful, you've been at it 30 years. It's true that you've worked hard all that time, you got up early, you put in a lot of effort, those memories are all very plentiful and available in your memory bank. You've solved lots of difficult problems. You remember examples of those, too. You know the formidable opponents that you've vanquished along the way. How can you forget them? So, if somebody says, "Why did you succeed?" those things are going to get top billing in your story.

Q. What can be infer from the passage about the content of the speech of two leaders Elizabeth Warren and Barack Obama?

Direction: Read the passage carefully to answer the question given.

Cornell professor of economics Robert Frank says he's alive today because of "pure dumb luck." In 2007, he collapsed on a tennis court, struck down by what was later diagnosed as a case of sudden cardiac death, something only 2 percent of victims survive. Frank survived because, even though the nearest hospital was 5 miles away, an ambulance just happened to be responding to another call a few hundred yards away at the time. Since the other call wasn't as serious, the ambulance was able to change course and save Frank. Paddles were put on him in record time. He was rushed to the local hospital, then flown by helicopter to a larger one where he was put on ice overnight. Most survivors of similar episodes are left with significant cognitive and physical impairments. Frank was back on the tennis court just two weeks later.

Frank says his research ideas often come from his own experience, and his work on luck is no exception. His book, Success and Luck: Good Fortune and the Myth of Meritocracy, argues that the role of luck in life, and specifically in economic success, is not as widely appreciated as it should be. The book claims that if the prosperous were more cognizant of luck's role in their success they would be more supportive of government efforts to spread opportunity, and of the higher taxes they'd have to pay as a result.

Frank's other writings include the books The Winner-Take-All Society (with Philip J. Cook), The Darwin Economy, and Principles of Economics (with Ben S. Bernanke.) as well as an economics column that has run in The New York Times for over a decade. I spoke to him on the phone recently while he waited for his car to be repaired at a Syracuse dealership. He was warm and engaging and interested in my own experiences with luck and success, answering my questions as if he had all the time in the world.

What evidence is there that people don't appreciate the role of luck in their lives as much as they should? If people want to see a vivid example of that, I would steer them to the website that chronicled the reactions of voters to two political campaign speeches in 2012, one by Elizabeth Warren, the other by Barack Obama. The content of the speeches was essentially the same and if you read both transcripts carefully, you'd say, "Wow. There's nothing controversial here." What each one said in effect was that, in addition to working hard and being good at what you do, if you're a business owner, also you ship your goods to market on roads that the community paid for, you hired workers that we helped educate, we hired policemen, firemen to keep you safe. So, your success such as it is, is a product not just of your own talents and efforts, but it's a community project.

The reaction was overwhelmingly hostile to the speeches. The people who run businesses seemed to think that Obama and Elizabeth Warren were saying that they didn't deserve to have succeeded, that they were impostors by occupying these lofty positions that they had won. That wasn't the message at all, but it was hard for people to hear the totally reasonable and uncontroversial messages of those speeches.

The whole process of constructing life narratives is biased in ways that almost guarantee that people won't recognize the role of chance events adequately. So, you've been successful, you've been at it 30 years. It's true that you've worked hard all that time, you got up early, you put in a lot of effort, those memories are all very plentiful and available in your memory bank. You've solved lots of difficult problems. You remember examples of those, too. You know the formidable opponents that you've vanquished along the way. How can you forget them? So, if somebody says, "Why did you succeed?" those things are going to get top billing in your story.

Q. Which of the following is similar word of 'vanquished'?

Direction: Read the passage carefully to answer the question given.

Cornell professor of economics Robert Frank says he's alive today because of "pure dumb luck." In 2007, he collapsed on a tennis court, struck down by what was later diagnosed as a case of sudden cardiac death, something only 2 percent of victims survive. Frank survived because, even though the nearest hospital was 5 miles away, an ambulance just happened to be responding to another call a few hundred yards away at the time. Since the other call wasn't as serious, the ambulance was able to change course and save Frank. Paddles were put on him in record time. He was rushed to the local hospital, then flown by helicopter to a larger one where he was put on ice overnight. Most survivors of similar episodes are left with significant cognitive and physical impairments. Frank was back on the tennis court just two weeks later.

Frank says his research ideas often come from his own experience, and his work on luck is no exception. His book, Success and Luck: Good Fortune and the Myth of Meritocracy, argues that the role of luck in life, and specifically in economic success, is not as widely appreciated as it should be. The book claims that if the prosperous were more cognizant of luck's role in their success they would be more supportive of government efforts to spread opportunity, and of the higher taxes they'd have to pay as a result.

Frank's other writings include the books The Winner-Take-All Society (with Philip J. Cook), The Darwin Economy, and Principles of Economics (with Ben S. Bernanke.) as well as an economics column that has run in The New York Times for over a decade. I spoke to him on the phone recently while he waited for his car to be repaired at a Syracuse dealership. He was warm and engaging and interested in my own experiences with luck and success, answering my questions as if he had all the time in the world.

What evidence is there that people don't appreciate the role of luck in their lives as much as they should? If people want to see a vivid example of that, I would steer them to the website that chronicled the reactions of voters to two political campaign speeches in 2012, one by Elizabeth Warren, the other by Barack Obama. The content of the speeches was essentially the same and if you read both transcripts carefully, you'd say, "Wow. There's nothing controversial here." What each one said in effect was that, in addition to working hard and being good at what you do, if you're a business owner, also you ship your goods to market on roads that the community paid for, you hired workers that we helped educate, we hired policemen, firemen to keep you safe. So, your success such as it is, is a product not just of your own talents and efforts, but it's a community project.

The reaction was overwhelmingly hostile to the speeches. The people who run businesses seemed to think that Obama and Elizabeth Warren were saying that they didn't deserve to have succeeded, that they were impostors by occupying these lofty positions that they had won. That wasn't the message at all, but it was hard for people to hear the totally reasonable and uncontroversial messages of those speeches.

The whole process of constructing life narratives is biased in ways that almost guarantee that people won't recognize the role of chance events adequately. So, you've been successful, you've been at it 30 years. It's true that you've worked hard all that time, you got up early, you put in a lot of effort, those memories are all very plentiful and available in your memory bank. You've solved lots of difficult problems. You remember examples of those, too. You know the formidable opponents that you've vanquished along the way. How can you forget them? So, if somebody says, "Why did you succeed?" those things are going to get top billing in your story.

Q. What does the word 'overwhelmingly' as used in passage mean?

Direction: Read the passage carefully to answer the question given.

Cornell professor of economics Robert Frank says he's alive today because of "pure dumb luck." In 2007, he collapsed on a tennis court, struck down by what was later diagnosed as a case of sudden cardiac death, something only 2 percent of victims survive. Frank survived because, even though the nearest hospital was 5 miles away, an ambulance just happened to be responding to another call a few hundred yards away at the time. Since the other call wasn't as serious, the ambulance was able to change course and save Frank. Paddles were put on him in record time. He was rushed to the local hospital, then flown by helicopter to a larger one where he was put on ice overnight. Most survivors of similar episodes are left with significant cognitive and physical impairments. Frank was back on the tennis court just two weeks later.

Frank says his research ideas often come from his own experience, and his work on luck is no exception. His book, Success and Luck: Good Fortune and the Myth of Meritocracy, argues that the role of luck in life, and specifically in economic success, is not as widely appreciated as it should be. The book claims that if the prosperous were more cognizant of luck's role in their success they would be more supportive of government efforts to spread opportunity, and of the higher taxes they'd have to pay as a result.

Frank's other writings include the books The Winner-Take-All Society (with Philip J. Cook), The Darwin Economy, and Principles of Economics (with Ben S. Bernanke.) as well as an economics column that has run in The New York Times for over a decade. I spoke to him on the phone recently while he waited for his car to be repaired at a Syracuse dealership. He was warm and engaging and interested in my own experiences with luck and success, answering my questions as if he had all the time in the world.

What evidence is there that people don't appreciate the role of luck in their lives as much as they should? If people want to see a vivid example of that, I would steer them to the website that chronicled the reactions of voters to two political campaign speeches in 2012, one by Elizabeth Warren, the other by Barack Obama. The content of the speeches was essentially the same and if you read both transcripts carefully, you'd say, "Wow. There's nothing controversial here." What each one said in effect was that, in addition to working hard and being good at what you do, if you're a business owner, also you ship your goods to market on roads that the community paid for, you hired workers that we helped educate, we hired policemen, firemen to keep you safe. So, your success such as it is, is a product not just of your own talents and efforts, but it's a community project.

The reaction was overwhelmingly hostile to the speeches. The people who run businesses seemed to think that Obama and Elizabeth Warren were saying that they didn't deserve to have succeeded, that they were impostors by occupying these lofty positions that they had won. That wasn't the message at all, but it was hard for people to hear the totally reasonable and uncontroversial messages of those speeches.

The whole process of constructing life narratives is biased in ways that almost guarantee that people won't recognize the role of chance events adequately. So, you've been successful, you've been at it 30 years. It's true that you've worked hard all that time, you got up early, you put in a lot of effort, those memories are all very plentiful and available in your memory bank. You've solved lots of difficult problems. You remember examples of those, too. You know the formidable opponents that you've vanquished along the way. How can you forget them? So, if somebody says, "Why did you succeed?" those things are going to get top billing in your story.

Q. According to the author what is going to get on top in the stories of your life?

Direction: Read the passage carefully to answer the question given.

The quality of your sleep is determined by a process called the sleep-wake cycle. There are two important parts of the sleep-wake cycle:

1. Slow-wave sleep (also known as deep sleep)

2. REM sleep (REM stands for Rapid Eye Movement)

During slow-wave sleep the body relaxes, breathing becomes more regular, blood pressure falls, and the brain becomes less responsive to external stimuli, which makes it more difficult to wake up. This phase is critical for the renewal and repair of the body. During slow-wave sleep, the pituitary gland releases growth hormone, which stimulates tissue growth and muscle repair. Researchers also believe that the body's immune system is repaired during this stage. Slow-wave sleep is particularly critical if you're an athlete. You'll often hear about professional athletes like Roger Federer or LeBron James sleeping 11 or 12 hours per night.

As one example of the impact of sleep on physical performance, consider study researchers conducted on the Stanford basketball players. During this study, the players slept for at least ten hours per night (compared to their typical eight hours). During five weeks of extended sleep, the researchers measured the basketball players' accuracy and speed compared to their previous levels. The free-throw shooting percentage increased by 9 percent. The three-point shooting percentage increased by 9.2 percent. And the players were 0.6 seconds faster when sprinting 80 meters. If you place heavy physical demands on your body, slow-wave sleep is what helps you recover.

REM sleep is to the mind what slow-wave sleep is to the body. The brain is relatively quiet during most sleep phases, but during REM your brain comes to life. REM sleep is when your brain dreams and re-organizes information. During this phase, your brain clears out irrelevant information, boosts your memory by connecting the experiences of the last 24 hours to your previous experiences, and facilitates learning and neural growth. Your body temperature rises, your blood pressure increases, and your heart rate speeds up. Despite all of this activity, your body hardly moves. Typically, the REM phase occurs in short bursts about 3 to 5 times per night.

Without the slow-wave sleep and REM sleep phases, the body literally starts to die. If you starve yourself of sleep, you can't recover physically, your immune system weakens, and your brain becomes foggy. Or, as the researchers put it, sleep-deprived individuals experience increased risk of viral infections, weight gain, diabetes, high blood pressure, heart disease, mental illness, and mortality.

To summarize: slow-wave sleep helps you recover physically while REM sleep helps you recover mentally. The amount of time you spend in these phases tends to decrease with age, which means the quality of your sleep and your body's ability to recover also decrease with age.

