CBSE Class 12 English Factual Passage Worksheet Set B

Read the passage given below:

1. Chancellor Amartya Sen on Oct. 15, 2014 came calling to Nalanda University and interacted with its students, exactly 44 days after the revival of the ancient seat of learning. Sen spent over one-and-a-half hours in the evening with the 13 first-batch students of the international university at Rajgir International Convention Centre, around 15 km from the ruins of the ancient institution and 110 km southeast of Patna. He interacted with each one of them and inspired them to aspire for academic excellence. He also thanked the students for joining the university.

2. The classes of Nalanda University started on September 1. It sets sail with two schools — School of Ecology and Environment Studies and School of Historical Studies. External affairs minister Sushma Swaraj officially inaugurated the varsity on September 19. But Sen could not make it on either occasion because of his prior engagements at Harvard University. A source said Sen made up his mind to meet the Nalanda University students today after his plan of visiting University of Geneva was finalised. The students were thrilled after their maiden interaction with Sen a day after French economist Jean Tirole won the 2014 Nobel Prize for economics. Their chancellor was awarded the Nobel Prize in 1998. Coming out of the session, Daniel, a student of School of Ecology and Environment Studies, said: “Sir (Sen) asked me where do I hail from and what are my expectations from the university.”

3. Daniel, who has a master’s degree in Peace and Conflict Resolution from Mysore University, told Sen: “After completing the master in Ecology and Environment Studies from Nalanda University, I want to join United Nations.” The Chancellor also spoke to every faculty member of the university in the presence of the varsity’s Vice-Chancellor, Gopa Sabharwal, dean (academics) Anjana Sharma, administrative head Sridhar V.K. and other officials. He congratulated them too for joining the university. Coming out of the convention centre, Sabharwal said, “The session was very informative and the Nobel laureate discussed the importance of the revival of Nalanda University and how the revival of an ancient university can become a milestone for a state like Bihar.”

4. The Nalanda University Chancellor came to Rajgir from Patna, where he landed yesterday. The then Chief Minister Jitan Ram Manjhi met him in a city hotel. After the interaction, Nitish posted on his Facebook, “Enlightened by a stimulating discussion with Nobel laureate Amartya Sen, Vice-Chancellor of Nalanda University Gopa Sabharwal and Dean Anjana Sharma. Nalanda University will forever transform the way our future generations view the glorious foundations of knowledge and culture that once existed in Bihar.” Nitish in his tenure took keen interest in the university, the idea of which was first floated by then President APJ Abdul Kalam in 2006. Sen played a pivotal role in carrying it forward.

5. At present, the varsity has five students in School of Historical Studies and eight in School of Ecology and Environment Studies. There are four faculty members in School of Ecology and Environment Studies and six in School of Historical Studies. [Source: The Telegraph]

On the basis of your understanding of the above passage, answer ANY TEN of the questions given below:

Question. 1. How long did Chancellor interact with students of Nalanda University?
(a) One hour
(b) One and a half hour
(c) Two
(d) Two and a half hour
Answer.  (b) One and half hour

Question. 2. Rajgir is situated in the .................... of Patna.
(a) East
(b) Nort
(c) North west
(d) South east
Answer.  (d) South east

Question. 3. How many students were in the first batch of the International University of Nalanda?
(a) 13
(b) 14
(c) 15
(d) 11
Answer.  (a) 13

Question. 4. 2014 Nobel Prize for Economics has been awarded to .................... .
(a) Gopa Sabharwal
(b) Nitish Kumar
(c) Jean Tirole
(d) Amartya Sen
Answer.  (b) Jean Tirole

Question. 5. The Vice-Chancellor of Nalanda University is .................... .
(a) Amartya Sen
(b) Anjana Sharma
(c) Gopa Sabharwal
(d) Jean Tirole
Answer.  (c) Gopa Sabharwal

Question. 6. Which of the following is ODD one out with reference to the meaning of ‘stimulating’ as used in para 4?
(a) Exciting
(b) Sparkling
(c) Encouraging
(d) Persuading
Answer.  (d) Persuading

Question. 7. Where did Amartya Sen interact with the students of Nalanda University? Why did he not attend the inauguration of the University?
Answer.  Amartya Sen interacted with the students at Rajgir International Convention Centre. He could not attend the inauguration of the University due to his prior engagements at Harvard University.

