r

QI. f.11.1 fil:i f&n if it f.l;;:tf 'ilT( 'If< i:'1111fl'I aoo (-) if f.roitr ,
Write essays on any four of the following in about 300 words
each:
(20x4=80)
(a) (jl.d511;q 51;j!lfa~ cnT cnT I

)!l) ~-cfil
The campaign to save the endangered species.

fllilta ~~~~l~~{fcf;ofi?
What can be done to stop wars ?

(c)
I
The emerging presence of women in the Indian Armed Forces.

Price rise : causes and effects

~e) ~m@T 'ql~-qlfq cnT ~~dl!IOI : JiHqdl 3i(q~?.jcf,

~M~I

A synthesis of. Eastern

. .
wisdom and Western science .· a needed
. goal for
humanity.

<ll!w.f '@ \Mfl:'li .i);;r rr..i e11~lf¾<1 'lil<i<llill <Iii 1

"-., inkin. and
The Indian Armed· Forces are a combination
timely action.
· ° ·
f strategic th g

Q2. following
Write arguments for and against each .· of the
statements: (20x2=40)

(a)
Video games sharpen the mind.
(b)
United Nations Organ· . has become. r edundant.
1sation

Q3. .. 0 words each : (10x2=20)

Write reports on the follo . in about 20 .
Wing VID-19 pandemic
(a) Evidences of fellow . during the CO
lee1ing
(b) Green energy Proo-.. . dia
i::,.a.ess m In
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\
Q4. ., . . . e-third of its length. Do n~t
Attempt a prec1s of the given passage in
. . our own
°~.
wor
.
ds The prec1s
•
suggest a title. Write, as far as possible, in Y (15)
must be writte~ only in the precis-format given below. . .. .
Only that person can be healthy who £ee1s h a ppiness '· and f b happiness
• ds
1
can on Y be felt by the person who has peace of.. m ~ • d Fulfilment o
Tit as1c nee
-b ,
.
peace and happiness --------=--
. are the three things d. esire
• d· b y man
. . ese can
. . e
ptiorltized. To regulate the journey of life, fulfilling ba~ic n~eds are a pnonty.
Happirie·s s is a priority for the" agree~ble feelings it generates. And comforts
cannot give happiness to a person unless he has peace.

Rather than seek the gratification of desires, the Indian ~thos

espouses its antithesis - contentment _ as the source of happiness.
Contentment in this context refers to a state of mind in which the potential
psyshic e11,ergy, known as libido in Western psychology, is transformed into a
serene mental quality, rather than actualized as a desire that needs to be
gratified or repressed.

A craving for fame and wealth often results in Ifil)ral depravity, and
in many cases personal destruction. {The greatest of woes comes from not
knowing contentment; the greatest of fltults comes from craving for gains)The
nature of humanity and, for that matter, of all creatures, was to live in a simple
way, partaking no more than what was needed to maintain the healthy growth
of the organism. Beyond that li~i: wer~ selfish cravings and extravagancP.s. A
sage is free from excessive pursuit, e~Joyment and ex}?ectation. A sage is not ·
the product of moral cultivation but simply someone who lives according t h.
~s r£
, . .l. ienation from t h"
authentic .nature. rA i e of simplicity
. · O IS
is the root cause of all ,
human problems.) . . ·
What are the implications of contentedness for modern p 1 .? •
of all one may raise the pmn · t tha t ' unlike animals, h uman needseop et . dFirst
beyond the physiological realm to cover psycho!
' · 1, emotional andex en
: . . ogica . . far
needs. Even ·physiological
. . nee d s change as civihzati
. on .Progresses
· . F sp1ntual
several decades ago, people were content • with n· ·ding · · orb example
a bicycle t '
·
driving a car has become a necessi ¥·t· for many ofth em. , u today

oi
The biggest folly . our times is th ~tt the Youn~ have h
with a plethora of · obJects
. e youth are no f thtaught that achie· een
• Presented .
.impossible
·. ·without
. • .....
hmitin he em d ands O
. d" e s enses an ving. peac ·
e is
childhood we see and hear things w • hich in irecth,
· · ., endorse mind
- · ince S ·
' .
worldly possessions. .
The infatuation . 1 £ w·ith World! an attach
· °ftheyoung · . ment· to
. 11 · possib e or the Y P1easures ·
so strong that it becomes virtua Yi~ de of indiffe lll to reject the d grows
the senses and the mind. ' The attitu . rence to emand~ of
(vairagya) has become an ahen . concept · · Worldly P1easures
3 (4 z7 Words)
Read . the following . passage and , answer the · questions_ that
follow: · (4~5:i:20)
. regu1at ed, the age.,.old
P roperly ·· system ~f apprenti~eship
· . could
. . be
.
deve1oped as an· · a· 1temat'1ve means of e~lq,c~tion rather than a system of
exploitation. A blanket ban on children learning crafts would mean loss of a .
uPique opportunity to create a skilled workforce of potentiai high earners. It
would also imply the loss of an opportunity to generate self-employment in a
country with rising unemployment and few employment avenues for rural
youth, especially home-based women . .However, every child under·fifteen years
should go to school and can learn the family craft while at home.

