Read the given passage and answer the questions that follow.

Chanhudaro was a tiny settlement (less than 7 hectares) as compared to Mohenjodaro (125 hectares), almost exclusively devoted to craft production, including bead-making, shellcutting, metal-working, seal-making and weight-making. The variety of materials used to make beads is remarkable: stones like carnelian (of a beautiful red colour), jasper, crystal, quartz and steatite; metals like copper, bronze and gold; and shell, faience and terracotta or burnt clay. Some beads were made of two or more stones, cemented together, some of stone with gold caps. The shapes were numerous – disc shaped, cylindrical, spherical, barrel-shaped, segmented. Some were decorated by incising or painting, and some had designs etched onto them.

Techniques for making beads differed according to the material. Steatite, a very soft stone, was easily worked. Some beads were moulded out of a paste made with steatite powder. This permitted making a variety of shapes, unlike the geometrical forms made out of harder stones. How the steatite micro bead was made remains a puzzle for archaeologists studying ancient technology. Archaeologists’ experiments have revealed that the red colour of carnelian was obtained by firing the yellowish raw material and beads at various stages of production. Nodules were chipped into rough shapes, and then finely flaked into the final form. Grinding, polishing and finally drilling completed the process. Specialised drills have been found at Chanhudaro, Lothal and more recently at Dholavira. Nageshwar and Balakot, both settlements are near the coast. These were specialised centres for making shell objects – including bangles, ladles and inlay – which were taken to other settlements. Similarly, it is likely that finished products (such as beads) from Chanhudaro and Lothal were taken to the large urban centres such as Mohenjodaro and Harappa.

Which is the final process in the production of beads?

Read the given passage and answer the questions that follow.

Chanhudaro was a tiny settlement (less than 7 hectares) as compared to Mohenjodaro (125 hectares), almost exclusively devoted to craft production, including bead-making, shellcutting, metal-working, seal-making and weight-making. The variety of materials used to make beads is remarkable: stones like carnelian (of a beautiful red colour), jasper, crystal, quartz and steatite; metals like copper, bronze and gold; and shell, faience and terracotta or burnt clay. Some beads were made of two or more stones, cemented together, some of stone with gold caps. The shapes were numerous – disc shaped, cylindrical, spherical, barrel-shaped, segmented. Some were decorated by incising or painting, and some had designs etched onto them.

Techniques for making beads differed according to the material. Steatite, a very soft stone, was easily worked. Some beads were moulded out of a paste made with steatite powder. This permitted making a variety of shapes, unlike the geometrical forms made out of harder stones. How the steatite micro bead was made remains a puzzle for archaeologists studying ancient technology. Archaeologists’ experiments have revealed that the red colour of carnelian was obtained by firing the yellowish raw material and beads at various stages of production. Nodules were chipped into rough shapes, and then finely flaked into the final form. Grinding, polishing and finally drilling completed the process. Specialised drills have been found at Chanhudaro, Lothal and more recently at Dholavira. Nageshwar and Balakot, both settlements are near the coast. These were specialised centres for making shell objects – including bangles, ladles and inlay – which were taken to other settlements. Similarly, it is likely that finished products (such as beads) from Chanhudaro and Lothal were taken to the large urban centres such as Mohenjodaro and Harappa.

Which of these statements is NOT true?

Direction: Read the given passage carefully and answer the questions that follow. Certain words are printed in bold to help you locate them while answering some of these.

If you’re concerned that automation and artificial intelligence are going to disrupt the economy over the next decade, join the club. But while policymakers and academics agree there’ll be significant disruption, they differ about its impact.

On one hand, techno-pessimists argue that new forms of automation will displace most jobs without creating new ones. In other words, most of us will lose our jobs. On the flip side of the debate, techno-optimists contend that continued investments in education and research and development will offset the job losses and generate many new human tasks that complement AI.

Researchers have been studying jobs that involve digital skills for years to try to understand their merit. But what does it really mean for a job or skill to be “digital”?

In earlier research, all it meant was that a worker used a computer. Since nearly all workers use a PC today, we need a more refined definition of digital skills that takes into account how much a job depends on doing things like programming, crunching data in Excel spreadsheets and even using a smartphone.

In a particular research, a new way was created to measure digital or information technology skills in the labour market based on how frequently they’re used in an occupation. For example, how much time does a financial adviser spend analyzing data or an event planner use a computer?

It was found that workers in occupations that rank higher in IT industry earn more than demographically similar peers in other occupations – and that this earnings gap has been growing. Not only that, but it was also found something interesting on the impact of a college degree on the lifetime earnings of a person in IT industry. Historically, workers with a college degree have earned a lot more than peers without one. Even the level of the college makes a difference. Recent research has shown that this so-called college premium has been flattening. The main cause, according to the analysis, is that the college premium for occupations requiring fewer digital skills has been declining, while it has been rising for those we identified as digital jobs such as software developers, programmers and aerospace engineering. At least some of the flattening in the college premium is due to the increasing number of bachelor’s degrees that convey few skills that are valued in the marketplace.