Question. 8. Which are the schools started at Nalanda University now?
Answer.  Nalanda University has been presently started with two schools — 1. School of Ecology & Environment Studies and 2. School of Historical Studies.

Question. 9. Who is Daniel? What is his goal?
Answer.  Daniel is a student of School of Ecology and Environment Studies. After doing his master’s degree from Nalanda University he would join the United Nations.

Question. 10. What did Nitish Kumar post on his Facebook about the University?
Answer.  Nitish Kumar after the interaction, posted on his Facebook that he was enlightened by stimulating discussion with Nobel laureate Amartya Sen and others. He also posted that Nalanda University will forever always transform the way our future generations view the glorious foundations of knowledge and culture that once existed in Bihar.

Question. 11. How many faculty members are there in each of the two schools?
Answer.  There are four faculty members in School of Ecology and Environment Studies and Six in School of Historical Studies.

Question. 12. What does the expression, “It sets sail with two schools” mean here?
Answer.  The expression “It sets sails with two schools” means that the study in Nalanda University started with two schools.

Read the passage given below:

1. Academics has always been an essential part of human development. It prepares us to survive in the outside world and establish an identity of our own. But, is an individual’s development restricted to merely academics? In India, from an early age, we have been taught that education is limited to the boundaries of academics only; the idea of getting out into the field, for gaining practical experience, is always considered a hoax. This has hindered students’ development. But, the truth is that education represents a considerably broader field than we know of it. Our teaching, from the basics, has been focused on getting good grades and job offers, rather than being creative and unique.

2. In the 21st century, the pure academic type of education is slowly paving way for a whole new type. The paradigm shift in the whole education system is evident. People have now come to understand that education is a 360 degree activity that should focus on students’ overall development, rather than restricting him/her to the classroom.

3. Co-curricular activities that take place outside the classroom but reinforce or supplement classroom curriculum, in some way, have become a point of focus today. These activities help in the growth of the child, in more than one way. Participating in such activities helps youngsters grow mentally, socially and individually. Intellectual development of a student is developed in the classroom, but for the aesthetic development such as team- building, character-building, and physical growth, students must step out into the outside world. For instance, if a student is a part of school football team, he/she will learn team- work and coordination, in a practical manner, which cannot be taught in the class.

4. Similarly, in colleges and institutions, there is a need for practical exposure so that the students can experience the actual working of an industry. For example, taking a student to a manufacturing firm will give him/ her the real insight and better learning of the industry. Catering to this change, most professional colleges including B- schools, have started providing practical exposure to students through regular guest lectures, industrial visits, conferences, seminars, cultural festivals, and so on. With industry visits, students are able to better identify their prospective areas of work in the overall organizational function. Moreover, they help enhance interpersonal skills and communication techniques. In addition, guest lectures are equally important for all round development of students. It is a great way for students to gain maximum exposure, as guest speakers talk about their real- life experiences and not what is there in the text books.

5. Through such events, students are made to participate and coordinate different events wherein they get to know how exactly things are managed. Classroom teaching provides the foundation, and co-curricular or extra- curricular activities provide practical exposure and opportunities to implement what students learn in the classroom. This helps in developing the overall personality of the students, inculcating various soft-skills in them, which otherwise are difficult to teach. Clearly, life beyond academics creates creative and empowered professionals.

On the basis of your understanding of the above passage, answer ANY TEN of the questions given below:

Question. 1. Students’ development is hindered by
(a) limiting education to academic boundaries.
(b) getting out to the field.
(c) being creative and unique.
(d) gaining practical knowledge.
Answer.  (a) limiting education to academic boundaries.

Question. 2. The shift in the education system means
(a) to restrict to classroom activities.
(b) to focus on academic development.
(c) to ignore 360 degree activity.
(d) to focus on overall development.
Answer.  (d) to focus on overall development.

Question. 3. Co- Curricular activities that take place outside the classroom do not help in
(a) teamwork and co-ordination.
(b) mental and social growth.
(c) academics
(d) character building.
Answer.  (c) academics

Question. 4. Guest speakers talk about
(a) all round development.
(b) their real life experiences.
(c) what is in text books.
(d) gaining exposure.
Answer.  (b) their real life experiences.