Q. Why does the body start to die without sleep?

Direction: Read the passage carefully to answer the question given.

The quality of your sleep is determined by a process called the sleep-wake cycle. There are two important parts of the sleep-wake cycle:

1. Slow-wave sleep (also known as deep sleep)

2. REM sleep (REM stands for Rapid Eye Movement)

During slow-wave sleep the body relaxes, breathing becomes more regular, blood pressure falls, and the brain becomes less responsive to external stimuli, which makes it more difficult to wake up. This phase is critical for the renewal and repair of the body. During slow-wave sleep, the pituitary gland releases growth hormone, which stimulates tissue growth and muscle repair. Researchers also believe that the body's immune system is repaired during this stage. Slow-wave sleep is particularly critical if you're an athlete. You'll often hear about professional athletes like Roger Federer or LeBron James sleeping 11 or 12 hours per night.

As one example of the impact of sleep on physical performance, consider study researchers conducted on the Stanford basketball players. During this study, the players slept for at least ten hours per night (compared to their typical eight hours). During five weeks of extended sleep, the researchers measured the basketball players' accuracy and speed compared to their previous levels. The free-throw shooting percentage increased by 9 percent. The three-point shooting percentage increased by 9.2 percent. And the players were 0.6 seconds faster when sprinting 80 meters. If you place heavy physical demands on your body, slow-wave sleep is what helps you recover.

REM sleep is to the mind what slow-wave sleep is to the body. The brain is relatively quiet during most sleep phases, but during REM your brain comes to life. REM sleep is when your brain dreams and re-organizes information. During this phase, your brain clears out irrelevant information, boosts your memory by connecting the experiences of the last 24 hours to your previous experiences, and facilitates learning and neural growth. Your body temperature rises, your blood pressure increases, and your heart rate speeds up. Despite all of this activity, your body hardly moves. Typically, the REM phase occurs in short bursts about 3 to 5 times per night.

Without the slow-wave sleep and REM sleep phases, the body literally starts to die. If you starve yourself of sleep, you can't recover physically, your immune system weakens, and your brain becomes foggy. Or, as the researchers put it, sleep-deprived individuals experience increased risk of viral infections, weight gain, diabetes, high blood pressure, heart disease, mental illness, and mortality.

To summarize: slow-wave sleep helps you recover physically while REM sleep helps you recover mentally. The amount of time you spend in these phases tends to decrease with age, which means the quality of your sleep and your body's ability to recover also decrease with age.

Q. What do the statistics of a player's performance in sports show about the sleep?

Direction: Read the passage carefully to answer the question given.

The quality of your sleep is determined by a process called the sleep-wake cycle. There are two important parts of the sleep-wake cycle:

1. Slow-wave sleep (also known as deep sleep)

2. REM sleep (REM stands for Rapid Eye Movement)

During slow-wave sleep the body relaxes, breathing becomes more regular, blood pressure falls, and the brain becomes less responsive to external stimuli, which makes it more difficult to wake up. This phase is critical for the renewal and repair of the body. During slow-wave sleep, the pituitary gland releases growth hormone, which stimulates tissue growth and muscle repair. Researchers also believe that the body's immune system is repaired during this stage. Slow-wave sleep is particularly critical if you're an athlete. You'll often hear about professional athletes like Roger Federer or LeBron James sleeping 11 or 12 hours per night.

As one example of the impact of sleep on physical performance, consider study researchers conducted on the Stanford basketball players. During this study, the players slept for at least ten hours per night (compared to their typical eight hours). During five weeks of extended sleep, the researchers measured the basketball players' accuracy and speed compared to their previous levels. The free-throw shooting percentage increased by 9 percent. The three-point shooting percentage increased by 9.2 percent. And the players were 0.6 seconds faster when sprinting 80 meters. If you place heavy physical demands on your body, slow-wave sleep is what helps you recover.

REM sleep is to the mind what slow-wave sleep is to the body. The brain is relatively quiet during most sleep phases, but during REM your brain comes to life. REM sleep is when your brain dreams and re-organizes information. During this phase, your brain clears out irrelevant information, boosts your memory by connecting the experiences of the last 24 hours to your previous experiences, and facilitates learning and neural growth. Your body temperature rises, your blood pressure increases, and your heart rate speeds up. Despite all of this activity, your body hardly moves. Typically, the REM phase occurs in short bursts about 3 to 5 times per night.

Without the slow-wave sleep and REM sleep phases, the body literally starts to die. If you starve yourself of sleep, you can't recover physically, your immune system weakens, and your brain becomes foggy. Or, as the researchers put it, sleep-deprived individuals experience increased risk of viral infections, weight gain, diabetes, high blood pressure, heart disease, mental illness, and mortality.

To summarize: slow-wave sleep helps you recover physically while REM sleep helps you recover mentally. The amount of time you spend in these phases tends to decrease with age, which means the quality of your sleep and your body's ability to recover also decrease with age.

Q. Why does the brain comes to life during REM?

Direction: Read the passage carefully to answer the question given.

The quality of your sleep is determined by a process called the sleep-wake cycle. There are two important parts of the sleep-wake cycle:

1. Slow-wave sleep (also known as deep sleep)

2. REM sleep (REM stands for Rapid Eye Movement)

During slow-wave sleep the body relaxes, breathing becomes more regular, blood pressure falls, and the brain becomes less responsive to external stimuli, which makes it more difficult to wake up. This phase is critical for the renewal and repair of the body. During slow-wave sleep, the pituitary gland releases growth hormone, which stimulates tissue growth and muscle repair. Researchers also believe that the body's immune system is repaired during this stage. Slow-wave sleep is particularly critical if you're an athlete. You'll often hear about professional athletes like Roger Federer or LeBron James sleeping 11 or 12 hours per night.

As one example of the impact of sleep on physical performance, consider study researchers conducted on the Stanford basketball players. During this study, the players slept for at least ten hours per night (compared to their typical eight hours). During five weeks of extended sleep, the researchers measured the basketball players' accuracy and speed compared to their previous levels. The free-throw shooting percentage increased by 9 percent. The three-point shooting percentage increased by 9.2 percent. And the players were 0.6 seconds faster when sprinting 80 meters. If you place heavy physical demands on your body, slow-wave sleep is what helps you recover.

REM sleep is to the mind what slow-wave sleep is to the body. The brain is relatively quiet during most sleep phases, but during REM your brain comes to life. REM sleep is when your brain dreams and re-organizes information. During this phase, your brain clears out irrelevant information, boosts your memory by connecting the experiences of the last 24 hours to your previous experiences, and facilitates learning and neural growth. Your body temperature rises, your blood pressure increases, and your heart rate speeds up. Despite all of this activity, your body hardly moves. Typically, the REM phase occurs in short bursts about 3 to 5 times per night.

Without the slow-wave sleep and REM sleep phases, the body literally starts to die. If you starve yourself of sleep, you can't recover physically, your immune system weakens, and your brain becomes foggy. Or, as the researchers put it, sleep-deprived individuals experience increased risk of viral infections, weight gain, diabetes, high blood pressure, heart disease, mental illness, and mortality.

To summarize: slow-wave sleep helps you recover physically while REM sleep helps you recover mentally. The amount of time you spend in these phases tends to decrease with age, which means the quality of your sleep and your body's ability to recover also decrease with age.

Q. Why does our sleep tend to decrease with age?

Direction: Read the passage carefully to answer the question given.

The quality of your sleep is determined by a process called the sleep-wake cycle. There are two important parts of the sleep-wake cycle:

1. Slow-wave sleep (also known as deep sleep)

2. REM sleep (REM stands for Rapid Eye Movement)

During slow-wave sleep the body relaxes, breathing becomes more regular, blood pressure falls, and the brain becomes less responsive to external stimuli, which makes it more difficult to wake up. This phase is critical for the renewal and repair of the body. During slow-wave sleep, the pituitary gland releases growth hormone, which stimulates tissue growth and muscle repair. Researchers also believe that the body's immune system is repaired during this stage. Slow-wave sleep is particularly critical if you're an athlete. You'll often hear about professional athletes like Roger Federer or LeBron James sleeping 11 or 12 hours per night.

As one example of the impact of sleep on physical performance, consider study researchers conducted on the Stanford basketball players. During this study, the players slept for at least ten hours per night (compared to their typical eight hours). During five weeks of extended sleep, the researchers measured the basketball players' accuracy and speed compared to their previous levels. The free-throw shooting percentage increased by 9 percent. The three-point shooting percentage increased by 9.2 percent. And the players were 0.6 seconds faster when sprinting 80 meters. If you place heavy physical demands on your body, slow-wave sleep is what helps you recover.

REM sleep is to the mind what slow-wave sleep is to the body. The brain is relatively quiet during most sleep phases, but during REM your brain comes to life. REM sleep is when your brain dreams and re-organizes information. During this phase, your brain clears out irrelevant information, boosts your memory by connecting the experiences of the last 24 hours to your previous experiences, and facilitates learning and neural growth. Your body temperature rises, your blood pressure increases, and your heart rate speeds up. Despite all of this activity, your body hardly moves. Typically, the REM phase occurs in short bursts about 3 to 5 times per night.

Without the slow-wave sleep and REM sleep phases, the body literally starts to die. If you starve yourself of sleep, you can't recover physically, your immune system weakens, and your brain becomes foggy. Or, as the researchers put it, sleep-deprived individuals experience increased risk of viral infections, weight gain, diabetes, high blood pressure, heart disease, mental illness, and mortality.

To summarize: slow-wave sleep helps you recover physically while REM sleep helps you recover mentally. The amount of time you spend in these phases tends to decrease with age, which means the quality of your sleep and your body's ability to recover also decrease with age.

Q. why do the students need adequate sleep?

Direction: Read the passage carefully to answer the question given.

Bronnie Ware is a nurse in Australia. She has spent more than a decade counselling dying people. Over that time span, she began recording the top regrets that people have on their death bed.

After 12 years, she concluded that the most common regret of all was this:

"I wish I'd had the courage to live a life true to myself, not the life others expected of me."

Why is this such a common dying regret at the end of our lives? And how can you make sure that you don't end up feeling the same way?

If you're reading this, then you probably have the power to make decisions in your daily life. It's rare that we are actually forced to live in a way that we don't want to live (thankfully). But somehow, many of us still end up wishing we had lived in a way that was more true to ourselves.

Here's why I believe this happens:

Anytime I find myself feeling stuck in neutral, it's usually the result of not having a clear target. I find myself doing work without defining what the work should actually be or hoping for a change without determining the underlying actions that would lead to it. In other words, I'm not being clear about what I care about and how I can get there. More on this in a moment.

Here's the result:

If you never draw a line in the sand and clarify what is really important to you, then you'll end up doing what's expected of you. When you don't have a clear purpose driving you forward, you default to doing what other people approve of. We're not sure what we really want, and so we do what we think other people want.

The grey areas in life usually arise when we haven't decided what we believe.

This is the position I think we all find ourselves in from time to time. And it's one reason why I think many of us end up living the life others expect us to live instead of a life that is true to ourselves.

I think often about how I can get better at living with purpose and how I can live an important life instead of an urgent one. When it comes to being clear about what I'm doing and why I'm doing it, I like to use a technique that I call the Bullseye Method.

"If you didn't know where the target was located, you would never fire an arrow and expect to hit the bullseye." And yet, we often live our lives this way. We wake up and face the world day after day (we keep firing arrows), but we are focused on everything except the bullseye.

Q. What is the bullseye according to the author?

Direction: Read the passage carefully to answer the question given.

