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learnmor · 8 years ago

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School Education Boards In India

Indian educational system follows different types of boarding pattern. Students here have a great scope to choose between the syllabus and subjects. Most of the students are not aware of all the education boards and syllabus which are followed in India. In this article, we are going to talk about various governing boards and syllabus. Also note that LearnMor provides highly qualified private tutors for all these boards. So let’s get started.

Most of the Indian Education is carried over six major educational boards. These institutions are maintained under three levels ie., State, National and International, each of them has private and government funding.

1. STATE BOARD (SSC/SSLC)

2. CENTRAL BOARD OF SECONDARY EDUCATION (CBSE)

3. COUNCIL FOR THE INDIAN SCHOOL CERTIFICATE EXAMINATION (CISCE)

4. INTERNATIONAL BACCALAUREATE (IB)

5. INTERNATIONAL GENERAL CERTIFICATE FOR SECONDARY EDUCATION (IGCSE)

6. NATIONAL INSTITUTE OF OPEN SCHOOLING BOARD (NOS/NIOS)

1. STATE BOARD (SSC/SSLC):

Usually called as SSC/SSLC (secondary school certificate/secondary school leaving certificate) board, majority of the students in the country are enrolled in this board which is maintained by respective state governments. Almost every state has its own board examination. Most government schools and colleges prefer to teach in their own medium of instruction, but most private institutes follow English as a teaching medium.

SYLLABUS:

Syllabus is same throughout the whole state. Students can enrol themselves in regular schools which are run by private sector and in government schools which are maintained by the respective state governments, anyways the curriculum followed in both the sectors is same. Syllabus is designed according to the guidelines of NCERT. It is a lot more easier when compared with the other boards. Readymade material, question banks and guides are available in the market. Most of the syllabus will be on state level topics which helps students to prepare for the state level competitive exams and national level topics are also included to some extent.

There is a compulsory subject on regional language in both (private/government) institutions and there are extra 2-3 subjects (basic computer knowledge, general knowledge etc) in private schools which is an added advantage. Rest of the curriculum is very similar, only difference is the medium of teaching.

TYPES OF EXAMS:

Middle Standard Examination (earlier)

Secondary School Certificate (10 class/SSC)

Higher School Certificate (intermediate/+2/HSC)

After completing the intermediate examinations, students can choose among different streams like engineering, medicine, BSc, BBA, BCom, NDA, Air force, Navy, Military etc.

GRADING SYSTEM:

Most of them follows normal grading system. Marks are given in the form of percentage.

State board accommodates Jawahar Navodaya Vidyalaya’s (JNV’S) and Sainik Schools which falls under special category in which students are recruited based on their merit.

JNV’S specially focus on the rural areas and selects students who shows excellent problem solving skills. These students are provided free educational facilities from Class IV to X.

Sainik schools are run under the Ministry of Defence in which students are trained in military to make their entry into the Indian military and Indian navy in the future.

2. CENTRAL BOARD OF SECONDARY EDUCATION (CBSE)

CBSE is an apex board of education in India which is a national board and grants affiliation to schools upto higher secondary level. It was formed in 1952 by NCERT (National Council of Education Research And Training) especially for government employees who gets transferred frequently. But soon many private organizations also opted for this syllabus. Its main target is to operate group of central schools (Kendriya Vidyalaya’s) and finally amalgamated as CBSE by the Government of India.

SYLLABUS:

CBSE follows unique syllabus throughout the nation and many government examinations are conducted based on CBSE (national level exams). Curriculum is standard and helps students in the entrance examinations at later stages. Candidates from private institutions which are not affiliated to CBSE are also eligible for these entrance exams. Unlike state syllabus, CBSE focuses more on math and science as compared to languages. Syllabus is mainly for the students who wants to join engineering and medical services.

TYPES OF EXAMS:

CBSE conducts various exams at national level and it is also credited as the largest exam conducting body in the world.

It conducts board examinations for Class 10 and Class 12

All India Secondary School Examination for Class 10.

All India Senior School Certificate Examination for Class 12.

IIT-JEE Advanced and JEE mains.

All India Engineering Entrance Examination (AIEEE). However AIEEE is merged with IIT in 2013 and CBSE conducts two Exams ie JEE Mains and JEE Advanced.

All India Pre Medical Test (AIPMT) now replaced by National Eligibility and Entrance Test - UG (NEET-UG) - which is an entrance examination for medical colleges in India.

National Eligibility Test (eligibility for assistant professor).

Central Teacher’s Eligibility Test.

GRADING SYSTEM:

CBSE follows nine (9) point grading system on five (5) point scale (A-E), with 9 as the best. The qualifying mark in each subject is 33%.

Official website: http://cbse.nic.in/

WHAT IS NCERT (National Council For Education Research and Training)?

A lot of people get confused between CBSE and NCERT. It is assumed that NCERT is also a board like other boards, but the fact is that it is not a board. It is an organization which publishes books and materials for CBSE and ICSE boards. Students who enrolled in CBSE and ICSE boards will mostly follow the textbooks, study material published by NCERT.

3. COUNCIL FOR THE INDIAN SCHOOL CERTIFICATE EXAMINATION (CISCE)

It is the autonomous, private and non government body which conducts exams for Class 10, Class 12 and vocational courses. In 1952, the All India Certificate Examinations Conference was held under the chairmanship of Maulana Abdul Kalam Azad. The main aim was to replace the Cambridge School Certification by an All India Examination, thus a foundation was laid for the establishment of CISCE.