Question. 5. Classroom teaching provides
(a) practical exposure
(b) opportunities to implement what is learnt in classroom
(c) chance to learn soft skills
(d) the foundation
Answer.  (d) the foundation.

Question. 6. Life beyond academics facilitates
(a) organizational functions
(b) creativity
(c) professional fields
(d) industrial visits
Answer.  (b) creativity.

Question. 7. From earlier times what has not been the focus of education?
Answer.  From earlier times, being creative and unique has been the focus of education.

Question. 8. Where should students go for aesthetic development?
Answer.  Students must step out into the outside world.

Question. 9. What kind of co-curricular activities have become points of focus today?
Answer.  Co-curricular activities that take place outside the classroom but reinforce or supplement classroom curriculum have become points of focus today.

Question. 10. What will give children a better insight into industry?
Answer.  Visiting industries will give children a better insight into industries.

Question. 11. Why are soft skills difficult to teach in the classroom?
Answer.  Soft skills are developed only through practical exposure and opportunities to implement what children have learnt.

Question. 12. Find the word in para 3 which means the same as ‘cooperative effort’.
Answer.  Coordination

Read the passage given below:

1. All of Earth’s oceans share one thing in common: plastic pollution. Discarded plastic bags, cups, and bottles make their way into the sea. Today, it seems that no part of the ocean is safe from plastic trash. In recent years, oceanographers have searched in vain for a pristine marine environment. They have found plastic everywhere they have looked. “It is a common global problem, we can’t point to a single habitat or location with no plastic. Plastic harms wildlife and introduces dangerous chemicals into marine ecosystems — communities of organisms interacting with their surroundings”. Once plastic enters the environment, it lasts a long time. Scientists are working to prevent plastic pollution from entering the sea. When people litter, or when trash is not properly disposed of, things like plastic bags, bottles, straws, foam beverage cups, etc. get carried to the sea by winds and waterways. About 80 percent of ocean plastic originates on land. The rest comes from marine industries such as shipping and fishing.

2. In 2015, engineer Jenna Jambeck at the University of Georgia and other researchers calculated that at least 8 million tons of plastic trash is swept into the ocean from coasts every year. That’s the equivalent of a full garbage truck of plastic being dumped into the sea every minute. If current trends in plastic production and disposal continue, that figure will double by 2025. A report published by the World Economic Forum last year predicts that by 2050, ocean plastic will outweigh all the fish in the sea. In today’s world, plastic is everywhere. It’s found in shoes, clothing, household items, electronics, and more. There are different types of plastics, but one thing they all have in common is that they’re made of polymers – large molecules made up of repeating units. Their chemical structure gives them a lot of advantages : they’re cheap and easy to manufacture, lightweight, water-resistant, durable, and can be moulded into nearly any shape.

3. Unfortunately, some of the properties that make plastics great for consumer goods also make them a problem pollutant. Plastic’s durability comes in part from the fact that unlike paper or wood, it doesn’t biodegrade, or break down naturally. Instead it just fragments, or breaks into tiny pieces over time. These tiny pieces, known as microplastic, can potentially stick around for hundreds or perhaps even thousands of years. Another problem with plastics is the other chemicals they contain, like dyes and flame retardants. When plastic isn’t disposed of properly, these additives end up in the environment. Plastic also tends to absorb harmful chemicals from its surroundings. “It’s like a sponge for persistent organic pollutants.” These longlasting, toxic substances include pesticides and industrial chemicals. If plastic absorbs the chemicals, and marine organisms eat the plastic, they may be exposed to higher concentrations of these contaminants.

4. One of the biggest impacts of plastic pollution is its effect on sea life. Seals, sea turtles, and even whales can become entangled in plastic netting. They can starve to death if the plastic restricts their ability to move or eat. Or the plastic can cut into the animals’ skin, causing wounds that develop severe infections. Sea turtles eat plastic bags and soda-can rings, which resemble jellyfish, their favourite food. Seabirds eat bottle caps or chunks of foam cups. Plastic pieces may make an animal feel full, so it doesn’t eat enough real food to get the nutrients it needs. Plastic can also block an animal’s digestive system, making it unable to eat. Plastic and its associated pollutants can even make it into our own food supply. Scientists recently examined fish and shell-fish bought at markets in California and Indonesia. They found plastic in the guts of more than a quarter of samples purchased at both locations. In organisms that people eat whole, such as sardines and oysters, that means we’re eating plastic too. In larger fish, chemicals from plastic may seep into their muscles and other tissues that people consume.