Bronnie Ware is a nurse in Australia. She has spent more than a decade counselling dying people. Over that time span, she began recording the top regrets that people have on their death bed.

After 12 years, she concluded that the most common regret of all was this:

"I wish I'd had the courage to live a life true to myself, not the life others expected of me."

Why is this such a common dying regret at the end of our lives? And how can you make sure that you don't end up feeling the same way?

If you're reading this, then you probably have the power to make decisions in your daily life. It's rare that we are actually forced to live in a way that we don't want to live (thankfully). But somehow, many of us still end up wishing we had lived in a way that was more true to ourselves.

Here's why I believe this happens:

Anytime I find myself feeling stuck in neutral, it's usually the result of not having a clear target. I find myself doing work without defining what the work should actually be or hoping for a change without determining the underlying actions that would lead to it. In other words, I'm not being clear about what I care about and how I can get there. More on this in a moment.

Here's the result:

If you never draw a line in the sand and clarify what is really important to you, then you'll end up doing what's expected of you. When you don't have a clear purpose driving you forward, you default to doing what other people approve of. We're not sure what we really want, and so we do what we think other people want.

The grey areas in life usually arise when we haven't decided what we believe.

This is the position I think we all find ourselves in from time to time. And it's one reason why I think many of us end up living the life others expect us to live instead of a life that is true to ourselves.

I think often about how I can get better at living with purpose and how I can live an important life instead of an urgent one. When it comes to being clear about what I'm doing and why I'm doing it, I like to use a technique that I call the Bullseye Method.

"If you didn't know where the target was located, you would never fire an arrow and expect to hit the bullseye." And yet, we often live our lives this way. We wake up and face the world day after day (we keep firing arrows), but we are focused on everything except the bullseye.

Q. What is the result given by the author in the passage?

Direction: Read the passage carefully to answer the question given.

Bronnie Ware is a nurse in Australia. She has spent more than a decade counselling dying people. Over that time span, she began recording the top regrets that people have on their death bed.

After 12 years, she concluded that the most common regret of all was this:

"I wish I'd had the courage to live a life true to myself, not the life others expected of me."

Why is this such a common dying regret at the end of our lives? And how can you make sure that you don't end up feeling the same way?

If you're reading this, then you probably have the power to make decisions in your daily life. It's rare that we are actually forced to live in a way that we don't want to live (thankfully). But somehow, many of us still end up wishing we had lived in a way that was more true to ourselves.

Here's why I believe this happens:

Anytime I find myself feeling stuck in neutral, it's usually the result of not having a clear target. I find myself doing work without defining what the work should actually be or hoping for a change without determining the underlying actions that would lead to it. In other words, I'm not being clear about what I care about and how I can get there. More on this in a moment.

Here's the result :

If you never draw a line in the sand and clarify what is really important to you, then you'll end up doing what's expected of you. When you don't have a clear purpose driving you forward, you default to doing what other people approve of. We're not sure what we really want, and so we do what we think other people want.

The grey areas in life usually arise when we haven't decided what we believe.

This is the position I think we all find ourselves in from time to time. And it's one reason why I think many of us end up living the life others expect us to live instead of a life that is true to ourselves.

I think often about how I can get better at living with purpose and how I can live an important life instead of an urgent one. When it comes to being clear about what I'm doing and why I'm doing it, I like to use a technique that I call the Bullseye Method.

"If you didn't know where the target was located, you would never fire an arrow and expect to hit the bullseye." And yet, we often live our lives this way. We wake up and face the world day after day (we keep firing arrows), but we are focused on everything except the bullseye.

Q. Which of the following can be used instead of bullseye?

Direction: Read the passage carefully to answer the question given.

Bronnie Ware is a nurse in Australia. She has spent more than a decade counselling dying people. Over that time span, she began recording the top regrets that people have on their death bed.

After 12 years, she concluded that the most common regret of all was this :

"I wish I'd had the courage to live a life true to myself, not the life others expected of me."

Why is this such a common dying regret at the end of our lives? And how can you make sure that you don't end up feeling the same way?

If you're reading this, then you probably have the power to make decisions in your daily life. It's rare that we are actually forced to live in a way that we don't want to live (thankfully). But somehow, many of us still end up wishing we had lived in a way that was more true to ourselves.

Here's why I believe this happens:

Anytime I find myself feeling stuck in neutral, it's usually the result of not having a clear target. I find myself doing work without defining what the work should actually be or hoping for a change without determining the underlying actions that would lead to it. In other words, I'm not being clear about what I care about and how I can get there. More on this in a moment.

Here's the result:

If you never draw a line in the sand and clarify what is really important to you, then you'll end up doing what's expected of you. When you don't have a clear purpose driving you forward, you default to doing what other people approve of. We're not sure what we really want, and so we do what we think other people want.

The grey areas in life usually arise when we haven't decided what we believe.

This is the position I think we all find ourselves in from time to time. And it's one reason why I think many of us end up living the life others expect us to live instead of a life that is true to ourselves.

I think often about how I can get better at living with purpose and how I can live an important life instead of an urgent one. When it comes to being clear about what I'm doing and why I'm doing it, I like to use a technique that I call the Bullseye Method.

"If you didn't know where the target was located, you would never fire an arrow and expect to hit the bullseye." And yet, we often live our lives this way. We wake up and face the world day after day (we keep firing arrows), but we are focused on everything except the bullseye.

Q. What is the grey area of our lives?

Direction: Read the passage carefully to answer the question given.

Bronnie Ware is a nurse in Australia. She has spent more than a decade counselling dying people. Over that time span, she began recording the top regrets that people have on their death bed.

After 12 years, she concluded that the most common regret of all was this :

"I wish I'd had the courage to live a life true to myself, not the life others expected of me."

Why is this such a common dying regret at the end of our lives? And how can you make sure that you don't end up feeling the same way?

If you're reading this, then you probably have the power to make decisions in your daily life. It's rare that we are actually forced to live in a way that we don't want to live (thankfully). But somehow, many of us still end up wishing we had lived in a way that was more true to ourselves.

Here's why I believe this happens:

Anytime I find myself feeling stuck in neutral, it's usually the result of not having a clear target. I find myself doing work without defining what the work should actually be or hoping for a change without determining the underlying actions that would lead to it. In other words, I'm not being clear about what I care about and how I can get there. More on this in a moment.

Here's the result:

If you never draw a line in the sand and clarify what is really important to you, then you'll end up doing what's expected of you. When you don't have a clear purpose driving you forward, you default to doing what other people approve of. We're not sure what we really want, and so we do what we think other people want.

The grey areas in life usually arise when we haven't decided what we believe.

This is the position I think we all find ourselves in from time to time. And it's one reason why I think many of us end up living the life others expect us to live instead of a life that is true to ourselves.

I think often about how I can get better at living with purpose and how I can live an important life instead of an urgent one. When it comes to being clear about what I'm doing and why I'm doing it, I like to use a technique that I call the Bullseye Method.

"If you didn't know where the target was located, you would never fire an arrow and expect to hit the bullseye." And yet, we often live our lives this way. We wake up and face the world day after day (we keep firing arrows), but we are focused on everything except the bullseye.

Q. Which we want for ourselves and what others want According to the author, why do we end up living less truthful to ourselves?

Direction: Read the passage carefully to answer the question given.

Hotels will just keep upping the fitness ante, with bigger, more spectacular gyms; more inspiring fitness classes held inside and out; more expert-led, local runs and hikes; more free workout gear, bikes, and pedometers; more in-room virtual training: and more partnerships with leading fitness consultancies or gym brands to deliver state-of-the-art facilities and classes-and even personal trainers and nutritionists. And with more hotels now sporting such dazzling fitness amenities, and classes worthy of über-trendy urban studios, the buzz is pulling in more locals (and profitable memberships), meaning more hotels are becoming the local wellness hangout.

If the free workout-in-a-bag (packed with yoga mats, dumbbell sets, jump-ropes, resistance bands, workout DVDs, running maps, etc.) was catching fire last year, it's now a conflagration. One example: Raffles Praslin in Seychelles will deliver up all these extras, along with an in-room trainer who leads you through a custom workout.

Many more hotels, like Wyndham's Tryp Hotels (110 across Europe and Central/South America), are offering free workout shoes and clothes, as well as installing sophisticated equipment like elliptical machines into guest rooms. And more hotels are peddling free bikes, like Kimpton's 50+ US boutique properties.

Fitness centers are getting vaster, with distinct areas for cardio, weights, functional fitness, and free zones for TRX or kettlebell training. And many more hotels, like The Four Seasons in Nevis or Omni Hotels, keep gyms open 24/7. Just as more, like Oberoi properties in New Delhi, Mumbai, and Dubai, keep their spas open around the clock.

Far more hotels are offering yoga, boot camps, and menus of hot, branded fitness classes, at a rate unimaginable just a couple of years ago. And they're able to execute these fitness programs either by bringing in local practitioners or through partnerships with nearby gyms/studios. While free to guests, locals are paying $25 − $40 a class to get in on all the forward-thinking fitness fun.

Yoga at hotels is getting especially common and creative: from stand-up paddleboard yoga at places like The Tides Inn in Virginia (where non-guests happily pay $40) and Hawaii's The Fairmont Orchid. Popular aqua-yoga classes rule the pool at The Hotel Wilshire (LA), while Ashtanga yoga with the dolphins makes headlines at The Mirage in Las Vegas. The James Hotel (NYC) proves if you put yoga on a gorgeous rooftop, they will come. Some hotels actually house independent yoga studios, like 889 Yoga \& Wellness Spa at Thompson in Toronto, so guests can hit classes anytime all day. At the Mandarin Oriental in Bangkok, an in-house yogi trainer is on call.

More hotels are hooking up with local gyms and studios to offer yoga, Pilates, spinning, you-name-it, classes, just a short stroll away. That's a lot of "bang" for guests with no hotel investment bucks. One example: the Indigo Chelsea (NYC) has linked with indoor cycling studio, Revolve, letting guests redeem free, branded "rides."

Hotels that think "fabulous gym," and then think beyond the gym, to fun classes and outdoor experiences, create a halo of happiness around the property, and it's a smart local market revenue generator. They're turning the lonely, avoided gym routine into a meaningful social activity-and creating more memorable stays.

Q. What do you understand by 'conflagration'?

Direction: Read the passage carefully to answer the question given.

Hotels will just keep upping the fitness ante, with bigger, more spectacular gyms; more inspiring fitness classes held inside and out; more expert-led, local runs and hikes; more free workout gear, bikes, and pedometers; more in-room virtual training: and more partnerships with leading fitness consultancies or gym brands to deliver state-of-the-art facilities and classes-and even personal trainers and nutritionists. And with more hotels now sporting such dazzling fitness amenities, and classes worthy of über-trendy urban studios, the buzz is pulling in more locals (and profitable memberships), meaning more hotels are becoming the local wellness hangout.

If the free workout-in-a-bag (packed with yoga mats, dumbbell sets, jump-ropes, resistance bands, workout DVDs, running maps, etc.) was catching fire last year, it's now a conflagration. One example: Raffles Praslin in Seychelles will deliver up all these extras, along with an in-room trainer who leads you through a custom workout.

Many more hotels, like Wyndham's Tryp Hotels (110 across Europe and Central/South America), are offering free workout shoes and clothes, as well as installing sophisticated equipment like elliptical machines into guest rooms. And more hotels are peddling free bikes, like Kimpton's 50+ US boutique properties.