Official website: http://www.cisce.org/

It conducts 3 examinations for students who are affiliated to its board mainly:

The Indian Certificate for Secondary Education (ICSE) (Class X)

The Indian School Certificate Examination (ISCE) (Class XII)

The Certificate Of Vocational Education Examination (CVE) (Year 12)

INDIAN CERTIFICATE FOR SECONDARY EDUCATION (ICSE)

ICSE is an exam conducted by CISCE, a private non government board of education in India. Exam is conducted for Class X students and private students cannot appear for the examination. The medium of instruction is English except the language subject.

SYLLABUS:

The following are the subjects for Class X examinations:

Group I: Compulsory subjects

English

Second Language

History, Civics, Geography

Group II: (Any two of the following subjects)

Mathematics

Science (Physics, Chemistry, Biology)

Economics

Commercial Studies

A Modern Foreign Language

A Classical Language

Environmental Science

Group III (Any one of the following subjects)

Computer Applications, Economic Applications, Commercial Applications, Art, Performing Arts, Home Science, Cookery, Fashion Designing, Physical Education, Yoga, Technical Drawing Applications, Environmental Applications and A Modern Foreign Language

In addition to these, there are internal assessments, class work assignments, project work, practical work, etc. Internal assessments has 20% weightage in Group I and Group II and 50% weightage in Group III.

Officail website: http://www.cisce.org/

INDIAN SCHOOL CERTIFICATE EXAMINATION (ISCE)

ISC is the board exam conducted for Class 12 students after 2 year course which is after their secondary education (or its equivalent). Private students are not permitted to take the exam. It is treated as the equivalent examination to senior exam of the University of Scotland. Students will no longer be required to obtain “A” level certificate for seeking admissions into the Universities of UK, and other overseas universities in commonwealth. This is the only qualification which is granted special recognition.

Syllabus

You can view the official syllabus by visiting the following link:

http://www.cisce.org/divisions.aspx

GRADING:

Grading and allocation of marks are similar to ICSE system but the only difference is the exams are conducted as 70:30 ratio, that means internal assessment is conducted for 30 marks weightage and external examination for 70 marks. The pass mark for each subject is 40%

Official website: http://www.cisce.org/

CERTIFICATE OF VOCATIONAL EDUCATION EXAMINATION (CVE)

It is conducted for Class 12 students in accordance with the recommendation with the Human Resource Development through the Joint Council of Vocational Education (JCVE) who wants to take up professional courses.

There are several departments from which student can choose the subject in which he wants to pursue his career, such as the following

Pre School management, Offset Printing Technician, Graphic Designing Technician, Telecommunication and Electronic Technician, Mechanical Engineering Technician, Exterior and Interior Design, Hospitality Management, Computer Theory and System Analyst, Civil Engineering Technician, Physical Education, Business Studies, Air Conditioning And Refrigeration Technician, Office Assistant.

Research Development And Consultancy Division (RDCD).

Some of the activities undertaken by RDCD include curriculum development, ISC and CVE syllabi, development of material for teachers and students, updating council website, preparation of the documents regarding performance of the pupil in ICSE and ISC levels. etc

4. INTERNATIONAL BACCALAUREATE (IB)

IB programme was founded in 1968 by the International Baccalaureate Organization, a non-profit educational organization based in Geneva, Switzerland. IBO is not associated with any particular country . This programme is more practical and application based. It tests students knowledge rather than testing memory and speed. IB mostly focuses on ‘how to learn’ rather than ‘what to learn’. It is more challenging compared to CBSE & ICSE.

There are three main programs in IB which include:

Primary Year Programme (PYP)

Middle Year Programme (MYP)

Diploma Programme (DP)

Primary Year Programme (PYP):

Followed for classes (Kindergarten to Class 5)

There are no exams till MYP

Normal curriculum is followed (maths, science, social, physical education, languages)

Middle Year Programme (MYP):

Followed for Class 6 to Class 10

Exams are conducted as per the syllabus

In addition to the PYP syllabus, Humanities (History and geography), Technology (Computers) and one more language (second language) is included.

Diploma Programme (DP):

DP is followed for Class 11 to Class 12.

Students have to choose 1 subject from each of the following six ‘Subject Groups’:

Group 1: First Language (English)

Group 2: Second Language (French, German, Hindi, etc)

Group 3: Individuals and Societies ((History, Economics, Business and Management, etc)

Group 4: Sciences (Biology, Chemistry, Physics and Environmental Systems)

Group 5: Mathematics and Computer Science

Group 6: Electives (either Visual Arts or one subject from Group 3,4 or 5)

In addition to these, students must also go through a two-year program which includes -

Theory of Knowledge (TOK):

An essay of 1600 words is written on a given topic chosen from a group of 10 topics, followed by a ten-min presentation.

Extended Essay (EE):

It involves original independent research by the DP student to produce an essay of 4000 words.

Creativity, Action and Service (CAS):

Student should complete at least 150 hours of work in one-and-a-half years by participating in sports or other physical action, creativity and social service.

Generally, higher subjects are more rigorous than Standard level.

Official website: http://www.ibo.org/

5. INTERNATIONAL GENERAL CERTIFICATE FOR SECONDARY EDUCATION (IGCSE)

It is an internationally accepted syllabus and the exams are conducted by Cambridge International Examinations (CIE). The Cambridge IGCSE curriculum offers a variety of routes for learners with a wide range of abilities, including those whose first language is not English. There are over 70 subjects, including 30 languages and schools can offer them in any combination. Cambridge IGCSE is the world’s most popular international qualification for 14 to 16 year olds

The Cambridge Programme is divided into the following four stages:

1. Cambridge Primary (for 5 to 11 years)

At this stage, students develop skills and understanding in English, maths and science.

