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Reading Comprehension Test 11

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Reading Comprehension Test 11
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  • Question 1
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    Directions For Questions

    [passage-header]
    Read the passage and answer the question that follows:
    [/passage-header]Suppose an accident occurs as you are passing by. You see a person lying unconscious and helpless. What should you do? You could go past the injured person and look away, or you could stop and help him. It is our duty to help those who are in need of help. Imagine your plight if you had an accident and no one came to your aid$$!$$ We must care about the lives of other people as much as we care about our own.
    It is also our duty to help those who are less fortunate than us. In his time, Raja Ram Mohan Roy sought to improve the lot of women in India. He set up schools and institutions to educate them. He worked hard to raise them to a position of respect and importance in the joint family system. He urged them to develop their minds and to acquire some skill. Raja Ram Mohan Roy had a social conscience. He realized that it was his duty to improve the lives of Indian women.
    Florence Nightingale cared so much for others that she gave up a life of luxury to devote herself to nursing the sick and the wounded. Elizabeth Fry and Mother Teresa worked all their lives to change the pitiable conditions of prisoners, beggars and all who were less fortunate than them. Both of them dedicated their lives to the cause of the poor, sick, and the handicapped.
    You, too, must develop within yourself this feeling of concern for the welfare of others. We all cannot be Florence Nightingales or Mother Teresas but we can certainly develop the ability to be kind-hearted towards other people.

    ...view full instructions

    What should you do when you see someone injured on the road?
    Solution
    Option B is the correct answer to this question. Through the passage, the writer is urging us to look from the perspective of the injured and be considerate and passionate towards those are in need of our help.
    Option A is incorrect as it is morally and socially unacceptable that we ignore the plight of those who are in pain. According to the passage too, the practical and correct thing to do is to help and care for him.
    Options C and D are incorrect because these are not helping the person in pain in any way at the moment. What the person needs is help and the writer of the passage is asking us to be kind to people who are in pain.
  • Question 2
    1 / -0

    Directions For Questions

    [passage-header]Read the following passage and answer the question that follows.
    [/passage-header]Leonardo da Vinci (pronounced Vinchi) was one of the finest artists the world has ever known. He was a sculptor, architect, engineer and a pioneer of many scientific achievements. He was a genius whose many-sided talent has seldom, if ever, been matched in the history of the world.
    When Leonardo was eighteen, his father who was a lawyer, sent him to Florence to study painting under an artist named Verrochio. Here he learned to make his own paints, prepare canvas, mix oils and to generally assist his master. He soon became a proficient painter. He had a vivid imagination and a great love of beauty.
    Leonardo soon became an independent artist. He used the backyard of his small house as a studio where he spent many hours sketching models in various poses. He practised endlessly to perfect his drawings of the human head, hands and body. At the same time, he took great interest in architecture and sculpture.
    At that time, Florence was the centre of Italian culture. A noble known as Lorenzo the Magnificent, who took a lively interest in arts and crafts, became Leonardo's patron and benefactor. He helped him to become well known in art circles.
    Leonardo was the first artist to fully appreciate the beauty of nature and the effect of light and shade. He refused to follow old, traditional rules and patterns and used his imagination and originally to create a new school of painting. He, however, did not stop there. He had an unquenchable thirst for knowledge. He not only studied the human body but also animal anatomy, Ophthalmics (the science of the eyes), the laws of muscular movements, and Botany. He was a pioneer in these sciences. His enquiring mind and desire to know the laws which govern everyday occurrences like the movement of waves and tides, opened up many fields of interest. Leonardo had not forgotten his love of music. He made a new kind of lute of silver which had a much sweeter sound than the lutes which were in use at that time. He loved to improvise or invent new tunes on the spur of the moment. He had an amazing ability to do things in new, original ways. He also liked to perfect whatever he did.

    ...view full instructions

    When Leonardo practised painting, he took interest in __________ also.
    Solution
    When he was practising painting, Da Vinci had interest in architecture and sculpture, as is mentioned in the third paragraph of the passage. Hence, option C is the correct answer.
    Options A, B, and D are incorrect because his proficiency in engineering, animal anatomy and ophthalmics was obtained after he was established and reputed as a painter and not when he was still practising painting.
  • Question 3
    1 / -0

    Directions For Questions

    [passage-header]Read the following poem carefully and answer the question that follows:
    [/passage-header]Early Memory.
    I remember picking up a fistful of sand, smooth crystals, like hourglass sand and throwing it into the eyes of a boy. Johny or Danny or Kevin- he was not important.
    I was five and I knew he would cry.
    I remember everything about it-
    The sandbox in the corner of the room
    at Cinderella Day Care; Ms. Lee,
    Who ran over after the boy wailed for his mother,
    Her stern look as the words "no snack" formed on her lips.
    My hands with their gritty, half-mooned fingernails.
    I hid in the pockets of my blue and white dress.
    How she found them and uncurled small sandy fists.
    There must have been such rage in me, to give such pain to another person. This afternoon, I saw a man pull a gold chain off the neck of a woman as she crossed the street.
    She cried out with a sound that bleached me.
    I walked on, unable to help,
    knowing that fire in childhood
    clenched deep in my pockets all the way home.