5. One way to keep the ocean cleaner and healthier is through cleanup efforts. A lot of plastic waste caught in ocean currents eventually washes up on beaches. Removing it can prevent it from blowing out to sea again. Beach clean-up is ocean clean-up. Cleanup efforts can’t reach every corner of the ocean or track down every bit of microplastic. That means it’s critical to cut down on the amount of plastic that reaches the sea in the first place. Scientists are working toward new materials that are safer for the environment. For example, Jambeck and her colleagues are currently testing a new polymer that breaks down more easily in seawater. “Individual actions make a big difference,” says Jambeck. Disposing of plastic properly for recycling or trash collection is a key step. “And simple things like reusable water bottles, mugs, and bags really cut down on waste,” she says. Skipping straws or using paper ones helps too. Ocean pollution can seem overwhelming, but it’s something everyone can help address. This is a problem we can really do something about.

On the basis of your understanding of the above passage, answer ANY TEN of the questions given below:

Question. 1. Percentage of ocean plastic that originates from land is:
(a) 20%
(b) 50%
(c) 80%
(d) 25%
Answer.  (c) 80%

Question. 2. In which year did Jenna Jambeck and other researchers calculate that at least 8 million tonnes of plastic trash is swept into ocean every year?
(a) 2018
(b) 2015
(c) 2005
(d) 2010
Answer.  (b) 2015

Question. 3. Plastic is not biodegradable because it is made up of:
(a) low atomic particles
(b) tiny particles
(c) strong big particles
(d) large molecule polymers
Answer.  (d) large molecule polymers

Question. 4. Sea turtles eat:
(a) plastic bottles
(b) plastic bags and soda-can rings
(c) bottle caps
(d) chunks of foam cups
Answer.  (b) plastic bags and soda-can rings

Question. 5. Scientists bought fish and shell-fish for examination at markets in:
(a) China and Russia
(b) Pakistan and Afghanista
(c) California and Indonesia
(d) Australia and Brazil
Answer.  (c) California and Indonesia

Question. 6. One way to keep the ocean cleaner and healthier is through__________
Answer.  cleanup efforts.

Question. 7. Which articles made of plastic generally cause pollution in the sea?
Answer.  Discarded plastic bags, soda-can rings and bottle caps cause pollution in the sea.

Question. 8. How does plastic in oceans harm marine ecosystems?
Answer.  Plastic in oceans introduces dangerous chemicals in the marine ecosystems.

Question. 9. How is microplastic formed?
Answer.  Microplastic is formed by the natural breaking down of plastic into fragments over time.

Question. 10. Why is plastic compared to a sponge?
Answer.  Plastic has capacity to absorb harmful chemicals from surroundings like the sponge. This it has become the persistent source of organic pollutants.

Question. 11. What is the biggest impact of plastic pollution on sea life?
Answer.  Testing a new polymer that breaks down easily in sea water, is the biggest impact of plastic pollution on sea life.

Question. 12. Find a word in a para 1 which means the same ‘unspoiled’.
Answer.  Pristine

Read the passage given below:

1. The sage of science, Einstein, was sitting in a depressive and pensive mood one evening. His eyes were brimming with tears. The pain was evident on his face. He peeped out of the window of his room. The sun had set a few minutes back. The sky was filled with a reddish glow. At this sunset, he felt that it was humanity that had sunk into devilish darkness and the reddish glow in the sky was the blood of humanity spilling all over the sky from earth. With tired steps, he walked back to his chair and settled down. It was the 9th of August 1945. Three days back, he had felt the same agony as if someone had torn him apart. He was deeply hurt and depressed when he heard on the radio that America had dropped an atom bomb on the Japanese city, Hiroshima. Today, within three days another bomb was dropped on another city, Nagasaki and lakhs of people had been killed.

2. He had heard that the blast released so much energy that it had paled all past destructions in comparison and death had played out a pitiable dance of destruction. The flames that broke out of the bomb were burning, melting and exploding buildings. Scared of the heat of the bomb, people had jumped into lakes and rivers, but the water was boiling and the people too were burnt and killed. The animals in the water were already boiled to death. Animals, trees, herbs and fragrant flowering plants were all turned into ashes. The atomic energy destruction had just not stopped there. It had entered the atmosphere there and had spread radiation that would affect people for generations to come and would also bring about destructive irreversible biological changes in animals and plants.