2. Cambridge Secondary 1 (for 11-14 years)

At the second stage, students develop further their skills and understanding in English, maths and science

3. Cambridge Secondary 2 (for 14-16 years)

Here, the students follow Cambridge O Level or Cambridge IGCSE courses, leading to globally recognised qualifications. They build a broad learning programme from a wide range of subjects.

4. Cambridge Advanced (16-19 years)

At this stage, students develop deep understanding and thinking skills. These include Cambridge International AS & A Level qualifications providing the students with a choice to specialise from a range of 50 diverse subjects.

IGCSE CORE:

The core curriculum is within the ability range of larger majority of students. It provides a full overview of the subject and is targeted at students expected to achieve grades C to G.

IGCSE EXTENDED:

The extended curriculum has been designed for more academically able students. It is targeted at those expected to achieve grades A* to E.

Exams are conducted twice a year in June and November and the results are announced in August and January respectively.

GRADING SYSTEM

Graded on 8 point scale from A* to G; A^ is another grade for those who sustained performance in higher level maths skills such as reasoning and problem solving.

The overlap of three grades (C, D and E) is designed to accommodate students who perform either better or worse than their teachers expect. “U” is another grade called as “UNGRADED” equivalent to “FAIL”.

For more information:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-secondary-2/cambridge-igcse/

6. NATIONAL INSTITUTE OF OPEN SCHOOLING BOARD (NOS/NIOS)

It is similar to CBSE and ICSE and believed to be the largest open school in the world, which provides vocational education and training (VET). It is a initiative from Government Of India and operated in 26 countries. People who benefit from NIOS are sports person, people who have learning disabilities, who are in psychiatric conditions and physically handicapped condition.

NIOS is established by Human Rights Department of Indian Government in November 1989 which is established as an autonomous body.

EXAM PATTERN:

Exams are conducted twice a year in April-May and October-November.

Every student is given nine chances and 5 years to complete their subjects and each student has flexibility to chose their own subjects. If they fail to complete their subjects in nine chances, they were given one more chance to complete.

Pass percentage in exam is 33%.

Student can take exam at any time they want and no pressure is put on them.

Students are permitted to write exams as often as they want if they wants to improve their performance. This is called on-demand examination system which is currently only available at NIOS headquarters in NOIDA.

SYLLABUS:

Student should study minimum 5 and maximum 7 subjects. They are also allowed to change the subjects in midway if they are not interested in them.

Visit NIOS website for more information:

http://www.nos.org/

#icse #cbse #ib #igcse #cambridge igcse #education boards #learnmor

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margdarsanme · 5 years ago

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NCERT Class 11 English Reading Discursive Passages

NCERT Solutions for Class 11 English Reading :: Discursive Passages

Unseen Passages for Class 11 CBSE With Answers PDF – Discursive Passages:

Read the following passages carefully:

Passage 1: The art of reading right

Reading Comprehension (RC, as it is normally called) is the most peculiar section in almost all scholastic, entrance and employment tests. The skills in RC make a lot of difference to one’s chances of good grades/selection.

Most students find it difficult to tackle topics that are diverse from the field they are in or they are comfortable with. So one needs to develop a taste for even the most obscure and boring topic on this planet. For success in RC one should be able to understand. And even with an average speed one can succeed if one implements the strategies.

Broadly speaking, RC passages can be classified in a few categories. Fact based RC is the simplest form of RC. These types of passages have lot of information in the form of names, numbers etc. In this type of passages one should read very fast.

Don’t try to memorize any facts, numbers or names etc. In fact there is no need to even remember them. Just make yourself familiar with the structure of the passage. Just see in which paragraph author is talking about what. Mark it. Then when you go to the questions, identify in which paragraph information regarding that question is mentioned. Go to that paragraph, read the numbers, names etc. and mark the answer.

Inference based RC is the toughest form of RC. Here the passage is fairly tough to understand. This includes passages on topics like Religion, Spirituality, Philosophy, etc. Most of the students will be comfortable attempting these passages at least in RC. The reading speed is fairly slow in this type of passages. The way to master this type of passages is to read them again and again while practising.

Topic based RC includes passages on any particular topic like economics, astrology, medical science, etc. Generally what makes -these passages tough is usage of technical terms. If a topic is new to us then presence of technical term scares us even if they are defined in the passage. For success in this type of passages we need to have a fan-understanding of the definition of the term if it is defined in the passage. Read that definition twice if you need to. But don’t worry about technical terms if they are not defined in the passage. Assume them to be non-existent and proceed. Key principle in these passages is that don’t go to the next line unless the previous line is clear.

Reading passage first and then questions is the most popular strategy for RC. While answering the question you may come back to the passage to find answer as you have just read the passage initially and not crammed it. But you should not come back for each and every question. If you come back for majority of questions then you haven’t read the passage properly. The key to success for this strategy is that you should understand the passage very well. We will suggest students to follow this technique from the beginning and work upon this.

Reading questions first and then passage is the strategy followed by a few students. They just look at the questions and not options. The objective is that after seeing the questions when you read the passage then you read only that part carefully where the answer is given. The flaw with this is that you will not be able to remember all the questions. Besides this, this strategy fails when there are questions that require understanding of the passage.

A. Answer the following questions by choosing the most appropriate option: 6

Most students find Reading Comprehension difficult because……………………….(a) the language is tough(b) the vocabulary is difficult(c) the style is too involved(d) the topics are unrelated to their interest

Fact based RC is the easiest because……………………….(a) it is written in simple language(b) there are no allusions(c) it contains information(d) it can be memorised easily

For answering a question on RC, one should……………………….(a) memorise the facts, figures, etc.(b) mark what the author is talking about in the para(c) mark the essential details of the passage(d) remember the names, numbers, etc.