Sadly, in the ~raft sector in lll-dia, the choice is ofte!} between a

craftsman's child learning ancestral s!{ills (wliile on the job, a~d coll-tributing to
the family income in the process) while remaining illiterate, or getting a
' '
conventional education. Formal s·chooling might not actually equip him or her
for any job in the future.

The crucial issue is not poverty, which is often cited as a justification

for child labour, but whether there' are alternative educational opportunities
available for the child that would give him/her the same' ' employment _
opportuµities. Can child labour be tr@sformed - throug~ _.le~slation,
innovative new plan:qing and edu~ational mechanisms - into a vibra.q.t new
form of training i:mp. e~powerment ?

Training in craft skills, whether ~t home or through the traditional

guru-shtshya relationship, should be recognisea .as industrial training, and .
given the same support a.s other forms of technical and vocational educ~tion.
The family, master craftspersoii, cooperative society, institution, or NGO
jmparting the trainiJ}g sho~ld receive some stip~nd so that tp.e chil(l rath~r
thaµ the employer receives any money that }le/she may earn during the period.
Otherwise, there is the te.lll.pt.ation, often s1,1ccun;ibed to, of practising bone.led
labour of children under the guise of i:rnparting a skill.

Craft skills should b par with other forms of vocational training,

e~ . db .
iallY in traditional craft · -p~ckets, and shoul 'e part of a properly
espec s ·a t · rt t1...
d curriculum with t· . rs or parents pai . 0 impa · · ~ie skill, rather
8tructure• .
h"ldren
,
· .
ra,iile
1 bour.
. li . . rt t . . .
Equa Y impo an is the :1.ssue of
. usJ.Ilg c i as unpaid a
tba.ll .
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 providing facilities for conventional education alongside · those for teaching
traditional skills, scheduling . semesters and hours according to the work
structures and seasonality Qf craft production. Most young craftspeople do not
go to school because school h,ours and locations make it _impossible to avail of
both disciplines. Much craft production is usually a seasonal affair, with pea~
and lows according to market demands. School terms and curricula could be
organised accordingly. In a country as diverse and multidimensional as India,
there is no ·one single solution or ·methodology and we need to find ways for
children of craft families to learn a craft and go to school. .

Questions:

(a) What would 'blanket ba,n on ~hildren learning crafts' imply?

(b) What is the dilemma faced by a craftsman's child?

(c) . Who should receive the stipend and why?

(d) Why does child labour exist ? What can make it a viable mode of
employment ?

(e) . What· measures should be taken to encourage school education amongst

children of craftsmen ?

. di t d ·
Q6. (a) Rewrite the sentences as !~Cre .
(lxlP=lO)

(i) · Let the go~ernment pQilish tbe wrong doers. (Change the voice)

: an ''You
.. ) .
(11 The policeman said to the Ill ' . a,e a trespasser and will be
, tence uslll · d'
-. punished." (Rewrite tp.e.sen g in irect speech)

ent the Ill· .-

(iii) . started
Themeet 1ng . th.e mom in1ster arrived ·

(Us,e 'as soon as')

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 (iv) He does his work - - without depending on others.
-
·(Fill .•in· the ·blank
· · with an ·,appropriate
space , ~eflexive
, pronoun)
:

(v) A law-abiding citizen is one who abides _ _ _ _ _ the laws of

the land. (Supply the appropriate preposition)

(vi) I met a woman. Her purse was snatched by someone.

(Combine these simple sentences into a complex sentence)

(vii) You aren't going out, _____ ? (Add a suitable question tag)

(viii) He always remembers his well-wishers.

(Change into a negative sentence without changing the meaning)

(ix) He drove too fast for the police to catch him. (Remove 'too')

(x) The book may be in the bag. It may be in the cupboard.

(Join the two sentences using 'either ... or')

(b)
Write one sentence each using the following words and phrases to bring
out the· ·
ir meaning clearly. Do. not ch~nge the tense form of the given
words.
(2X5=10)
(i) Lookup to

(ii) Let down

(iii) · Take up

(iv) Turn down

(v) Break into

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 (c) Rewrite .the following sentences correctly after detecting errors of any
• ' ' j ! I ' , 1 i

kind including mispositioning of words. Do not make unnecessary

(lx5=5)
changes.

(i) One of the prisoner escaped from the prison van.

(ii) How you could forget the name of your school ?

(iii) , Prices a:r:e incre~sing in leaps and bounds. .. .

(iv) No sooner I had reached the station than the train started.

(v) I avoid to go there.

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