3. As the news of the atomic attack reached Einstein, and he became aware of the glaring horror of the abuse of atomic energy, his distress and restlessness knew no bounds. He could not control himself and picked up his violin to turn his mind on to other things. While playing the violin, he tried to dissolve his distress in its sad notes, but couldn’t. He was burning on the embers of destruction; his heart was filled with an ocean of agony and tears just continued streaming uncontrollably out of his eyes. Night had fallen. His daughter came up and asked him to eat something as he had not taken anything for the last four days. His voice was restrained and he said, ‘‘I don’t feel like eating.’’

4. He could not sleep that night. Lying down, he was thinking how he had drawn the attention of the then American President Roosevelt towards the destructive powers of an atomic bomb. He had thought that this would be used to scare Hitler and put an end to the barbarism that Hitler was up to. However, Roosevelt kept him in the dark and made false promises. Eventually, he had abused Einstein’s equation of E=mc2 that resulted in the destructive experiments. His actions had made science and scientists as murderers. Einstein kept on thinking for a long time. Eventually, he slipped into sleep. When he woke up at dawn, there was a new dawn in him too. The atomic threat had transformed his heart.

5. The next day, he decided to disassociate himself from the scientific policy of the government and all governmental institutions. He decided to open educational institutions for children, adolescents and youth — institutions where along with science, spirituality will be compulsorily taught. To inaugurate this institution, he had invited two great philosophers, Bertrand Russell and Albert Schweitzer. Ten other great scientists who had won Nobel Prizes in different fields were also invited. They all saw a different Einstein, not a great scientist but a sage in him. The institution was opened by garlanding a photo of Mahatma Gandhi. While garlanding the Mahatma, he became emotional and said with a lump in his throat, ‘‘I bow down to the great man who fought for the independence of his country through non-violence. He could do so because he was a truthful man and true spiritualist.’’

6. Those who teach science should be taught spirituality too. Without harmony between science and spirituality, the destruction would continue unabated. A few years after this institution was built, a Japanese delegation came to meet him. Einstein broke down in the meeting and said, ‘‘You can give me any punishment and I will accept it. Anyway, I have decided to lead my life in penitence.’’ The Japanese were moved by his sincerity and forgot their grief.

On the basis of your understanding of the above passage, answer ANY TEN of the questions given below:

Question. 1. Besides two great philosophers how many other scientists were invited by Einstein to inaugurate the institution where spirituality would be compulsorily taught?
(a) Five
(b) Ten
(c) Eight
(d) Fifteen
Answer.  (b) Ten

Question. 2. Which musical instrument did Einstein play when he was in grief?
(a) Harmonium
(b) Guitar
(c) Violin
(d) Flute
Answer.  (c) Violin

Question. 3. Einstein came to know that America had dropped an atom bomb on the Japanese city, Hiroshima through
(a) television.
(b) newspaper.
(c) radio.
(d) a telephonic message.
Answer.  (c) Radio

Question. 4. Which American President was told about the destructive power of an atomic bomb?
(a) Kennedy
(b) Bill Clinton
(c) Lincoln
(d) Roosevelt
Answer.  (d) Roosevelt

Question. 5. Einstein said to the Japanese delegation,
(a) ‘‘You can give me any punishment and I will accept it.’’
(b) ‘‘I am not at fault.’’
(c) ‘‘What could I do ?’’
(d) ‘‘The President didn’t agree to my advice.’’
Answer.  (a) “You can give me any punishment and I will accept it”

Question. 6. Einstein was disturbed because:
(a) the world was came to know about atomic bombs.
(b) America would not develop atomic bombs.
(c) Atomic power would support Hitler.
(d) America had secretly developed an atomic bomb.
Answer.  (d) America had secretly developed an atomic bomb.

Question. 7. What did Einstein do to overcome his distress after getting the news of the atomic attack?
Answer.  He played the violin to turn his mind to other things. He also tried to reduce his distress in sad notes. Moreover, he did not eat for four days.