Fitness centers are getting vaster, with distinct areas for cardio, weights, functional fitness, and free zones for TRX or kettlebell training. And many more hotels, like The Four Seasons in Nevis or Omni Hotels, keep gyms open 24/7. Just as more, like Oberoi properties in New Delhi, Mumbai, and Dubai, keep their spas open around the clock.

Far more hotels are offering yoga, boot camps, and menus of hot, branded fitness classes, at a rate unimaginable just a couple of years ago. And they're able to execute these fitness programs either by bringing in local practitioners or through partnerships with nearby gyms/studios. While free to guests, locals are paying $25 − $40 a class to get in on all the forward-thinking fitness fun.

Yoga at hotels is getting especially common and creative: from stand-up paddleboard yoga at places like The Tides Inn in Virginia (where non-guests happily pay $40) and Hawaii's The Fairmont Orchid. Popular aqua-yoga classes rule the pool at The Hotel Wilshire (LA), while Ashtanga yoga with the dolphins makes headlines at The Mirage in Las Vegas. The James Hotel (NYC) proves if you put yoga on a gorgeous rooftop, they will come. Some hotels actually house independent yoga studios, like 889 Yoga \& Wellness Spa at Thompson in Toronto, so guests can hit classes anytime all day. At the Mandarin Oriental in Bangkok, an in-house yogi trainer is on call.

More hotels are hooking up with local gyms and studios to offer yoga, Pilates, spinning, you-name-it, classes, just a short stroll away. That's a lot of "bang" for guests with no hotel investment bucks. One example: the Indigo Chelsea (NYC) has linked with indoor cycling studio, Revolve, letting guests redeem free, branded "rides."

Hotels that think "fabulous gym," and then think beyond the gym, to fun classes and outdoor experiences, create a halo of happiness around the property, and it's a smart local market revenue generator. They're turning the lonely, avoided gym routine into a meaningful social activity-and creating more memorable stays.

Q. How fitness centers are getting vaster?

Direction: Read the passage carefully to answer the question given.

Hotels will just keep upping the fitness ante, with bigger, more spectacular gyms; more inspiring fitness classes held inside and out; more expert-led, local runs and hikes; more free workout gear, bikes, and pedometers; more in-room virtual training: and more partnerships with leading fitness consultancies or gym brands to deliver state-of-the-art facilities and classes-and even personal trainers and nutritionists. And with more hotels now sporting such dazzling fitness amenities, and classes worthy of über-trendy urban studios, the buzz is pulling in more locals (and profitable memberships), meaning more hotels are becoming the local wellness hangout.

If the free workout-in-a-bag (packed with yoga mats, dumbbell sets, jump-ropes, resistance bands, workout DVDs, running maps, etc.) was catching fire last year, it's now a conflagration. One example: Raffles Praslin in Seychelles will deliver up all these extras, along with an in-room trainer who leads you through a custom workout.

Many more hotels, like Wyndham's Tryp Hotels (110 across Europe and Central/South America), are offering free workout shoes and clothes, as well as installing sophisticated equipment like elliptical machines into guest rooms. And more hotels are peddling free bikes, like Kimpton's 50+ US boutique properties.

Fitness centers are getting vaster, with distinct areas for cardio, weights, functional fitness, and free zones for TRX or kettlebell training. And many more hotels, like The Four Seasons in Nevis or Omni Hotels, keep gyms open 24/7. Just as more, like Oberoi properties in New Delhi, Mumbai, and Dubai, keep their spas open around the clock.

Far more hotels are offering yoga, boot camps, and menus of hot, branded fitness classes, at a rate unimaginable just a couple of years ago. And they're able to execute these fitness programs either by bringing in local practitioners or through partnerships with nearby gyms/studios. While free to guests, locals are paying $25 − $40 a class to get in on all the forward-thinking fitness fun.

Yoga at hotels is getting especially common and creative: from stand-up paddleboard yoga at places like The Tides Inn in Virginia (where non-guests happily pay $40) and Hawaii's The Fairmont Orchid. Popular aqua-yoga classes rule the pool at The Hotel Wilshire (LA), while Ashtanga yoga with the dolphins makes headlines at The Mirage in Las Vegas. The James Hotel (NYC) proves if you put yoga on a gorgeous rooftop, they will come. Some hotels actually house independent yoga studios, like 889 Yoga \& Wellness Spa at Thompson in Toronto, so guests can hit classes anytime all day. At the Mandarin Oriental in Bangkok, an in-house yogi trainer is on call.

More hotels are hooking up with local gyms and studios to offer yoga, Pilates, spinning, you-name-it, classes, just a short stroll away. That's a lot of "bang" for guests with no hotel investment bucks. One example: the Indigo Chelsea (NYC) has linked with indoor cycling studio, Revolve, letting guests redeem free, branded "rides."

Hotels that think "fabulous gym," and then think beyond the gym, to fun classes and outdoor experiences, create a halo of happiness around the property, and it's a smart local market revenue generator. They're turning the lonely, avoided gym routine into a meaningful social activity-and creating more memorable stays.

Q. What is a 'smart local revenue generator' for hotels?

Direction: Read the passage carefully to answer the question given.

If you go to the Rehabilitation Institute in Chicago, you will see someone working to help patients. This is a job that helps people do more. It is a job that takes patience and skills. This person is a Physical Therapist. As you read what one person says about her job, imagine yourself doing this kind of work someday. How would you feel if every day you helped people make progress?

I work closely with people who have hurt themselves. Their injuries may be as mild as having a sore shoulder, knee, or back, or as severe as having paralysed legs and/or arms. It's my job to evaluate what their problems are and come up with ways to help make them better, stronger, take their pain away or teach them to walk and do things for themselves again.

I need tu be able to communicate well with people of all ages and backgrounds every day. I need to be able to talk to people I've never met and ask them personal questions that help me to understand what is wrong with them. I can't be shy around new people and I need to be clear in my communications with them.

I chose to go into physical therapy because I love to be with people and talk with them. I decided that I didn't want to use the computer all day or answer the telephone or be in a lab doing experiments. I wanted to be around people and I wanted to be an important part of helping them feel better.

To prepare to become a Physical Therapist, I had to finish college and then go to graduate school for 3 years. In that time, I learned all the muscles in the body and all the organs and how they work. I learned how to figure out what is weak and what hurts on people and then how to help. I prepared for knowing all that by taking a lot of classes in biology, chemistry, math, physics, anatomy, physiology, and psychology.

What I like about my job is that it is always very interesting and never boring. I like that I am never alone but surrounded by people all the time. They tell me that I have made a difference in their lives and when I go home at night, I know that I have touched someone else's life and they appreciate the work I did for them. I also love that my job combines being active and physical with being a thinker and doing a lot of problem-solving.

Q. What is the main idea of the passage?

Direction: Read the passage carefully to answer the question given.

If you go to the Rehabilitation Institute in Chicago, you will see someone working to help patients. This is a job that helps people do more. It is a job that takes patience and skills. This person is a Physical Therapist. As you read what one person says about her job, imagine yourself doing this kind of work someday. How would you feel if every day you helped people make progress?

I work closely with people who have hurt themselves. Their injuries may be as mild as having a sore shoulder, knee, or back, or as severe as having paralysed legs and/or arms. It's my job to evaluate what their problems are and come up with ways to help make them better, stronger, take their pain away or teach them to walk and do things for themselves again.

I need tu be able to communicate well with people of all ages and backgrounds every day. I need to be able to talk to people I've never met and ask them personal questions that help me to understand what is wrong with them. I can't be shy around new people and I need to be clear in my communications with them.

I chose to go into physical therapy because I love to be with people and talk with them. I decided that I didn't want to use the computer all day or answer the telephone or be in a lab doing experiments. I wanted to be around people and I wanted to be an important part of helping them feel better.

To prepare to become a Physical Therapist, I had to finish college and then go to graduate school for 3 years. In that time, I learned all the muscles in the body and all the organs and how they work. I learned how to figure out what is weak and what hurts on people and then how to help. I prepared for knowing all that by taking a lot of classes in biology, chemistry, math, physics, anatomy, physiology, and psychology.

What I like about my job is that it is always very interesting and never boring. I like that I am never alone but surrounded by people all the time. They tell me that I have made a difference in their lives and when I go home at night, I know that I have touched someone else's life and they appreciate the work I did for them. I also love that my job combines being active and physical with being a thinker and doing a lot of problem-solving.

Q. Which of the following can be described as anatomy?

Direction: Read the passage carefully to answer the question given.

If you go to the Rehabilitation Institute in Chicago, you will see someone working to help patients. This is a job that helps people do more. It is a job that takes patience and skills. This person is a Physical Therapist. As you read what one person says about her job, imagine yourself doing this kind of work someday. How would you feel if every day you helped people make progress?

I work closely with people who have hurt themselves. Their injuries may be as mild as having a sore shoulder, knee, or back, or as severe as having paralysed legs and/or arms. It's my job to evaluate what their problems are and come up with ways to help make them better, stronger, take their pain away or teach them to walk and do things for themselves again.

I need tu be able to communicate well with people of all ages and backgrounds every day. I need to be able to talk to people I've never met and ask them personal questions that help me to understand what is wrong with them. I can't be shy around new people and I need to be clear in my communications with them.

I chose to go into physical therapy because I love to be with people and talk with them. I decided that I didn't want to use the computer all day or answer the telephone or be in a lab doing experiments. I wanted to be around people and I wanted to be an important part of helping them feel better.

To prepare to become a Physical Therapist, I had to finish college and then go to graduate school for 3 years. In that time, I learned all the muscles in the body and all the organs and how they work. I learned how to figure out what is weak and what hurts on people and then how to help. I prepared for knowing all that by taking a lot of classes in biology, chemistry, math, physics, anatomy, physiology, and psychology.

What I like about my job is that it is always very interesting and never boring. I like that I am never alone but surrounded by people all the time. They tell me that I have made a difference in their lives and when I go home at night, I know that I have touched someone else's life and they appreciate the work I did for them. I also love that my job combines being active and physical with being a thinker and doing a lot of problem-solving.

Q. Which of the following is a synonym for mild?

Directions: Read the following passage and answer the question.

The Lok Sabha secretariat has launched a new app, Digital Sansad, that will make it easier for people to follow proceedings in Parliament, and also their own lawmakers. In addition, it will also help members of parliament access services such as checking personal updates like status of their notices, House bulletins, etc. As MPs are barred from using laptops inside the House, the app comes handy for parliamentary information for MPs during a debate in the House. In future, the MPs can log in for attendance, give questions for the Question Hour or submit notices for debates or adjournment motions. The Digital Sansad app is available in both android and IOS platform and carries nearly all major content of the interlinked portal of Indian Parliament. A senior official claimed that the Digital Sansad is one of the few apps of a parliament internationally that offer a 360-degree view of legislative activities as well as services for members.

[Source - The Hindustan Times, Jan 28, 2022.]

Q. Digital Sansad is the brainchild of a Lok Sabha Speaker. Name the Lok Sabha Speaker.

Directions: Read the following passage and answer the question.

The Supreme Court in a significant judgement said it is unconstitutional to distinguish between married and unmarried women for allowing termination of pregnancy on certain exceptional grounds when the foetus is between 20-24 weeks. The decision follows an interim order in July by which the court had allowed a 25-year-old woman to terminate her pregnancy. The ruling, incidentally delivered on International Safe Abortion Day, emphasises female autonomy in accessing abortion. The challenge to the provision was made in July by a 25-year-old unmarried woman who moved the court seeking an abortion after the Delhi High Court declined her plea. The woman's case was that she wished to terminate her pregnancy as her partner had refused to marry her at the last stage. She also argued that the continuation of the pregnancy would involve a risk of grave and immense injury to her mental health. However, the law allowed such change in circumstances only for marital relationships. The Supreme Court, holding that the law had to be given a purposeful interpretation, had allowed the petitioner to terminate her pregnancy in an interim order. However, the larger challenge to the law, which would benefit other women as well, was kept pending.