Another research compares the measures of job quality – such as a sense of purpose, enjoyability and career advancement – with income, occupations and a range of demographic characteristics. It found that jobs that require greater interaction with technology tended to score higher in quality, particularly in terms of measures like career advancement.

The fact that these jobs not only pay more but also provide greater levels of employee satisfaction and engagement paints a more optimistic picture about the future of work. And that gives hope, particularly since the digital economy is growing at a pace nearly four times faster than the broader economy.

The key is making tomorrow’s jobs “robot-proof” by designing them in a way that takes advantage of the digital skills described above. And universities must play a big role in this by identifying what a good job looks like and ensuring future generations learn the necessary skills.

A “digital” job or skill means __________.
 A. The remuneration & perks generated by utilizing the digital or information technology skills
 B. A worker using a computer
 C. Frequency of using digital or information technology skills

Direction: In the following passage, some of the words have been left out, each of which is indicated by a number.
Find the suitable word from the options given against each number and fill up the blanks with appropriate words to make the paragraph meaningfully complete. Many of us have a wide variety of responsibilities- familial, employment, educational, social – most of us even have all at the same time. Considering all our duties and the fact that time management is a (A) factor in our mental health, we cannot (B) to ignore any of them. If we plan our time better, we not only get more done, we are more efficient, satisfied and (C) yet relaxed; we are less likely to procrastinate over time. We experience less stress and more self-confidence and self-esteem. Put simply, this way we can attain (D) and reach our goals easily. To do this, firstly it is important to identify what your personal obstacles are. Then write a to-do list of what needs to be done. Start with the most to least important. (E) your work based on your values. Sometimes we won’t get everything done, but if we get the right things done, your day has a good ending. Keep in mind that time management is not about doing everything that needs to be done, at all costs but rather using appropriate time (F). Finally, remember to take a break and know your (G) for stress. Overworking is counterproductive and more often than not results in burnout. Remember, it doesn’t matter what the tasks are, learning to better manage your time to do them will result in less stress and more focus, productivity, efficiency and (in the end) relaxation.

(D) Find out the appropriate word in each case.

Direction: In the following passage, some of the words have been left out, each of which is indicated by a number.
Find the suitable word from the options given against each number and fill up the blanks with appropriate words to make the paragraph meaningfully complete. Many of us have a wide variety of responsibilities- familial, employment, educational, social – most of us even have all at the same time. Considering all our duties and the fact that time management is a (A) factor in our mental health, we cannot (B) to ignore any of them. If we plan our time better, we not only get more done, we are more efficient, satisfied and (C) yet relaxed; we are less likely to procrastinate over time. We experience less stress and more self-confidence and self-esteem. Put simply, this way we can attain (D) and reach our goals easily. To do this, firstly it is important to identify what your personal obstacles are. Then write a to-do list of what needs to be done. Start with the most to least important. (E) your work based on your values. Sometimes we won’t get everything done, but if we get the right things done, your day has a good ending. Keep in mind that time management is not about doing everything that needs to be done, at all costs but rather using appropriate time (F). Finally, remember to take a break and know your (G) for stress. Overworking is counterproductive and more often than not results in burnout. Remember, it doesn’t matter what the tasks are, learning to better manage your time to do them will result in less stress and more focus, productivity, efficiency and (in the end) relaxation.

(E) Find out the appropriate word in each case.

Comprehension: Read the following passage and answer the questions given after it.

Since September, at least 25 people have died and thousands have been made homeless. Every state and territory in Australia has experienced fires this summer. But the biggest fires burn along stretches of the eastern and southern coast, where most of the population lives. This includes areas around Sydney and Adelaide. More than 6.3 million hectares (63,000 sq km or 15.6 million acres) have been burned so far – one hectare is roughly the size of a sports field. To put that in perspective, around 800,000 hectares were engulfed in a bush fire in 2018 in California. Australia has always experienced bushfires – it has a "fire season". But this year they are a lot worse than normal.

Fires are usually caused by lightning strikes or accidentally by a spark – but some fires are also started deliberately. This year, a natural weather phenomenon known as the ‘Indian Ocean Dipole’ has meant a hot, dry spell across the country. This year, Australia twice set a new temperature record: an average maximum of 41.9°C was recorded on 18 December. That comes on top of a long period of drought.

Scientists have long warned that this hotter, drier climate will contribute to fires becoming more frequent and more intense. The more extreme weather patterns and higher temperatures increase the risk of bushfires and allow them to spread faster and wider. Fire fighters are spraying water and fire retardant from planes and helicopters as well as from the ground. But fighting bush fires is extremely difficult and often authorities have to focus on just stopping the spread, rather than putting the fire out. The spread can for instance be best contained by digging earth boundaries to stop the flames from spreading. The priority is saving lives.

Professional fire fighters are the first in line to battle the flames, but they are outnumbered by the thousands of volunteers. Three of them have died. There's also help coming from abroad: the US, Canada and New Zealand have sent fire fighters to help. Australia's police, military and navy are involved in rescue and evacuation efforts. While people can flee the fires and are being evacuated if need be, the flames are devastating wildlife in the affected areas. One study estimated that half a billion animals have died in New South Wales alone.