Question. 8. Which event in 1945, according to Einstein, turned science and scientists into murderers?
Answer.  Dropping of atom bomb on Hiroshima in 1945 turned science and scientists into murderers.

Question. 9. What did Einstein do to show his displeasure over the atomic attack?
Answer.  He disassociated himself from the scientific policy of the government and all governmental institutions. He decided to open educational institutions for children, adolescents and youth where science and spirituality would be compulsorily taught

Question. 10. Whose photo was garlanded at the inauguration of Einstein’s institute for children, adolescents and youth?
Answer.  The photo of Mahatma Gandhi was garlanded at the inauguration of Einstein’s institute.

Question. 11. Name the philosophers that Einstein invited to inaugurate the new institution.
Answer.  Bertrand Russell and Albert Schweitzer were invited by Einstein to inaugurate the new institution.

Question. 12. Find the word in para 6 which means the same as ‘agreement’.
Answer.  Harmony

Read the passage given below:

1. Avni and Sundari may have made the headlines. Many others make just the footnotes. Over the past two months, India has witnessed dramatic instances of human-wildlife conflict, with villagers in Maharashtra and Odisha demanding removal of tigers they suspect to be “man-eaters”. While the controversial killing of six-year-old tigress Avni in Maharashtra on Friday by the son of a government-appointed private shooter, and the relocation of 30-month-old tigress Sundari to Nandankanan zoo in Odisha last month grabbed media attention, conflict for space occurs every day between wildlife and people living in and around forests.

2. According to data sourced from 23 states that record wildlife-human conflict, by the Union environment ministry, more than 1,608 humans were killed in conflict cases involving tigers, leopards, bears and elephants between 2013 and 2017. These do not include all conflict issues, such as crop raids by animals, not included in schedule 1 of the wildlife protection act, such as monkeys, wild boars and nilgai. There is no data on the number of animals killed by humans in human-wildlife conflict cases. Increasing habitat loss and fragmentation of corridors animals have used for centuries have certainly caused a spurt in cases, making it vital to develop forest fringes to give animals space to survive, experts say. In the area of Gwal Pahari on the Gurugram- Faridabad Road, for example, the district town and country planning department has issued change of land use permissions to at least four builders for large-scale real estate projects in the last two years.

3. Land is a precious commodity and, in a country where there are many human-human conflicts over it, animals are bound to be second priority. “The main driver for the conflict is loss of habitat. Elephants, for example, move from 600 to 700 sq km in a year and in some extreme cases, male elephants have been known to move up to 2,800 sq km in a year. “But with only 5% of India’s geographical area being in the protected area category, these animals don’t have the space they require,” said M. Ananda Kumar of the Nature Conservation Foundation who focuses on wildlife conflict in the Valaparai region of Tamil Nadu. This isn’t a situation particular to Tamil Nadu or Karnataka. The encroachment of elephant corridors in Jharkhand and Odisha has meant the pachyderms stray into agricultural land, resulting in conflict with humans.

4. Nor is this an issue only in the case of elephants. In Gurugram, it is about leopards. “There are two major highways, National Highway 8 and the Gurgaon-Faridbad Road, which cut through leopard habitat and hinder their ability to move around in search of food and water,” said Chetan Agarwal, a city-based environment analyst. In 2017, the Wildlife Institute of India recorded 31 leopards across five districts in Haryana including Gurugram. In 2018, a drone mapping survey by the forest department reported the presence of 35 leopards in Gurugram itself. “This boom creates a huge conflict of space for the leopards, which are apex predators and require room to move around,” said Pia Sethi of the Centre for Biodiversity and Ecosystem Services at The Energy Research Institute (TERI). “It is only natural for them to stray outside the corridor, which is already quite narrow and becoming narrower as a result of human activity”.

5. Experts say India is unprepared to deal with cases of conflict because of a complete lack of engagement with affected communities. “There is more focus on reactive measures rather than proactive ones such as community engagement. This means we will be absolutely unprepared to deal with conflict in the next 10 years,” said Vidya Athreya, a Pune-based wildlife biologist, who specialises in studying leopards. “The government needs to gather knowledge by talking with the affected people and involve stakeholders, like revenue department. Community support is needed to avoid an Avni kind of situation”.