[Source - The Indian Express, September 30, 2022]

Q. In India, for pregnancies within 20 weeks, termination can be allowed if:

(a) the woman provides her explicit consent to terminate her pregnancy without consulting a medical practitioner.

(b) there is a substantial risk that if the child was born, it would suffer from any serious physical or mental abnormality.

Directions: Read the following passage and answer the question.

The Supreme Court in a significant judgement said it is unconstitutional to distinguish between married and unmarried women for allowing termination of pregnancy on certain exceptional grounds when the foetus is between 20-24 weeks. The decision follows an interim order in July by which the court had allowed a 25-year-old woman to terminate her pregnancy. The ruling, incidentally delivered on International Safe Abortion Day, emphasises female autonomy in accessing abortion. The challenge to the provision was made in July by a 25-year-old unmarried woman who moved the court seeking an abortion after the Delhi High Court declined her plea. The woman's case was that she wished to terminate her pregnancy as her partner had refused to marry her at the last stage. She also argued that the continuation of the pregnancy would involve a risk of grave and immense injury to her mental health. However, the law allowed such change in circumstances only for marital relationships. The Supreme Court, holding that the law had to be given a purposeful interpretation, had allowed the petitioner to terminate her pregnancy in an interim order. However, the larger challenge to the law, which would benefit other women as well, was kept pending.

[Source - The Indian Express, September 30, 2022]

Q. In which of the following countries is abortion NOT completely illegal?

Directions: Read the following passage and answer the question.

The Supreme Court in a significant judgement said it is unconstitutional to distinguish between married and unmarried women for allowing termination of pregnancy on certain exceptional grounds when the foetus is between 20-24 weeks. The decision follows an interim order in July by which the court had allowed a 25-year-old woman to terminate her pregnancy. The ruling, incidentally delivered on International Safe Abortion Day, emphasises female autonomy in accessing abortion. The challenge to the provision was made in July by a 25-year-old unmarried woman who moved the court seeking an abortion after the Delhi High Court declined her plea. The woman's case was that she wished to terminate her pregnancy as her partner had refused to marry her at the last stage. She also argued that the continuation of the pregnancy would involve a risk of grave and immense injury to her mental health. However, the law allowed such change in circumstances only for marital relationships. The Supreme Court, holding that the law had to be given a purposeful interpretation, had allowed the petitioner to terminate her pregnancy in an interim order. However, the larger challenge to the law, which would benefit other women as well, was kept pending.

[Source - The Indian Express, September 30, 2022]

Q. Which country overturned the 1973 landmark decision of Roe v. Wade on the issue of abortion?

Directions: Read the following passage and answer the question.

Governor Arif Mohammed Khan inaugurated the World Space Week (WSW) celebrations organised by ISRO centres in the capital. He said the bright future of the country lay in the hands of the younger generation who nurture a passion for acquiring knowledge. Mr. Khan recalled India's proud heritage and the tradition of worshipping knowledge. He also lauded ISRO centres for reaching out to students through WSW to inculcate in them the spirit of inquiry in the fields of science and technology, a statement issued by the Vikram Sarabhai Space Centre (VSSC) said. Celebrations in the State capital are organised by the local ISRO centres with competitions and programmes for students and the general public. ISRO chairman presided over the function. VSSC director S. Unnikrishnan Nair, Liquid Propulsion Systems Centre (LPSC) director V. Narayanan, ISRO Inertial Systems Unit (IISU) director Sam Dayala Dev and VSSC chief controller C. Manoj were present.

[Source - The Hindu, October 6, 2022]

Q. When is the World Space Week celebrated?

Directions: Read the following passage and answer the question.

Governor Arif Mohammed Khan inaugurated the World Space Week (WSW) celebrations organised by ISRO centres in the capital. He said the bright future of the country lay in the hands of the younger generation who nurture a passion for acquiring knowledge. Mr. Khan recalled India's proud heritage and the tradition of worshipping knowledge. He also lauded ISRO centres for reaching out to students through WSW to inculcate in them the spirit of inquiry in the fields of science and technology, a statement issued by the Vikram Sarabhai Space Centre (VSSC) said. Celebrations in the State capital are organised by the local ISRO centres with competitions and programmes for students and the general public. ISRO chairman presided over the function. VSSC director S. Unnikrishnan Nair, Liquid Propulsion Systems Centre (LPSC) director V. Narayanan, ISRO Inertial Systems Unit (IISU) director Sam Dayala Dev and VSSC chief controller C. Manoj were present.

[Source - The Hindu, October 6, 2022]

Q. Who among the following is the chairman of the Indian Space Research Organisation as in 2022?

Directions: Read the following passage and answer the question.

Governor Arif Mohammed Khan inaugurated the World Space Week (WSW) celebrations organised by ISRO centres in the capital. He said the bright future of the country lay in the hands of the younger generation who nurture a passion for acquiring knowledge. Mr. Khan recalled India's proud heritage and the tradition of worshipping knowledge. He also lauded ISRO centres for reaching out to students through WSW to inculcate in them the spirit of inquiry in the fields of science and technology, a statement issued by the Vikram Sarabhai Space Centre (VSSC) said. Celebrations in the State capital are organised by the local ISRO centres with competitions and programmes for students and the general public. ISRO chairman presided over the function. VSSC director S. Unnikrishnan Nair, Liquid Propulsion Systems Centre (LPSC) director V. Narayanan, ISRO Inertial Systems Unit (IISU) director Sam Dayala Dev and VSSC chief controller C. Manoj were present.

[Source - The Hindu, October 6, 2022]

Q. Consider the following statements and mark the correct option.

Statement I: Salyut 1 was the world's first space station launched into low Earth orbit.

Statement II: Salyut 1 was launched by the Soviet Union on April 19, 1971.

Directions: Read the following passage and answer the question.

The European Parliament voted on Wednesday to introduce a single charger for electronic devices including mobile phones, tablets, and cameras but also e-readers, earphones, gaming consoles, and health trackers. According to the new reform, which received overwhelming support from EU lawmakers with 602 votes in favour and only 13 against. The proposal for a single charger was advanced in September 2021 by the European Commission as part of the Green Deal, a raft of new policies to meet the EU climate change goals of reducing 55% of emissions from 1990 levels by 2030, as well as a long-term goal of reaching net-zero emissions by 2050. The new agreement signals a concrete step towards reducing electrical waste or e-waste. In the EU, less than 40% of all e-waste is recycled, while the rest is unsorted. The numbers vary significantly from country to country. In Croatia for example, nearly 81% of all spent electronic and electrical devices were recycled in 2017. In Malta, the figure stopped at 21%. Supporters of the idea argue that having a single charger would significantly reduce the number of cables produced and sold and could save consumers about -250 million (approximately US$248 million).

[Source - The Economic times, October 4, 2022]

Q. Name the strategy at the heart of the European Green Deal to make food systems fair, healthy and environmentally-friendly.

Directions: Read the following passage and answer the question.

The European Parliament voted on Wednesday to introduce a single charger for electronic devices including mobile phones, tablets, and cameras but also e-readers, earphones, gaming consoles, and health trackers. According to the new reform, which received overwhelming support from EU lawmakers with 602 votes in favour and only 13 against. The proposal for a single charger was advanced in September 2021 by the European Commission as part of the Green Deal, a raft of new policies to meet the EU climate change goals of reducing 55% of emissions from 1990 levels by 2030, as well as a long-term goal of reaching net-zero emissions by 2050. The new agreement signals a concrete step towards reducing electrical waste or e-waste. In the EU, less than 40% of all e-waste is recycled, while the rest is unsorted. The numbers vary significantly from country to country. In Croatia for example, nearly 81% of all spent electronic and electrical devices were recycled in 2017. In Malta, the figure stopped at 21%. Supporters of the idea argue that having a single charger would significantly reduce the number of cables produced and sold and could save consumers about -250 million (approximately US$248 million).

[Source - The Economic times, October 4, 2022]

Q. In the Paris Agreement, that was signed on the Earth Day, the members promised to reduce their carbon output as soon as possible and to do their best to keep global warming to well below 2 degrees C (3.6 degrees F). When is the Earth Day celebrated every year?

Directions: Read the following passage and answer the question.

The European Parliament voted on Wednesday to introduce a single charger for electronic devices including mobile phones, tablets, and cameras but also e-readers, earphones, gaming consoles, and health trackers. According to the new reform, which received overwhelming support from EU lawmakers with 602 votes in favour and only 13 against. The proposal for a single charger was advanced in September 2021 by the European Commission as part of the Green Deal, a raft of new policies to meet the EU climate change goals of reducing 55% of emissions from 1990 levels by 2030, as well as a long-term goal of reaching net-zero emissions by 2050. The new agreement signals a concrete step towards reducing electrical waste or e-waste. In the EU, less than 40% of all e-waste is recycled, while the rest is unsorted. The numbers vary significantly from country to country. In Croatia for example, nearly 81% of all spent electronic and electrical devices were recycled in 2017. In Malta, the figure stopped at 21%. Supporters of the idea argue that having a single charger would significantly reduce the number of cables produced and sold and could save consumers about -250 million (approximately US$248 million).

[Source - The Economic times, October 4, 2022]

Q. How many parties negotiated in 2015 for Paris Agreement, an international treaty on climate change?

Directions: Read the following passage and answer the question.

As India celebrates the 90th anniversary of Air Force Day, Air Chief Marshal VR Chaudhari announced the creation of a new operational branch of weapons system for officers the first time since independence. The celebrations, being held at Chandigarh's Sukhna Lake complex, will showcase a grand air show later today with nearly 80 aircraft participating. On this historic occasion, it's my privilege to announce that the govt has approved the creation of a weapon system branch for the officers in the Indian Air Force, Air Chief Marshal Vivek Ram Chaudhari said during the ceremonial parade on the 90th anniversary celebration of the Indian Air Force, in Chandigarh. It aims to man the specialised streams of surface-to-surface missiles, surface-to-air-missiles, remotely piloted aircraft, and weapon system operators in twin and multi-crew aircraft. Several made-in-India aircraft and choppers will participate in the show – including the newly inducted 'Prachand' light combat helicopters. The IAF chief inspected the parade, which was followed by a march-past. Air-Officer Commanding-in-Chief, Western Air Command, Air Marshal Sreekumar Prabhakaran was among senior IAF officers present on the occasion.

[Source - The Hindustan Times, October 11, 2022]

Q. Who was the first and the only officer of the Indian Air Force (IAF) to be promoted to five-star rank as Marshal of the Indian Air Force, equal to the army rank of Field Marshal?

Directions: Read the following passage and answer the question.

As India celebrates the 90th anniversary of Air Force Day, Air Chief Marshal VR Chaudhari announced the creation of a new operational branch of weapons system for officers the first time since independence. The celebrations, being held at Chandigarh's Sukhna Lake complex, will showcase a grand air show later today with nearly 80 aircraft participating. On this historic occasion, it's my privilege to announce that the govt has approved the creation of a weapon system branch for the officers in the Indian Air Force, Air Chief Marshal Vivek Ram Chaudhari said during the ceremonial parade on the 90th anniversary celebration of the Indian Air Force, in Chandigarh. It aims to man the specialised streams of surface-to-surface missiles, surface-to-air-missiles, remotely piloted aircraft, and weapon system operators in twin and multi-crew aircraft. Several made-in-India aircraft and choppers will participate in the show – including the newly inducted 'Prachand' light combat helicopters. The IAF chief inspected the parade, which was followed by a march-past. Air-Officer Commanding-in-Chief, Western Air Command, Air Marshal Sreekumar Prabhakaran was among senior IAF officers present on the occasion.