Topic based RC is tough as……………………….(a) it contains technical terms(b) it is based on different topics(c) it demands instant understanding(d) one can’t read them fast enough

Careful reading of the passage is essential for……………………….(a) answering difficult questions(b) saving time and effort(c) proper understanding and answering correctly(d) selective identification of relevant parts

The word ‘diverse’ in para 2 means……………………….(a) similar(b) same(c) variety(d) different

B. Answer the following questions in brief: 67. What should one do for finding the right answers?8. Why is topic based R C tough?9. Which step is considered more essential for finding right answers? Why?10. What is the most popular strategy for solving Reading Comprehension(RC)?11. Find the words similar in the meaning from passage.(a) Different (para 2)(b) Accept as true (para 6)

Answers

(d) the topics are unrelated to their interest

(b) mark what the author is talking about in the para

(a) it contains technical terms

(d) different

One should mark what the author is talking about in para.

Topic based R C is tough as it contains technical terms.

Careful reading of the passage is essential for proper understanding and answering correctly.

Reading passage first and then question is the most popular strategy for solving R C.

(a) Diverse(b) Assume

Students can also read the unseen passage in Hindi

Passage 2:Playing the mind game

The Mastermind quiz is billed as a “battle of minds’. This battle is fought in two halves. In the first, each of four participants faces a barrage of questions, for two minutes, on any topic of his or her choice. In the second round, the questions are on general knowledge. There are two points for each correct answer and zero for wrong answers and passes. In the event of a tie, the person who has passed fewer questions wins.

Questions can be bizarre, but they are answered none the less. “It absolutely amazes you that these guys know so much. In KBC, it used to be, that this guy knows so little,” says Basu after the show. Siddhartha Basu was the director of Kaun Banega Crorepati (KBC).

This year’s Mastermind final was won by Ramanand Janardhana, a 22 year-old software engineer from Pune. Janardhana had Agatha Christie’s ‘Tommy and Tupence’ novels as his specialist topic. He even knew that Tommy used asofoetida to create a stink in his room.

There are, of course, all sorts of quizzers. The diary-toting, Manorama yearbook, wielding variety will typically prepare for a contest by ‘studying’. He knows that the best questions, the ones that get the ‘wah-wahs’, are always repeated. He is a solid quizzer, because he knows the obvious.

There is the other kind, like Janardhana, who claim they do nothing extra to prepare for quizzes. They read the papers and magazines, watch TV, and become quizzers because they enjoy the test of recall.

It was a test the nation took when KBC fever was at its height. But long before KBC, there were quiz societies across the country, in places from Guwahati to Gandhinagar. Kolkata was the hub of the game; quizzing in India began here in 1967. Even now, the majority of quizzers are from Kolkata. Of the four 2002 Mastermind finalists, two were from that city.

Quizzing is big in school and college festivals. It’s the ‘literary’ highlight of all fests. There are even professional quizzers, who, like mercenaries, play for money and the thrill of the game. They represent various organisations at different times.

Most quizzers grow out of active quizzing after college. Some, the really hardcore devotees of the game, keep at it. “I don’t get tired of quizzing,” says Pinaki Prasad Roy, a Mastermind finalist. “I get excited.” Roy is a 46-year old finance professional from Kolkata, and has been a quizzer for three decades.

Curiosity is the most essential quality for a quizzer. A fantastic memory and instant recall help. And for Mastermind at least, the choice of specialist subject is critical. In this year’s event, Janardhana took an unassailable lead in the specialist round itself.

A. Answer the following questions by choosing the most appropriate option: 6

The Mastermind quiz is called a ‘battle of minds’ because……………………….(a) it is a duel of wits(b) the participants are the most intelligent persons(c) the participants face a shower of questions(d) the mind is on the anvil

The participants in the quiz seem ‘masterminds’ because……………………….(a) they seem to know so little(b) they have very polished manner(c) they show lot of self confidence(d) they seem to know so much

Ramanand Janardhana won as……………………….(a) he had mastery over the specialist topic(b) he had gone through the quiz columns in magazines(c) he had chinks in his memory/recall(d) he knew all the often repeated questions asked by quizmasters

The studious quizzers are called ‘solid’ quizzers because……………………….(a) they prepare expected questions(b) they know the obvious(c) they bank on general awareness(d) they enjoy the test of recall

The quality most essential for a quizzer is……………………….(a) love of learning(b) mathematical accuracy(c) curiosity to know(d) comprehensive learning

The word ‘mercenaries’ in para 7 means.………………………(a) those who seek mercy(b) those who work on machines(c) those who are lively and quick(d) those who fight for money

B. Answer the following questions in brief: 67. Why did Ramanand Janardhana win mastermind final?8. Who are called solid quizzers? Why?9. Which is the most essential quality of a quizzer?10. How is Kolkata associated with quizzing game?11. Find the words from the passage which are similar in meaning to these words.(a) Those who fight for money (para 7)(b) Enthusiasts (para 8)

Answers

(d) they seem to know so much .

(a) he had mastery over the specialist topic

(b) they know the obvious

(d) those who fight for money

He had mastery over the specialist topic which blessed him with victory.

The studious quizzers are called solid quizzers they know the obvious.

The quizzer should have curiosity to know.