Zookeepers take animals home to save them from fire, but the fires don't only kill animals directly, they also destroy the habitat, leaving the survivors vulnerable even when the fires have gone. So the true scale of loss isn't yet clear. Experts say more than 100,000 cows and sheep may also have been lost, which is devastating for farmers.

Each state runs its own emergency operation, but Prime Minister Scott Morrison has promised better funding for fire-fighting and payouts for volunteer fire fighters, and an additional A$2billion ($1.4billion; £1billion) for the recovery. But the national government has come under strong criticism from its opponents that it has not been doing enough against climate change. The country is one of the world's biggest per capita greenhouse gas emitters but under international agreements it has committed itself to reduction targets

The opposition in Australia is criticising the government for:

Read the given passage and answer the questions that follow.

Santiniketan embodies Rabindranath Tagore’s vision of a place of learning that is unfettered by religious and regional barriers. Established in 1863 with the aim of helping education go beyond the confines of the classroom, Santiniketan grew into the Visva Bharati University in 1921, attracting some of the most creative minds in the country.

He developed a curriculum that was a unique blend of art, human values and cultural interchange. Even today, in every step, in every brick and in every tree at Santiniketan, one can still feel his presence, his passion, his dedication and his pride in the institution. In 1862, Maharishi Debendranath Tagore, father of Rabindranath, was taking a boat ride through Birbhum, the westernmost corner of Bengal, when he came across a landscape that struck him as the perfect place for meditation. He bought the large tract of land and built a small house and planted some saplings around it. Debendranath Tagore decided to call the place Santiniketan, or the ‘abode of peace’, because of the serenity it brought to his soul. In 1863, he turned it into a spiritual centre where people from all religions, castes and creeds came and participated in meditation.

In the years that followed, Debendranath’s son Rabindranath went on to become one of the most formidable literary forces India has ever produced. He wrote in all literary genres but he was first and foremost a poet. As one of the earliest educators to think in terms of the global village, he envisioned an education that was deeply rooted in one’s immediate surroundings but connected to the cultures of the wider world.

Located in the heart of nature, the school aimed to combine education with a sense of obligation towards the larger civic community. Blending the best of western and traditional eastern systems of education, the curriculum revolved organically around nature with classes being held in the open air. Tagore wanted his students to feel free despite being in the formal learning environment of a school, because he himself had dropped out of school when he found himself unable to think and felt claustrophobic within the four walls of a classroom. Nature walks and excursions were a part of the curriculum, special attention was paid to natural phenomena and students were encouraged to follow the life cycles of insects, birds and plants.

The rural paradise of Santiniketan, Tagore’s erstwhile home, has become a thriving centre of art, education and internationalism over the years.

Why did Rabindranath drop out of school?

Read the following passage and answer the questions given after it.

The Indian Space Research Organisation (ISRO) announced another successful mission. ISRO chairman S. Somanath said that three small satellites successfully separated and were injected into orbit.

ISRO had launched three small satellites powered by its SSLV-D2 launch vehicle from Satish Dhawan Space Centre at Sriharikota on February 10, 2023 at 09:18 AM IST. The launch vehicle was carrying EOS-07, Janus-1 & AzaadiSAT-2 satellites and aimed to inject them into a 450 km circular orbit. The launch took place at the first launch pad at SDSC SHAR, Sriharikota.

The SSLV-D2 had to take a 15 minutes flight to inject EOS-07, Janus-1 and AzaadiSAT-2 satellites into 450 km circular lower orbit. “It is configured with three solid propulsion stages and a velocity terminal module. It is a 34 m tall, 2 m diameter vehicle having a lift-off mass of 120 t,” said ISRO. The EOS-07 satellite weighs 156.3 kg and is made by ISRO. About 13 minutes into its flight, the SSLV rocket ejected EOS-07 and soon after that the other two satellites Janus-1 and AzaadiSAT-2 were ejected — all at an altitude of 450 km, said ISRO.

With the new rocket in its portfolio, ISRO will have three rockets — Polar Satellite Launch Vehicle (PSLV) and its variants (cost about Rs 200 crore), Geosynchronous Satellite Launch Vehicle (GSLV-MkII cost about Rs 272 crore and LVM3 Rs 434 crore) and SSLV (Development cost of three rockets about Rs 56 crore each) and production cost may go down later.

“New experiments include mm-Wave Humidity Sounder and Spectrum Monitoring Payload. Janus-1, a 10.2 kg satellite belongs to ANTARIS, USA. A 8.7 kg satellite AzaadiSAT-2 is a combined effort of about 750 girl students across India guided by Space Kidz India, Chennai,” it added.

SSLV caters to the launch of up to 500 kg satellites to Low Earth Orbits on ‘launch-ondemand’ basis. “It provides low-cost access to Space, offers low turn-around time and flexibility in accommodating multiple satellites, and demands minimal launch infrastructure,” as per a statement by ISRO

Match the satellites with their weight.

Satellites Weight

a. EOS-07 1. 10.2 kg

b. AzaadiSAT-2 2. 156.3

c. Janus 1 3. 8.7 kg