[Source - The Hindustan Times, October 11, 2022]

Q. What is the motto of India Air Force?

Directions: Read the passage and answer the question that follows.

President Droupadi Murmu on Friday conferred cinema veteran Asha Parekh with the prestigious Dadasaheb Phalke Award and honoured other winners of the 68th National Film Awards. The National Film awards were announced in July honouring the best in cinema in 2020. At the ceremony held at Vigyan Bhawan here, Murmu said, 'Cinema' is not only an industry, it is also a medium of artistic expression of our culture and values of life. It is also a medium for connecting our society and nation-building. Parekh said, "she is grateful to receive the prestigious award a day before her 80th birthday. It is a huge honour to have received the Dada Saheb Phalke award. It makes me very grateful that the recognition comes to me just one day before my 80th birthday. This is the best honour I could get from the Government of India. I would like to thank the jury for the recognition that they have bestowed upon me, my long journey and fulfilling the journey in the film industry, said the cinema legend". Parekh's stardom was on a par with her male contemporaries Rajesh Khanna, Rajendra Kumar, Dharmendra and Manoj Kumar in the 1960s-1970s.

[Source - The Hindu, September 30, 2022]

Q. Consider the following statements and mark the correct option.

Statement I: Ajay Devgn was given the best actor award for the movie 'Tanhaji : The Unsung Warrior'.

Statement II: This was Devgn's second best actor 'National Award' after 'The Legend of Bhagat Singh (2002)'.

Directions: Read the passage and answer the question that follows.

President Droupadi Murmu on Friday conferred cinema veteran Asha Parekh with the prestigious Dadasaheb Phalke Award and honoured other winners of the 68th National Film Awards. The National Film awards were announced in July honouring the best in cinema in 2020. At the ceremony held at Vigyan Bhawan here, Murmu said, 'Cinema' is not only an industry, it is also a medium of artistic expression of our culture and values of life. It is also a medium for connecting our society and nation-building. Parekh said, "she is grateful to receive the prestigious award a day before her 80th birthday. It is a huge honour to have received the Dada Saheb Phalke award. It makes me very grateful that the recognition comes to me just one day before my 80th birthday. This is the best honour I could get from the Government of India. I would like to thank the jury for the recognition that they have bestowed upon me, my long journey and fulfilling the journey in the film industry, said the cinema legend". Parekh's stardom was on a par with her male contemporaries Rajesh Khanna, Rajendra Kumar, Dharmendra and Manoj Kumar in the 1960s-1970s.

[Source - The Hindu, September 30, 2022]

Q. As in 2022, who among the following is the Minister of Information and Broadcasting?

Directions: Read the following passage and answer the question.

The government has put out the eternal flame of the Amar Jawan Jyoti underneath India Gate and merged it with the one instituted at the National War Memorial in 2019 a few hundred meters away.

The decision kicked off a political row, with Opposition leaders claiming that it was a disrespect to the soldiers who have laid down their lives fighting for the country.

The eternal flame at the Amar Jawan Jyoti underneath India Gate in central Delhi was an iconic symbol of the nation's tributes to the soldiers who have died for the country in various wars and conflicts since Independence.

The key elements of the Amar Jawan Jyoti included a black marble plinth, a cenotaph, which acted as a tomb of the unknown soldier. The plinth had an inverted L1A1 self-loading rifle with a bayonet, on top of which was a soldier's war helmet. The installation had four urns on it, with four burners. On normal days one of the four burners were kept alive, but on important days like the Republic Day, all four burners were lit. These burners were what is called the eternal flame, and it was never allowed to be extinguished.

[Source - The Indian Express, Jan 24, 2022.]

Q. Consider the following statements regarding India Gate and mark the correct option.

Statement I: The India Gate is a war memorial located astride the Rajpath.

Statement II: It stands as a memorial to soldiers of Second World War and Third Anglo-Afghan War.

Directions: Read the following passage and answer the question.

The government has put out the eternal flame of the Amar Jawan Jyoti underneath India Gate and merged it with the one instituted at the National War Memorial in 2019 a few hundred meters away.

The decision kicked off a political row, with Opposition leaders claiming that it was a disrespect to the soldiers who have laid down their lives fighting for the country.

The eternal flame at the Amar Jawan Jyoti underneath India Gate in central Delhi was an iconic symbol of the nation's tributes to the soldiers who have died for the country in various wars and conflicts since Independence.

The key elements of the Amar Jawan Jyoti included a black marble plinth, a cenotaph, which acted as a tomb of the unknown soldier. The plinth had an inverted L1A1 self-loading rifle with a bayonet, on top of which was a soldier's war helmet. The installation had four urns on it, with four burners. On normal days one of the four burners were kept alive, but on important days like the Republic Day, all four burners were lit. These burners were what is called the eternal flame, and it was never allowed to be extinguished.

[Source - The Indian Express, Jan 24, 2022.]

Q. Who was the Prime Minister of India when Amar Jawan Jyoti was established?

Directions: Read the following passage and answer the question.

The government has put out the eternal flame of the Amar Jawan Jyoti underneath India Gate and merged it with the one instituted at the National War Memorial in 2019 a few hundred meters away.

The decision kicked off a political row, with Opposition leaders claiming that it was a disrespect to the soldiers who have laid down their lives fighting for the country.

The eternal flame at the Amar Jawan Jyoti underneath India Gate in central Delhi was an iconic symbol of the nation's tributes to the soldiers who have died for the country in various wars and conflicts since Independence.

The key elements of the Amar Jawan Jyoti included a black marble plinth, a cenotaph, which acted as a tomb of the unknown soldier. The plinth had an inverted L1A1 self-loading rifle with a bayonet, on top of which was a soldier's war helmet. The installation had four urns on it, with four burners. On normal days one of the four burners were kept alive, but on important days like the Republic Day, all four burners were lit. These burners were what is called the eternal flame, and it was never allowed to be extinguished.

[Source - The Indian Express, Jan 24, 2022.]

Q. Which among the following statements is incorrect about National War Memorial

Directions: Read the following passage and answer the question.

The government has put out the eternal flame of the Amar Jawan Jyoti underneath India Gate and merged it with the one instituted at the National War Memorial in 2019 a few hundred meters away.

The decision kicked off a political row, with Opposition leaders claiming that it was a disrespect to the soldiers who have laid down their lives fighting for the country.

The eternal flame at the Amar Jawan Jyoti underneath India Gate in central Delhi was an iconic symbol of the nation's tributes to the soldiers who have died for the country in various wars and conflicts since Independence.

The key elements of the Amar Jawan Jyoti included a black marble plinth, a cenotaph, which acted as a tomb of the unknown soldier. The plinth had an inverted L1A1 self-loading rifle with a bayonet, on top of which was a soldier's war helmet. The installation had four urns on it, with four burners. On normal days one of the four burners were kept alive, but on important days like the Republic Day, all four burners were lit. These burners were what is called the eternal flame, and it was never allowed to be extinguished.

[Source - The Indian Express, Jan 24, 2022.]

Q. In which year was the eternal flame at the Amar Jawan Jyoti established?

Directions: Read the following passage and answer the question.

The Supreme Court admitted a petition filed by the Ministry of Defence (MoD) seeking to exempt armed forces personnel from the ambit of a Constitution Bench judgement of 2018 that decriminalised adultery. One of the chief reasons given by the government for seeking exemption is, incidentally, that there will always be a concern in the minds of the Army personnel who are operating far away from their families under challenging conditions about the family indulging in untoward activity.

The court referred the case to the Chief Justice of India to pass appropriate orders to form a five-judge Bench to clarify the impact of the 2018 judgement on the armed forces. The government said in the petition that personnel of the Army, Navy and Air Force were a distinct class. They were governed by special legislations, the Army Act, the Navy Act and the Air Force Act.

Adultery amounted to an unbecoming conduct and a violation of discipline under these three Acts. These special laws imposed restrictions on the fundamental rights of the personnel, who function in peculiar situation requiring utmost discipline. The three laws were protected by Article 33 of the Constitution, which allowed the government to modify the fundamental rights of the armed forces personnel.

The judgement of 2018 created instability. It allowed personnel charged with carrying on an adulterous or illicit relationship to take cover under the judgement. In cases of adultery, even if there is a charge against the accused, an argument can be raised that we are circumventing the law and what could not be done directly is being done directly through these Acts, the Ministry said. Discipline necessary for the performance of duty, crucial for national safety, would break down. The provisions of the Acts should be allowed to continue to govern the personnel as a distinct class, irrespective of the 2018 judgement.

It said the court would not, at the time, have been apprised of the different circumstances under which the armed forces operated. Besides, the government pointed out that unlike Section 497, the provisions of the three Acts did not differentiate between a man and a woman if they were guilty of an offence. Dehors 497, the Army would equally proceed against a female subject to the Act, if she enters into an adulterous/illicit relationship, it said. The government also highlighted that the court, despite striking down adultery as a crime, had held that it was undoubtedly a moral wrong qua the family and the spouse. The judgement had further recognised that civil remedy existed as adultery remained a ground for divorce.

Q. The right to equality is a fundamental right, but it is subject to the other provisions of fundamental rights under the Indian Constitution. Miffed by the Ministry of Defence (MoD) petition to not decriminalise adultery for Army personnel, a retired Army personnel and citizen of India approached the Supreme Court saying that if SC criminalises the adultery law for Army personnel, it would amount to the violation of the right to equality. Decide.

Directions: Read the following passage and answer the question.

The Supreme Court admitted a petition filed by the Ministry of Defence (MoD) seeking to exempt armed forces personnel from the ambit of a Constitution Bench judgement of 2018 that decriminalised adultery. One of the chief reasons given by the government for seeking exemption is, incidentally, that there will always be a concern in the minds of the Army personnel who are operating far away from their families under challenging conditions about the family indulging in untoward activity.

The court referred the case to the Chief Justice of India to pass appropriate orders to form a five-judge Bench to clarify the impact of the 2018 judgement on the armed forces. The government said in the petition that personnel of the Army, Navy and Air Force were a distinct class. They were governed by special legislations, the Army Act, the Navy Act and the Air Force Act.

Adultery amounted to an unbecoming conduct and a violation of discipline under these three Acts. These special laws imposed restrictions on the fundamental rights of the personnel, who function in peculiar situation requiring utmost discipline. The three laws were protected by Article 33 of the Constitution, which allowed the government to modify the fundamental rights of the armed forces personnel.

The judgement of 2018 created instability. It allowed personnel charged with carrying on an adulterous or illicit relationship to take cover under the judgement. In cases of adultery, even if there is a charge against the accused, an argument can be raised that we are circumventing the law and what could not be done directly is being done directly through these Acts, the Ministry said. Discipline necessary for the performance of duty, crucial for national safety, would break down. The provisions of the Acts should be allowed to continue to govern the personnel as a distinct class, irrespective of the 2018 judgement.

It said the court would not, at the time, have been apprised of the different circumstances under which the armed forces operated. Besides, the government pointed out that unlike Section 497, the provisions of the three Acts did not differentiate between a man and a woman if they were guilty of an offence. Dehors 497, the Army would equally proceed against a female subject to the Act, if she enters into an adulterous/illicit relationship, it said. The government also highlighted that the court, despite striking down adultery as a crime, had held that it was undoubtedly a moral wrong qua the family and the spouse. The judgement had further recognised that civil remedy existed as adultery remained a ground for divorce.