Quizzing in India began in Kolkata in 1967. Even now the majority of the quizzers are from Kolkata.(a) Mercenaries(b) Devotees

Passage 3:Living with foods

Floods are not new to India and this sub-continent, but in recent years the problem has received much greater attention perhaps largely because it has led to much greater damage than in the past. Even though information on the impending occurrence of floods is now more accurate and certainly more timely, often there is very little time or support infrastructure in place by which damage can be minimized. This is particularly true in the case of flash floods resulting from sudden and excessively heavy rain.

In the case of India flooding is very much a function of the seasonal nature of our rainfall. The monsoons are spread over a short period during the year and often bring a concentrated volume of rain, which cannot be absorbed by the earth and finds outlet only in the form of streams that join up with our major river systems. But, flooding is not confined only to the main rivers of the country, often smaller tributaries and streams can cause heavy damage as well. Once these streams spill over their banks they could cause excessive harm, mainly because those living near the banks of these streams particularly in mountain areas do not have easy recourse to moving away quickly.

One major factor that could lead to a higher severity of flooding in the future is the danger of climate change. While the evidence of the nature of impacts resulting from climate change on precipitation and flooding at the regional level is not entirely clear, it could happen that the Indian subcontinent witnesses and suffers the effects of a significantly changed pattern of monsoons. One set of scientists has estimated that the monsoons could be shorter in duration, but far more intensive. In other words, much greater precipitation would take place in a much shorter period of time, thereby increasing the danger of floods. Climate change is the result of human actions through the increased concentration of greenhouse gases in the atmosphere, of which carbon dioxide is the most prominent.

At the local level also human actions have heightened the danger of flood through the cutting of trees in the mountains as well as in the plains. In the case of India, the ecological damage through deforestation of the Himalayas has led to large-scale erosion of the mountain slopes and high levels of siltation. This leads to deposition of silt on the riverbeds in the plains and hence spill over of water whenever the volume in the river reaches a certain level. With siltation on the river beds, flooding occurs even at very shallow water levels. The vulnerability of the population has increased substantially because of population pressures, symbolized, for instance, by the stubborn and perhaps helpless settling of slum dwellers on the banks of the river Yamuna in Delhi, which is merely a trickle most of the year, but bursting its banks during the monsoons as has been the case this year.

Flood forecasting is critical to minimizing the damage from floods. It is for this reason that the Central Water Commission has set up a network of forecasting stations, which cover the most important flood prone inter state rivers in the country. These stations produce forecasts that are used to alert the public and to mobilize various official agencies so that they take both preventive as well as relief measures whenever required. However, even in cases where forecasts have been timely and generally accurate, people have often been reluctant to move away, because in most cases they lack the means and physical options for moving away from a danger zone to one that is relatively safe. In the case of flash floods, forecasts are difficult to make, and often the time available for relief is very short.

A. Answer the following questions by choosing the most appropriate option: 6

The problem of floods has been considered important recently because…………………..(a) there are flash floods(b) floods are unpredictable(c) the rivers change their courses(d) these cause much greater damage

The danger of floods is not minimised as…………………..(a) flood forecasting is inaccurate(b) there is little time available for safety measures(c) people are scared and act in panic(d) support infrastructure is poor

India suffers from floods during monsoons because…………………..(a) it rains very heavily and continually(b) the embankments of the rivers are weak(c) the streams and rivers spill over(d) the streams are full of silt

Climate change is the direct result of…………………..(a) increased concentration of green house gases(b) explosion of nuclear devices(c) fire in oil wells in the gulf region(d) significantly changed pattern of monsoons

The worst hit people are slum dwellers because…………………..(a) they are stubborn and helpless(b) they do not have means to move away quickly(c) they have concentrated in large numbers(d) they have settled on the banks of the rivers

The word ‘precipitation’ in para 3 means…………………..(a) forming a precipitate(b) separation of solid material from liquid(c) falling of rain in an area(d) the quality of being exact or accurate

B. Answer the following questions in brief: 67. Why does India suffer from floods during monsoons?8. What is the result of greenhouse gases?9. Who are the worst hit people?10. Which human action have heightened the danger of flood?11. Write the words from passage which are similar in meaning.(a) Fall of rain in an area (para 3)(b) Harshness (para 3)

Answers

(d) these cause much greater damage

(b) there is little time available for safety measures

(a) increased concentration of green house gases

(d) they have settled on the banks of the rivers

During monsoon the streams and rivers spill over and it results in flood.

Climate change is the direct result of increased concentration of greenhouse gases.

Slum dwellers are the worst hit people as they have settled on the banks of the rivers.

Cutting of trees in the mountains as well as in the plains have heightened the danger of flood.

(a) Precipitation(b) Severity

Passage 4:Great Indian digital divide

The revolution in information technology (IT), far from helping India to leapfrog to a post-industrial society, threatens to rupture the social fabric by enriching a few at the cost of many.

In a very short time and quite unexpectedly, India has risen to considerable eminence in the world of information technology. This year, software products are expected to account for $ 5.7 billion in exports and will account for a quarter of the growth in the economy, which is expected to grow nearly seven per cent. Within eight years, predicts a recent study by McKinsey & Co. and the National Association of Software & Service Companies (Nasscom), India’s annual IT exports could hit $ 50 billion about 33 per cent of global software exports. Such a surge is expected to generate 2.2 million jobs—and push our growth rate near the double digits that many East Asian Tigers enjoyed before the 1997 crash.

For the rapidly growing middle class, which was desperate to make its presence felt but remained mired in the great Indian outback of the global economy and regretfully watched the industrial revolution pass it by, this is the moment they have been waiting for. When countries like Japan and Germany, the objects of Indian admiration, should come knocking on our doors to solicit our talent to invigorate their industry, it is indeed redemption of sorts. And IT is the cause of it all.