6. Since reporting such conflicts is the domain of states, the Centre doesn’t know the magnitude of the conflict. “In India, conflict reporting, assessment and associated compensation is administered at local levels, with compensation often not provided for losses inside protected areas,” according to a recent paper published in Biological Conservation journal on compensation payments and policies aimed at human wildlife conflicts. The study found large variations in the amount of compensation paid to villagers under various categories. The existing variations in policies, payment procedures, amounts, across Indian states may lead to differential outcomes for wildlife tolerance and persistence across the country,” the study said.

7. “Understanding the nature of the issue is a decisive first step towards any kind of solution. For example, in Hassan (Karnataka) where we work, people want transportation for their children to go to school because they fear encountering elephants on the way,” said Kumar of NCF. However, Sethi warned that wildlife could only be managed to a certain extent. “While it’s true that the situation in the last two years has not been violent, the activities which bring us closer to leopards are continuing unabated,” she said. Another reason for increasing incidents of man-animal conflict in the state, Agarwal pointed out, is the Haryana government’s reluctance to recognise its own forests. “There are no reserve forests in the state, and deemed forests are only protected in some cases, if they are part of Aravalli plantation land or notified under the Punjab Land Preservation Act,” he said. More importantly, many parts of the Aravalli range are set to be excluded from the Natural Conservation Zone, delineated by the National Capital Region Planning Board.
[Adapted from ‘The Hindustan Times’ — Conflict on rise as animal space shrinks]

On the basis of your understanding of the above passage, answer ANY TEN of the questions given below:

Question. 1. In this passage Avni and Sundari are ....................
(a) tigers
(b) elephants
(c) villagers
(d) reporters
Answer.  (d) reporters

Question. 2. Which of the following statements is not true?
(a) Data on humans killed by animals is available.
(b) There is abundant data on animals killed by humans.
(c) Data on humans killed by animals is available with government sources.
(d) Data about different sources of human-wildlife conflict is not available.
Answer.  (b) There is abundant data on animals killed by humans.

Question. 3. Which of the following statements is true?
(a) All people believe that wild animals are dangerous and should be killed.
(b) Killing of wild animals by humans has been generating controversy these days.
(c) Enough provisions exist to keep wild animals away from humans
. (d) Humans kill wild animals only in self-defence.
Answer.  (c) Enough provisions exist to keep wild animals away from humans.

Question. 4. Which of the following are valid reasons for human wildlife conflict?
(a) Shrinking forests.
(b) Crop raids by wild animals.
(c) Increase in human populations.
(d) All of the above.
Answer.  (d) All of the above.

Question. 5. Community participation in resolving human wildlife issues is ....................
(a) an expensive solution to the problem
(b) not a part of the solution to the problem
(c) an essential part of the solution to the problem
(d) a solution that everyone is interested in present times
Answer.  (c) an essential part of the solution to the problem

Question. 6. The loss of habitat is the chief cause of: (a) human-human conflict (b) man-animal conflict (c) extension of forest areas (d) abundance of water
Answer.  (b) man-animal conflict

Question. 7. What is the role of forests in generating human-wildlife conflicts?
Answer.  The forests have been the habitat for animals for centuries.

Question. 8. How does growing human population endanger wildlife?
Answer.  The animals need a territory to stray which is narrowed by selfish humans.

Question. 9. How can community participation contribute towards resolving the problems between humans and wildlife?
Answer.  Community participation can contribute in resolving the issue before they become reactive.

Question. 10. How does payment of compensation for human-wildlife conflict impact attitudes of people towards wildlife?
Answer.  The coexistence of human and animal has been initiated by monetary compensation.

Question. 11. Which kinds of organisations are working at the forefront to reduce human wildlife conflict?
Answer.  Experts, policy makers and community at large are working to reduce wildlife conflicts.

Question. 12. Find the word in para 2 which means the same as ‘a rapid increase’.
Answer.  Spurt

Read the passage given below:

1. No student of a foreign language needs to be told that grammar is complex. By changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate tiny variations in meaning. We can turn a statement into a question, state whether an action has taken place or is soon to take place, and perform many other word tricks to convey subtle differences in meaning. Nor is this complexity inherent in the English language. All languages, even those of so-called ‘primitive’ tribes have clever grammatical components. The Cherokee pronoun system, for example, can distinguish between ‘you and I’, ‘several other people and I’ and ‘you, another person and I’. In English, all these meanings are summed up in the one, crude pronoun ‘we’. Grammar is universal and plays a part in every language, no matter how widespread it is. So the question which has baffled many linguists is — who created grammar?