Q. A person found his wife in an adulterous relationship and decided to file a divorce petition. The wife argues that adultery is no more a crime and he can, hence, not take divorce for it. Decide.

Directions: Read the following passage and answer the question.

The Supreme Court admitted a petition filed by the Ministry of Defence (MoD) seeking to exempt armed forces personnel from the ambit of a Constitution Bench judgement of 2018 that decriminalised adultery. One of the chief reasons given by the government for seeking exemption is, incidentally, that there will always be a concern in the minds of the Army personnel who are operating far away from their families under challenging conditions about the family indulging in untoward activity.

The court referred the case to the Chief Justice of India to pass appropriate orders to form a five-judge Bench to clarify the impact of the 2018 judgement on the armed forces. The government said in the petition that personnel of the Army, Navy and Air Force were a distinct class. They were governed by special legislations, the Army Act, the Navy Act and the Air Force Act.

Adultery amounted to an unbecoming conduct and a violation of discipline under these three Acts. These special laws imposed restrictions on the fundamental rights of the personnel, who function in peculiar situation requiring utmost discipline. The three laws were protected by Article 33 of the Constitution, which allowed the government to modify the fundamental rights of the armed forces personnel.

The judgement of 2018 created instability. It allowed personnel charged with carrying on an adulterous or illicit relationship to take cover under the judgement. In cases of adultery, even if there is a charge against the accused, an argument can be raised that we are circumventing the law and what could not be done directly is being done directly through these Acts, the Ministry said. Discipline necessary for the performance of duty, crucial for national safety, would break down. The provisions of the Acts should be allowed to continue to govern the personnel as a distinct class, irrespective of the 2018 judgement.

It said the court would not, at the time, have been apprised of the different circumstances under which the armed forces operated. Besides, the government pointed out that unlike Section 497, the provisions of the three Acts did not differentiate between a man and a woman if they were guilty of an offence. Dehors 497, the Army would equally proceed against a female subject to the Act, if she enters into an adulterous/illicit relationship, it said. The government also highlighted that the court, despite striking down adultery as a crime, had held that it was undoubtedly a moral wrong qua the family and the spouse. The judgement had further recognised that civil remedy existed as adultery remained a ground for divorce.

Q. Imagine a situation that the SC opined that adultery law is applicable to Army personnel. And, thereafter, the daughter-in-law of a serving Army personnel is found in an adulterous relationship. Can the adultery law be applicable in this case?

Directions: Read the following passage and answer the question.

The Supreme Court admitted a petition filed by the Ministry of Defence (MoD) seeking to exempt armed forces personnel from the ambit of a Constitution Bench judgement of 2018 that decriminalised adultery. One of the chief reasons given by the government for seeking exemption is, incidentally, that there will always be a concern in the minds of the Army personnel who are operating far away from their families under challenging conditions about the family indulging in untoward activity.

The court referred the case to the Chief Justice of India to pass appropriate orders to form a five-judge Bench to clarify the impact of the 2018 judgement on the armed forces. The government said in the petition that personnel of the Army, Navy and Air Force were a distinct class. They were governed by special legislations, the Army Act, the Navy Act and the Air Force Act.

Adultery amounted to an unbecoming conduct and a violation of discipline under these three Acts. These special laws imposed restrictions on the fundamental rights of the personnel, who function in peculiar situation requiring utmost discipline. The three laws were protected by Article 33 of the Constitution, which allowed the government to modify the fundamental rights of the armed forces personnel.

The judgement of 2018 created instability. It allowed personnel charged with carrying on an adulterous or illicit relationship to take cover under the judgement. In cases of adultery, even if there is a charge against the accused, an argument can be raised that we are circumventing the law and what could not be done directly is being done directly through these Acts, the Ministry said. Discipline necessary for the performance of duty, crucial for national safety, would break down. The provisions of the Acts should be allowed to continue to govern the personnel as a distinct class, irrespective of the 2018 judgement.

It said the court would not, at the time, have been apprised of the different circumstances under which the armed forces operated. Besides, the government pointed out that unlike Section 497, the provisions of the three Acts did not differentiate between a man and a woman if they were guilty of an offence. Dehors 497, the Army would equally proceed against a female subject to the Act, if she enters into an adulterous/illicit relationship, it said. The government also highlighted that the court, despite striking down adultery as a crime, had held that it was undoubtedly a moral wrong qua the family and the spouse. The judgement had further recognised that civil remedy existed as adultery remained a ground for divorce.

Q. Two law students were discussing the petition of MoD, and one of them argued that adultery law for military personnel is gender-neutral as it is applicable irrespective of the male or female. Is he right?

Directions: Read the following passage and answer the question.

The Transfer of Property Act (hereinafter mentioned as TOPA, 1882) was enacted in the year 1882 to regulate the process of transferring of property and various other conditions associated with it. Section 6 of the Act states that property of any kind may be transferred, except as otherwise provided by this Act or by any other law for the time being in force. Therefore, this provision of the Act deals with the demarcation between transferable and non-transferable property. This section has 9 sub clauses, each of which explains the different kinds of transfer of property that can be transferred. Everything else according to the Act can be legally transferred in various means and forms. Property here also means ownership.

The first of these, Section 6(a) titled Spes Succession clause provides that such a property cannot be transferred if there is chance of an heir-apparent succeeding to an estate, a chance of a relation obtaining a legacy on the death of kinsman or any other mere possibility of a like nature.

Section 6(b) provides that a mere right of re-entry for breach of a condition subsequent cannot be transferred to anyone except the owner of the property affected thereby. The right of re-entry being a mere incident of the rights of the owner in leased premises, its transfer is prohibited by Law.

Section 6(e) provides that a mere right to sue cannot be transferred. The word "mere" implies that the transferee acquires no interest in the subject of transfer other than the right to sue as an ostensible owner of the property claimed of which, it may be, the real owner is somebody else. However, property with an incidental right to sue for damages may be transferred.

Section 6(h) provides that transfer of any property that can lead to an act that is against the interest affected thereby, or for committing an act that is for an unlawful object or consideration, or when is transferred to someone who is legally disqualified to be a transferee, then such transfer shall be deemed to be invalid.

Q. X, as a lessor, leases his land to Y as long as Y pays the rent. Y fails to pay rent. X transfers the right to land to Z to enter his land. Is such a transfer to Z valid?

Directions: Read the following passage and answer the question.

The Transfer of Property Act (hereinafter mentioned as TOPA, 1882) was enacted in the year 1882 to regulate the process of transferring of property and various other conditions associated with it. Section 6 of the Act states that property of any kind may be transferred, except as otherwise provided by this Act or by any other law for the time being in force. Therefore, this provision of the Act deals with the demarcation between transferable and non-transferable property. This section has 9 sub clauses, each of which explains the different kinds of transfer of property that can be transferred. Everything else according to the Act can be legally transferred in various means and forms. Property here also means ownership.

The first of these, Section 6(a) titled Spes Succession clause provides that such a property cannot be transferred if there is chance of an heir-apparent succeeding to an estate, a chance of a relation obtaining a legacy on the death of kinsman or any other mere possibility of a like nature.

Section 6(b) provides that a mere right of re-entry for breach of a condition subsequent cannot be transferred to anyone except the owner of the property affected thereby. The right of re-entry being a mere incident of the rights of the owner in leased premises, its transfer is prohibited by Law.

Section 6(e) provides that a mere right to sue cannot be transferred. The word "mere" implies that the transferee acquires no interest in the subject of transfer other than the right to sue as an ostensible owner of the property claimed of which, it may be, the real owner is somebody else. However, property with an incidental right to sue for damages may be transferred.

Section 6(h) provides that transfer of any property that can lead to an act that is against the interest affected thereby, or for committing an act that is for an unlawful object or consideration, or when is transferred to someone who is legally disqualified to be a transferee, then such transfer shall be deemed to be invalid.

Q. Aman's grandfather gave 3 acres of land to Aman on his birth in 1998. After 3 years, his grandfather died, and when Aman was 11 years old, his father sold the land to Mahesh. When Aman became 19 years of age, he transferred the said land of 3 acres to other person Ramesh. Now, Ramesh sued the father of Aman for unauthorised transfer of land. Decide.

Directions: Read the following passage and answer the question.

The Transfer of Property Act (hereinafter mentioned as TOPA, 1882) was enacted in the year 1882 to regulate the process of transferring of property and various other conditions associated with it. Section 6 of the Act states that property of any kind may be transferred, except as otherwise provided by this Act or by any other law for the time being in force. Therefore, this provision of the Act deals with the demarcation between transferable and non-transferable property. This section has 9 sub clauses, each of which explains the different kinds of transfer of property that can be transferred. Everything else according to the Act can be legally transferred in various means and forms. Property here also means ownership.

The first of these, Section 6(a) titled Spes Succession clause provides that such a property cannot be transferred if there is chance of an heir-apparent succeeding to an estate, a chance of a relation obtaining a legacy on the death of kinsman or any other mere possibility of a like nature.

Section 6(b) provides that a mere right of re-entry for breach of a condition subsequent cannot be transferred to anyone except the owner of the property affected thereby. The right of re-entry being a mere incident of the rights of the owner in leased premises, its transfer is prohibited by Law.

Section 6(e) provides that a mere right to sue cannot be transferred. The word "mere" implies that the transferee acquires no interest in the subject of transfer other than the right to sue as an ostensible owner of the property claimed of which, it may be, the real owner is somebody else. However, property with an incidental right to sue for damages may be transferred.

Section 6(h) provides that transfer of any property that can lead to an act that is against the interest affected thereby, or for committing an act that is for an unlawful object or consideration, or when is transferred to someone who is legally disqualified to be a transferee, then such transfer shall be deemed to be invalid.

Q. X and Y are father and son. Y in all probability is to obtain his father's land on his death. But before he died, X transferred the land to Z, his neighbour. Who has the right to the property if X is still alive?

Directions: Read the following passage and answer the question.

The Transfer of Property Act (hereinafter mentioned as TOPA, 1882) was enacted in the year 1882 to regulate the process of transferring of property and various other conditions associated with it. Section 6 of the Act states that property of any kind may be transferred, except as otherwise provided by this Act or by any other law for the time being in force. Therefore, this provision of the Act deals with the demarcation between transferable and non-transferable property. This section has 9 sub clauses, each of which explains the different kinds of transfer of property that can be transferred. Everything else according to the Act can be legally transferred in various means and forms. Property here also means ownership.

The first of these, Section 6(a) titled Spes Succession clause provides that such a property cannot be transferred if there is chance of an heir-apparent succeeding to an estate, a chance of a relation obtaining a legacy on the death of kinsman or any other mere possibility of a like nature.

Section 6(b) provides that a mere right of re-entry for breach of a condition subsequent cannot be transferred to anyone except the owner of the property affected thereby. The right of re-entry being a mere incident of the rights of the owner in leased premises, its transfer is prohibited by Law.

Section 6(e) provides that a mere right to sue cannot be transferred. The word "mere" implies that the transferee acquires no interest in the subject of transfer other than the right to sue as an ostensible owner of the property claimed of which, it may be, the real owner is somebody else. However, property with an incidental right to sue for damages may be transferred.

Section 6(h) provides that transfer of any property that can lead to an act that is against the interest affected thereby, or for committing an act that is for an unlawful object or consideration, or when is transferred to someone who is legally disqualified to be a transferee, then such transfer shall be deemed to be invalid.

Q. Three men obtained a huge sum of money after committing fraud through an insurance scheme. They enter into an agreement to divide it among themselves. The third man does not get his share. He claims that the property was transferred as soon as the amount was obtained. Decide.