The big question is, will IT do an encore for India as a nation, and not just for a wafer thin percentage of IT-literate Indians, mostly the poster boys of the IITs?

IT has, as yet, failed to touch the lives of the average citizen and India is nowhere close to being a knowledge economy or society. As per the International Data Corporation (IDC), in a survey of 55 countries, India ranks 54th on its Information Society Index.

The fact is, it is a straightforward reflection of the deep inequality of our education system which breeds a few ‘geniuses’ at the cost of the entire nation. A study by former director of the National Centre for Software Technology, R. Narasimhan, points out that nowhere is the digital divide more glaring than in IT education. The report warns that India’s ‘obsession’ with the software industry and its exports orientation is leading to the churning out of unemployable students on one hand and bright whiz-kids on the other. While the latter are lured away by overseas employers, the former remain unemployable.Narasimhan cautions against the ‘hype’ associated with the phenomenal growth of India’s software industry defying rational explanations and built up into a ‘mystique of sort’ which breeds false hopes. .

India’s software industry is a poor employment generator. In the mid-Nineties, some 20,000 people were actively employed in software export services. In contrast, there were three million registered unemployed graduates in the Nineties. While the ‘Narasimhan study doesn’t mention number of hobs lost due to computerisation, one could comfortably add a million to the number.

A. Answer the following questions by choosing the most appropriate option: 6

The revolution in IT threatens to break apart the social fabric because…………………………(a) the stocks of software companies have risen at BSE(b) it has helped India to rise beyond the industrial society(c) it is enriching a few at the cost of many(d) it has created a gulf between the rural and urban sector

Growth in export of Indian software products and national economy have been achieved because of…………………………(a) global recession(b) liberalised economy(c) public private cooperation(d) eminence of Information Technology

It is a time of pride for the middle classes in India because…………………………(a) developed industrial nations will require Indian software professionals to invigorate their industry(b) they are desperate to make their presence felt(c) they have remained stuck in the mud of global economy(d) they have regretfully watched the industrial revolution pass by them

The digital divide is clearly visible in IT revolution because…………………………(a) it has improved a lot of average Indian citizen(b) it has benefitted only the products of IITs or some IT-literates(c) it has made India a knowledge economy or society(d) non-IT trained students run the IT institutes

Narasimhan’s report cautions against ‘hype’ around IT software industry because…………………………(a) it is rational(b) it breeds false hopes(c) all look for foreign assignments(d) it attracts even the dullards

The word ‘redemption’ in para 3 means…………………………(a) recoupment(b) recumbent(c) recovery(d) redeeming

B. Answer the following questions in brief: 67. Why is the digital divide clearly visible in IT revolution?8. Why is IT not beneficial for average Indians?9. What does Narasimhan’s report highlight on IT software industry?10. How is it lucrative for the middle classes in India?11. Find the words from the passage which are similar in meaning.(a) Recovery (para 3)(b) Very easily seen (para 6)

Answers

(d) eminence of Information Technology

(a) developed industrial nations will require Indian software professionals to invigorate their industry

(b) it has benefitted only the products of IITs or some IT-literates

(b) it breeds false hopes

It has benefitted only the products of IITs or some IT-literates.

It has yet failed to touch the lives of the average citizen and India is nowhere close to bring knowledge economy or society.

Narasimhan’s report highlights it’s failure in India as it breeds false hope to invigorate their industry.

Indian software professionals are on high demand in developed Industrial nations.

(a) Redemption(b) Glaring

Passage 5 :Deleterious effects of drugs

“Cured yesterday of my disease, I died last night of my physician,” says Matthew Prior, a celebrated pharmacologist, while talking about the deleterious effects of drugs in his book, “The Remedy Worse Than the Disease”. There is no dearth of patients dying of misguided treatment.

disorder bound to disappear in a short duration.

In this era of drugs we must familiarise ourselves with the term “Iatrogenic disease (physician caused ailment)”. When a physician administers medicines without a complete understanding of the patient’s condition, drugs play havoc. A person may become the victim of a worse disease or even lose his life.

With Analgin, for instance, special precautions should be taken in case of pregnancy, bronchial asthma, renal and hepatitic dysfunctions and blood-related disorders. It has been banned in several countries, including the USA and Sweden, because of its unexpected and negative effects that lead one even to death through an anaphylactic shock. An anaphylactic shock is a process that leads to a severe fall in the blood pressure, bronchoconstriction, the swelling of blood and lymph vessels and sometimes death because of the loss of fluid in these vessels. Anaphylaxis usually occurs suddenly, in minutes after the administration of a drug. The well-known drug, penicillin, and many other drugs, may cause anaphylaxis.

The term “side-effects” is a part of an ailing layman’s vocabulary but adverse drug reactions are known only to a more aware and literate patient.

Ciprofloxacin, when given for an ear-infection, may cause vertigo and amoxycillin, while fighting a throat infection, may hurt the stomach. Similarly, while chemotherapy given for cancer may lead to indigestion and hair fall, steroids administered continuously may lead to obesity and diabetes.

Drugs are meant to eliminate disease. In the quest for avoiding the misery of sickness, man has invented medicines that may themselves cause diseases. The illness caused by a drug may be short-term or long-term. Side effects are short-term and predictable. The unpredictable and bizarre reactions are termed as adverse reactions. A variety of drugs cure many ills but are also known to cause irregular heart beat and even sudden death.