2. At first, it would appear that this question is impossible to answer. To find out how grammar is created, someone needs to be present at the time of a language’s creation, documenting its emergence. Many historical linguists are able to trace modern complex languages back to earlier languages, but in order to answer the question of how complex languages are actually formed, the researcher needs to observe how languages started from scratch. Amazingly, however, this is possible.

3. Some of the most recent languages evolved due to the Atlantic slave trade. At that time, slaves from a number of different ethnicities were forced to work together under colonizer’s rule. Since they had no opportunity to learn each others languages, they developed a make-shift language called a pidgin. Pidgins are strings of words copied from the language of the landowner. They have little in the way of grammar, and in many cases it is difficult for a listener to deduce when an event happened, and who did what to whom. Speakers need to use circumlocution in order to make their meaning understood. Interestingly, however, all it takes for a pidgin to become a complex language is for a group of children to be exposed to it at the time when they learn their mother tongue. Slave children did not simply copy the strings of words uttered by their elders, they adapted their words to create a new expressive language. Complex grammar systems which emerged from pidgins are termed creoles, and they are invented by children.

4. Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilise the same grammatical machinery that is found in spoken languages. Moreover, there are many different languages used worldwide. The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new government introduced schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later, when this inventive sign system was already around, developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more fluid and compact, and it utilised a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new creole was born.

5. Some linguists believe that many of the world’s most established languages were creoles at first. The English past tense –ed ending may have evolved from the verb ‘do’. ‘It ended’ may once have been ‘It enddid’. Therefore it would appear that even the most widespread languages were partly created by children. Children appear to have innate grammatical machinery in their brains, which springs to life when they are first trying to make sense of the world around them. Their minds can serve to create logical, complex structures, even when there is no grammar present for them to copy.

On the basis of your understanding of the above passage, answer ANY TEN of the questions given below:

Question. 1. In paragraph 1, why does the writer include information about the Cherokee language?
(a) To show how simple, traditional cultures can have complicated grammar structures
(b) To show how English grammar differs from Cherokee grammar
(c) To prove that complex grammar structures were invented by the Cherokees
(d) To demonstrate how difficult it is to learn the Cherokee language
Answer.  (a) To show how simple, traditional cultures can have complicated grammar structures.

Question. 2. What can be inferred about the slaves’ pidgin language?
(a) It contained complex grammar
(b) It was based on many different languages
(c) It was difficult to understand, even among slaves
(d) It was created by the land-owners.
Answer.  (c) It was difficult to understand, even among slaves.

Question. 3. All the following sentences about Nicaraguan sign language are true EXCEPT:
(a) the language has been created since 1979.
(b) the language is based on speech and lip reading
(c) the language incorporates signs which children used at home
(d) the language was perfected by younger children
Answer.  (b) the language is based on speech and lip reading.

Question. 4. Which idea is presented in the final paragraph?
(a) English was probably once a creole
(b) The English past tense system is inaccurate
(c) Linguists have proven that English was created by children
(d) Children say English past tenses different manner
Answer.  (a) English was probably once a creole.

Question. 5. The roots of modern languages can be traced in modern grammar (True/False)
Answer.  False

Question. 6. To create a new language slave children chose ...................... words
Answer.  their own

Question. 7. What is common to all languages?
Answer.  All languages have clever grammatical components. Grammar is universal, and plays a part in every language.

Question. 8. How can we find out who created grammar?
Answer. Someone is required to be present at the time of the creation of language. He needs to observe how languages started from scratch.

Question. 9. According to the passage what can be attributed as a consequence of the Atlantic slave trade?
Answer.  As a consequence of the Atlantic slave trade,some of the most recent languages evolved a make-shift language called pidgin. 

Question. 10. What is pidgin?
Answer. Pidgin is a string of words. They are copied from the language of the landowner. It is also called a make-shift language.

Question. . What are creoles?
Answer.  Creoles are complex grammar systems. They emerged from pidgins. It is said that they were invented by children.

Question. 12. Find the word in para 3 which means the same as ‘simple and temporary’.
Answer.  Make-shift