Directions: Read the following passage and answer the question.

The Transfer of Property Act (hereinafter mentioned as TOPA, 1882) was enacted in the year 1882 to regulate the process of transferring of property and various other conditions associated with it. Section 6 of the Act states that property of any kind may be transferred, except as otherwise provided by this Act or by any other law for the time being in force. Therefore, this provision of the Act deals with the demarcation between transferable and non-transferable property. This section has 9 sub clauses, each of which explains the different kinds of transfer of property that can be transferred. Everything else according to the Act can be legally transferred in various means and forms. Property here also means ownership.

The first of these, Section 6(a) titled Spes Succession clause provides that such a property cannot be transferred if there is chance of an heir-apparent succeeding to an estate, a chance of a relation obtaining a legacy on the death of kinsman or any other mere possibility of a like nature.

Section 6(b) provides that a mere right of re-entry for breach of a condition subsequent cannot be transferred to anyone except the owner of the property affected thereby. The right of re-entry being a mere incident of the rights of the owner in leased premises, its transfer is prohibited by Law.

Section 6(e) provides that a mere right to sue cannot be transferred. The word "mere" implies that the transferee acquires no interest in the subject of transfer other than the right to sue as an ostensible owner of the property claimed of which, it may be, the real owner is somebody else. However, property with an incidental right to sue for damages may be transferred.

Section 6(h) provides that transfer of any property that can lead to an act that is against the interest affected thereby, or for committing an act that is for an unlawful object or consideration, or when is transferred to someone who is legally disqualified to be a transferee, then such transfer shall be deemed to be invalid.

Q. Tappar's land was being trespassed by Rappar. Tappar transferred the interest in his property fully to Mappar. Tappar now wishes to sue Rappar for the trespass that occured while he was the owner. How can Tappar succeed?

Directions: Read the following passage and answer the question.

The Supreme Court said that access to the internet is a fundamental right under Article 19 of the Constitution and asked the Jammu and Kashmir administration to review within a week all orders imposing curbs in the Union Territory. Here is a look at what does Article 19 inscribed in the Constitution of India say:

(1) All citizens shall have the right: (a) to freedom of speech and expression; (b) to assemble peaceably and without arms; (c) to form associations or unions; (d) to move freely throughout the territory of India; (e) to reside and settle in any part of the territory of India; (g) to practise any profession, or to carry on any occupation, trade or business.

The clause (2) states that "Nothing in sub-clause (a) of clause (1) shall affect the operation of any existing law, or prevent the State from making any law, in so far as such law imposes reasonable restrictions on the exercise of the right conferred by the said sub-clause in the interests of the sovereignty and integrity of India, the security of the State, friendly relations with foreign States, public order, decency or morality or in relation to contempt of court, defamation or incitement to an offence."

Ever since the abrogation of Article 370 in J&K on August 5, 2019, internet services have been suspended in the state leading to severe disruption of day-to-day activities. The Supreme Court in its verdict observed that freedom of expression and carrying on trade through the internet is protected under Article 19(1) of the Constitution of India. The Court added that it can only be restricted under the reasons given in the sub-clause (2) of Article 19. "Freedom of expression and carrying on trade through the internet is protected under Article 19(1) of the constitution and can be restricted only under the reasons given in Article 19(2) of the Constitution," the SC said in its judgement while reviewing petitions challenging restrictions in J&K.

"Mere apprehension (of the government) that something might happen cannot be a justification for throttling speech and communication links. There has to be cogent evidence to back such exercise of power," senior advocate Kapil Sibal told SC.

Q. Two children belonging to Muslim community were expelled from the school for refusing to sing the national anthem, though they stood in a respectful manner while the anthem was being performed. Does the expulsion violate the fundamental rights of the children? Decide.

Directions: Read the following passage and answer the question.

The Supreme Court said that access to the internet is a fundamental right under Article 19 of the Constitution and asked the Jammu and Kashmir administration to review within a week all orders imposing curbs in the Union Territory. Here is a look at what does Article 19 inscribed in the Constitution of India say:

(1) All citizens shall have the right: (a) to freedom of speech and expression; (b) to assemble peaceably and without arms; (c) to form associations or unions; (d) to move freely throughout the territory of India; (e) to reside and settle in any part of the territory of India; (g) to practise any profession, or to carry on any occupation, trade or business.

The clause (2) states that "Nothing in sub-clause (a) of clause (1) shall affect the operation of any existing law, or prevent the State from making any law, in so far as such law imposes reasonable restrictions on the exercise of the right conferred by the said sub-clause in the interests of the sovereignty and integrity of India, the security of the State, friendly relations with foreign States, public order, decency or morality or in relation to contempt of court, defamation or incitement to an offence."

Ever since the abrogation of Article 370 in J&K on August 5, 2019, internet services have been suspended in the state leading to severe disruption of day-to-day activities. The Supreme Court in its verdict observed that freedom of expression and carrying on trade through the internet is protected under Article 19(1) of the Constitution of India. The Court added that it can only be restricted under the reasons given in the sub-clause (2) of Article 19. "Freedom of expression and carrying on trade through the internet is protected under Article 19(1) of the constitution and can be restricted only under the reasons given in Article 19(2) of the Constitution," the SC said in its judgement while reviewing petitions challenging restrictions in J&K.

"Mere apprehension (of the government) that something might happen cannot be a justification for throttling speech and communication links. There has to be cogent evidence to back such exercise of power," senior advocate Kapil Sibal told SC.

Q. A man belonging to Christian community was thrown out of the movie hall for refusing to sing the national anthem. While the anthem was being performed, he behaved unreasonably rude to people in the hall and later with the theatre authorities. Does the expulsion from the hall violate the fundamental right of the man? Decide.

Directions: Read the following passage and answer the question.

As per Section 107 IPC, a person is said to abet the doing of a thing, who instigates any person to do that thing or engages with one or more other persons in any conspiracy for the doing of that thing, if an act or illegal omission takes place in pursuance of that conspiracy, and in order to the doing of that thing or intentionally aids, by an act or illegal omission, the doing of that thing.

Explanations to this section state that a person who, by willful misrepresentation, or by willful concealment of a material fact which he is bound to disclose, voluntarily causes or procures, or attempts to cause or procure, a thing to be done, is said to instigate the doing of that thing. To constitute the offence of abetment, it is not necessary that the act abetted should be committed, or that the effect requisite to constitute the offence should be caused.

Whoever, either prior to or at the time of the commission of an act, does anything in order to facilitate the commission of that act, and thereby facilitates the commission thereof, is said to aid the doing of that act.

The term 'instigate' here denotes incitement or urging to do some drastic or inadvisable action. In committing abetment, mens rea is a necessary ingredient. When a person provokes another to do an act prohibited by law, he is said to commit the offence of abetment by instigation.

A person is said to abet the commission of an offence by conspiracy if he enters into an agreement with one or more persons to do an illegal act.

A person is said to abet the commission of an offence if he intentionally provides assistance or gives aid by doing or omitting an act. Mere intention to provide assistance is not sufficient in these cases. To hold a person guilty and liable for abetment, there must be some active conduct on the part of the abettor and the act must be accomplished in furtherance of that.

It is not necessary that the person abetted should be capable by law of committing an offence, or that he should have the same guilty intention or knowledge as that of the abettor, or any guilty intention or knowledge. A person abets an offence within the meaning of this Code who, in India, abets the commission of any act without and beyond India which would constitute an offence if committed in India.

Q. Aman, a public officer, is authorised by a warrant from a Court of Justice to apprehend John. Raman, knowing that fact and also that Chetan is not John, willfully represents to Aman that Chetan is John, and thereby intentionally causes Aman to apprehend Chetan. Decide.

Directions: Read the following passage and answer the question.

As per Section 107 IPC, a person is said to abet the doing of a thing, who instigates any person to do that thing or engages with one or more other persons in any conspiracy for the doing of that thing, if an act or illegal omission takes place in pursuance of that conspiracy, and in order to the doing of that thing or intentionally aids, by an act or illegal omission, the doing of that thing.

Explanations to this section state that a person who, by willful misrepresentation, or by willful concealment of a material fact which he is bound to disclose, voluntarily causes or procures, or attempts to cause or procure, a thing to be done, is said to instigate the doing of that thing. To constitute the offence of abetment, it is not necessary that the act abetted should be committed, or that the effect requisite to constitute the offence should be caused.

Whoever, either prior to or at the time of the commission of an act, does anything in order to facilitate the commission of that act, and thereby facilitates the commission thereof, is said to aid the doing of that act.

The term 'instigate' here denotes incitement or urging to do some drastic or inadvisable action. In committing abetment, mens rea is a necessary ingredient. When a person provokes another to do an act prohibited by law, he is said to commit the offence of abetment by instigation.

A person is said to abet the commission of an offence by conspiracy if he enters into an agreement with one or more persons to do an illegal act.

A person is said to abet the commission of an offence if he intentionally provides assistance or gives aid by doing or omitting an act. Mere intention to provide assistance is not sufficient in these cases. To hold a person guilty and liable for abetment, there must be some active conduct on the part of the abettor and the act must be accomplished in furtherance of that.

It is not necessary that the person abetted should be capable by law of committing an offence, or that he should have the same guilty intention or knowledge as that of the abettor, or any guilty intention or knowledge. A person abets an offence within the meaning of this Code who, in India, abets the commission of any act without and beyond India which would constitute an offence if committed in India.

Q. Nisha's house was robbed by a group of robbers. The group of robbers included Prakash. The next day, Ramu, servant of Nisha, gave food and clothes to Prakash, an alleged offender, thinking him to be a beggar. Will Ramu be convicted for abetment for providing food and clothes to Prakash, an accused?

Directions: Read the following passage and answer the question.

Indian Partnership Act, 1932 defines persons as partners who have agreed to share profits of the business carried on by all or any of them acting for all. A minor is a person who hasn't yet attained the age of majority, which is eighteen years, according to the Indian Majority Act, 1875.

The general principle has been laid down by Section 11 of the Indian Contract Act, 1872, where it is discussed that who is competent to a contract and thereby stating that a minor doesn't have the ability to contract. Under Section 4 of the Indian Partnership Act, a firm means a group of people who has entered into a contract of partnership among themselves and reading it with Section 11 of the Indian Contract Act, it can be interpreted that a minor cannot be a part of a partnership contract.

However, the Supreme Court in the landmark judgement of Commissioner of Income Tax v. D. Khaitan and Co. took a legal stand that in a situation where a minor is made a full-fledged partner in the firm, the partnership cannot be registered by the Income Tax Department only.

Section 30(2) of the Indian Partnership Act states that a minor is entitled to share of profits and the property of the firm, which may have decided at the time the minor was admitted to the benefits of the partnership. Under this provision, a minor has the right to inspect the accounts of the partnership but to that fact does not have any right to inspect other documents of the partnership.

Even in Section 30(3) of the Indian Partnership Act, a minor can only be liable to the extent of his share in the partnership and can't be liable personally to the partnership for the losses of the firm.

According to Section 30(5) of the Indian Partnership Act, a minor has two options after attaining majority, either he can sever the connection with the firm or he can become a full-fledged partner in the firm. After leaving, he can avail any pending share of profits he is entitled to.

The minor has to make his decision within six months of his attaining majority. Section 7(a) of the Indian Partnership Act also states that after a minor partner has been admitted in the partnership as a full-fledged partner, he will be liable not only for the future liabilities of the firm but also the past liability from the date of his admission in the partnership.

Q. If a partnership firm was made between three adults and a minor, then what is the validity of such a contract?