A strong sense of responsibility on the physician’s part and an attitude of extreme caution on the patient’s part can substantially help in covering at least some of the risks of medicines, if not all. There are many factors that help a doctor in his choice and use of the drug. The medical history of a patient, age, sex, personality, environment and education contribute in deciding the course of treatment. The very old and the very young are likely to suffer as their bodies are less tolerant. Older children may sometimes be more tolerant than the adults. The elderly tend to respond better to standard drug dosage. But the lower body size, slow blood flow to vital organs, decreasing metabolic capacity and tendency to multiple physical problems contribute to adverse reactions.

A. Answer the following questions by choosing the most appropriate option: 6

An “Iatrogenic disease” is an ailment caused by……………………………(a) infection in the hospital ward(b) overdose of anaesthetic(c) the wrong administration of drugs by a physician(d) self-medication and buying drugs over the counter

Analgin and penicillin must be used carefully because……………………………(a) these may cause suffocation(b) they may create bruises(c) some patients complain of leg cramps(d) these may cause anaphylaxis

An adverse drug reaction is an illness caused by……………………………(a) secondary effects of a drug(b) a drug having unpredictable and strange effects on a patient(c) a drug having predictable and unpleasant disorders(d) the use of drugs taken after their date of expiry

Man has invented drugs to eliminate……………………………(a) diseases(b) side effects(c) death(d) casualties

Elderly people are prone to adverse drug reactions because they have……………………………(a) larger body size(b) multiple emotional problems(c) slow blood flow to vital organs(d) stagnant metabolic capacity

The word ‘dysfunction’ in para 4 means……………………………(a) disorder of brain(b) indigestion(c) bad temper(d) not working properly

B. Answer the following questions in brief: 67. What is an adverse drug reaction?8. Why are elderly people prone to adverse drug reaction?9. What are the factors that help a doctor in his choice and use of drugs?10. Why has man invented medicines?11. Find words from the passage which are similar in meaning.(a) Not working properly (para 4)(b) Considerably (para 8)

Answers

(d) these may cause anaphylaxis

(b) a drug having unpredictable and strange effects on a patient

(a) diseases

(d) not working properly

An unpredictable and strange effect on a patient is called an adverse drug reaction.

Elderly people’s blood flow to vital organs is slow so they are prone to adverse drug reaction.

The factors like medical history of the patient, age, sex, personality, environment and education help a doctor in his choice and use of drugs.

Man has invented medicine to eliminate the misery of sickness.

(a) Dysfunction(b) Substantially

Passage 6:Saving for a rainy day

The Food Bill is still in the works but has provoked a furious debate on the lack of grain storage facilities, rotting of grains and whether they should be distributed free to the hungry masses. Waking up to the fact that no food security programme can be effective without proper storage, the government is now planning to upgrade existing warehousing facilities and also adding new ones. However, between food security and large-scale storage, there’s a missing link that needs to be taken note of: storage at the farm level. No one can deny the importance of decentralised storage; at least 25-30 per cent grains in the country are stored at the farm level.

However, it’s not as if there hasn’t been enough thrust on this issue: there are State institutes to look into the storage problems.

Yet, policy-wise we did have a sound start: the Save Grain Campaign, which was initiated 43 years ago, was supposed to do what we are floundering on now. Through this campaign, the Centre was to initiate and train states in warehousing and storage of grains. The Centre wanted the states to take it up on a large scale but the latter did not want any “added responsibility”. Finding no takers, the campaign was withdrawn in 2008.

“Around 15-20 per cent foodgrain losses occur in large storage godowns. Along with investment in large storage capacities, we must encourage farm-level storage. This can be in the form of refining and improving the local/indigenous storage technologies and providing technical and financial support at that level,” says M.B. Chetti, Dean, College of Agriculture, University of Agricultural Sciences, Dharwad, Karnataka.

He and many experts like him suggest that if we want to leapfrog in storage capacity at the farm-level (since setting up large storages is time-consuming and expensive), new technologiese vacuum packaging could be the answer. They assure quality as well as a chance to store grains almost anywhere and that it can be done in villages by trained persons.

“Alternatively, we have to go for cold storage facilities for food grains, which is very costly since it involves electricity supply,” says Chetti. Instead, vacuum packing, say experts, helps preserve grains and seeds for long periods without any deterioration in quality. In fact, an experiment was carried out in the university on the usefulness of the packaging system (using chilli) and the results were satisfactory. The available technology offers a seven- layer packing to preserve quality for long periods of time and once sealed, climatic changes have no effect on it. Elimination of oxygen from the pack helps in extending shelf life.

“At present only three-layer plastic films are manufactured in India. The seven-layered film needs to be imported. But the import duty is high,” says Mohan Bajikar, of course, such technologies are expensive, but then delivering to the hungry isn’t enough—quality must be ensured.

Fool policy analyst Devinder Sharma, however, says expensive solutions like silos and warehousing are not the answer to procurement and storage problems. Instead, he says, “local production, local procurement and local distribution” is the answer, something like what Chhattisgarh has been doing. It procures paddy directly from farmers, buying it through cooperative societies and procurement centres at the village level. To store, he adds, the government can add a small godown next to each panchayat ghar.

Whichever way we look at it, decentralised storage cannot be left out of the loop if we want to ensure food security and reduce stock losses.

A. Answer the following questions by choosing the most appropriate option: 6

The necessity of proper storage has been realised because……………………(a) there is lack of grain storage facilities(b) grain is lying in the open and rotting(c) no food security is possible without it(d) masses are hungry and without grain

Decentralised storage stress upon……………………(a) storage at farm level(b) storage at block level(c) storage at district level(d) storage at state level

The ‘Save Grain Campaign’ was withdrawn after 43 years because……………………(a) the centre did not spare funds(b) proper training in warehousing was lacking(c) the states did not show any interest(d) the states did not want any added responsibility

The most cost-effective solution for storage of grain is……………………(a) cold storage facilities(b) decentralised storage(c) setting up large warehouses(d) vacuum packaging

Experts reject silos and warehousing because……………………(a) these are very costly solutions(b) local storage and distribution is more effective(c) these are inadequate for storage(d) these fail to reduce stock losses

The word ‘facilities’ in para 6 means……………………(a) aptitude(b) dexterity(c) conveniences(d) buildings for a particular purpose

B. Answer the following questions in brief: 67. Why was save green campaign withdrawn after 43 years?8. Which is the most cost effective solution for storage of grain?9. How are new technologies like vacuum packaging more successful in storing?10. Why do experts reject soil and warehousing?11. Find the words from the passage which are similar in meaning?(a) Improve (para 1)(b) Native (para 4)

Answers

(a) storage at farm level

(d) the states did not want any added responsibility

(b) decentralised storage

(a) these are very costly solutions

(d) buildings for a particular purpose

Save green campaign was withdrawn because the states did not want any added responsibility.

Decentralised storage is the most effective solution for storage of grain.

They assure quality as well as a chance to store grains almost anywhere.

Experts reject soil and warehousing because these are very costly solutions.

(a) Upgrade(b) Indigenous

Passage 7:The relevance of repetition

The painstaking memorisation of mathematical tables, historical dates, capitals of countries and even poems leaves an indelible mark on every adult who has attented school. However, all educators deprecate this rote system learning by orally reciting and consigning lessons to memory as mindless and mechanical, which goes against critical thinking and creativity. But is this dichotomy between creativity and rote learning part of a lazy binary thinking?

We often hear about people who can repeat the entire telephone directory or memorise the entire dictionary. Indians have a history of highly developed systems of memorisation, perfected through centuries of Vedic learning. From a typically Western perspective, the permanency of the written word has been pitted against the ‘unconscious operation of memory’ of oral cultures, and held to be more reliable in cultural transmission. However, refuting this thesis, Fritz Stall, an Indie scholar observes that the oral tradition in India is remarkable, “because it has led to scientific discoveries that are of enduring interest”. Of course, this mugging up can be aural (i.e. chanting aloud) or visual—mentally storing images in a visual map.

The advantages of rote memorisation—like it expands areas of the mind to great possibilities—are now becoming evident to the world. Various accounts from ancient India, including those from travellers like I-tsing, point to the fool-proof system of oral memorisation and the capacity to absorb volumes of data.

A parallel dimension of transmission of knowledge also existed in India, with a flexible mode of oral communication through which knowledge was disseminated. One instance is the narrative-performative tradition of recitation, which extended basic story through interpolations, conscious extensions and embedding of sub-narratives. Many Indian myths, legends, epics, and fables such as Kathasaritsagara and Jataka stories were spread though this process. While the story remains the same, the interpretation changes according to who says it, where it is said and how it is said. While communicating mathematics, philosophy and other scientific disciplines, cryptic text forms were created, that facilitated memorisation.

A related question pertains to cognition—how can we transmit principles using memorisation as a creative tool rather than as a mechanical process of repetition? Bhaskara’s Lilavati, the seminal 12th century illustrates how memorisation and creativity go together.

The fact that Bhaskara’s methods still figure in Indian pedagogic consciousness was recently brought home in a news report on the Ramanujan School of Mathematics in Patna, which trains youngsters from poor families to clear the Indian Institute of Technology (IIT) entrance test. This year, all the 30 students of the school got through IITs. Anand Kumar, the school’s founder, called it the “sheer power of practice to break the so-called IIT code” and a student attributed the success to his teacher’s ability to teach differential calculus through a “thrilling story of a daring robber”.

A. Answer the following questions by choosing the most appropriate option: 6

All educators condemn rote learning as…………………..(a) it is a feat of memory(b) it is a parrot like learning(c) it is mindless and mechanical(d) it is against critical thinking and creativity

The dichotomy between creativity and rote learning is…………………..(a) increased by computer literates(b) initiated by western thinkers(c) the clash of the cultures of west and east(d) opposed by Indian scholars

The oral tradition in India is called remarkable because…………………..(a) it has helped to preserve Vedic learning(b) some of the old texts are still available(c) it has led to scientific discoveries of enduring interest(d) it provides capacity to absorb volumes of data

Rote learning has its own advantages as…………………..(a) it promotes learning without understanding(b) it does not add pressure to the mental faculties(c) mugging up can be aural as well as visual(d) it expands areas of the mind to greater possibilities

Cryptic texts were created for mathematics, philosophy, etc. because…………………..(a) these are very simple(b) these are easy to remember(c) these are short and easy(d) they are easy to interpret

The word ‘enduring’ in para 2 means…………………..(a) bear(b) transitory(c) lasting(d) indelible

B. Answer the following questions in brief: 67. Why is oral tradition in India called remarkable?8. How is rote learning advantageous?9. What does Bhaskara’s Lilavati illustrate?10. Why were cryptic texts created for mathematics, philosophy etc.?11. Write the word from passage similar in meaning to these words.(a) Separation (para 1)(b) Ascribed (para 6)

Answers

(d) it is against critical thinking and creativity.

(a) increased by computer literates.

(d) it expands areas of the mind to greater possibilities

(b) these are easy to remember

Rote learning in India is called remarkable because it has led to scientific discoveries of enduring interest.

Rote learning is advantageous as it expands areas of mind to greater possibilities.

Bhaskara’s Lilavati illustrate how memorisation and creativity go together.

These texts were created because these are easy to remember.

(a) Dichotomy(b) Attributed

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