    ...view full instructions

    The sand looked like ___________.
    Solution
    "I remember picking up a fistful of sand, smooth crystals"- this line from the poem indicates that the sand looked like crystal. The use of a comma and the use of "smooth crystals" directly after "sand" hints that "smooth crystal" refers to how the "fistful of sand" looked like to the poet. Option D is the best answer. The other options are incorrect because they do not fit the context.
  • Question 4
    1 / -0

    Directions For Questions

    [passage-header]Read the following passage and answer the question that follows.
    [/passage-header]Leonardo da Vinci (pronounced Vinchi) was one of the finest artists the world has ever known. He was a sculptor, architect, engineer and a pioneer of many scientific achievements. He was a genius whose many-sided talent has seldom, if ever, been matched in the history of the world.
    When Leonardo was eighteen, his father who was a lawyer, sent him to Florence to study painting under an artist named Verrochio. Here he learned to make his own paints, prepare canvas, mix oils and to generally assist his master. He soon became a proficient painter. He had a vivid imagination and a great love of beauty.
    Leonardo soon became an independent artist. He used the backyard of his small house as a studio where he spent many hours sketching models in various poses. He practised endlessly to perfect his drawings of the human head, hands and body. At the same time, he took great interest in architecture and sculpture.
    At that time, Florence was the centre of Italian culture. A noble known as Lorenzo the Magnificent, who took a lively interest in arts and crafts, became Leonardo's patron and benefactor. He helped him to become well known in art circles.
    Leonardo was the first artist to fully appreciate the beauty of nature and the effect of light and shade. He refused to follow old, traditional rules and patterns and used his imagination and originally to create a new school of painting. He, however, did not stop there. He had an unquenchable thirst for knowledge. He not only studied the human body but also animal anatomy, Ophthalmics (the science of the eyes), the laws of muscular movements, and Botany. He was a pioneer in these sciences. His enquiring mind and desire to know the laws which govern everyday occurrences like the movement of waves and tides, opened up many fields of interest. Leonardo had not forgotten his love of music. He made a new kind of lute of silver which had a much sweeter sound than the lutes which were in use at that time. He loved to improvise or invent new tunes on the spur of the moment. He had an amazing ability to do things in new, original ways. He also liked to perfect whatever he did.

    ...view full instructions

    Leonardo da Vinci was a many-sided talented person whose genius can __________ be matched in the history of the world.
    Solution
    Option C is the correct answer because rare means something that doesn't happen that often, but still does happen. It does not negate the chance of something happening altogether.
    Option A is incorrect as never means, at no time in the past or in the future. This kind of prediction can never be made because we don't know what the future holds. 
    Option B is incorrect because often means frequently, and it is a fact that we don't find geniuses like Da Vinci that frequently.
    Option D is incorrect as always means at all times, on all occasions and this is factually incorrect and is not supported by the passage.
  • Question 5
    1 / -0

    Directions For Questions

    [passage-header]Read the given passage carefully and attempt the question that follows:[/passage-header]MY LOVE FOR NATURE, goes right back to my childhood, to the times when I stayed on my grandparents' firm in Suffolk. My father was in the armed forces, so we were always moving and didn't have a home base for any length of time, but I loved going there. I think it was my grandmother who encouraged me more than anyone: she taught me the names of wildflowers and got me interested in looking at the countryside, so it seemed obvious to go on to do Zoology at University.

    I didn't get my first camera until after I'd graduated when I was due to go diving in Norway and needed a method of recording the sea creatures I would find there. My father didn't know anything about photography, but he bought me an Exacta, which was really quite a good camera for the time, and I went off to take my first pictures of sea anemones and starfish. I became keen very quickly, and learned how to develop and print; obviously I didn't have much money in those days, so I did more black and white photography than color, but it was all still using the camera very much as a tool to record what I found both by diving and on the shore. I had no ambition at all to be a photographer then, or even for some years afterward.

    Unlike many of the wildlife photographers of the time, I trained as a scientist and therefore my way of expressing myself is very different. I've tried from the beginning to produce pictures which are always biologically correct. There are people who will alter things deliberately: you don't pick up sea creatures from the middle of the shore and take them down to attractive pools at the bottom of the shore without knowing you're doing it. In so doing you're actually falsifying the sort of seaweeds they live on and so on, which may seem unimportant, but it is actually changing the natural surroundings, to make them prettier. Unfortunately, many of the people who select are looking for attractive images and, at the end of the day, whether it's truthful or not doesn't really matter to them.

    It's important to think about the animal first, and there are many occasions when I've not taken a picture because it would have been too disturbing. Nothing is so important that you have to get that shot; of course, there are cases when it would be very sad if you didn't, but it's not the end of the world. There can be a lot of ignorance in people's behavior towards wild animals and it's a problem that more and more people are going to wild places: while some animals may get used to cars, they won't get used to people suddenly rushing up to them. The sheer pressure of people,  coupled with the fact that there are increasingly fewer places where no-one else has photographed, means that over the years, life has become much more difficult for the professional wildlife photographer.

    Nevertheless, wildlife photography plays a very important part in educating people about what is out there and what needs conserving. Although photography can be an enjoyable pastime, as it is to many people, it is also something that plays a very important part in educating young and old alike. Of the qualities it takes to make a good wildlife photographer, patience is perhaps the most obvious- you just have to be prepared to sit it out. I'm actually more patient now because I write more than ever before, and as I've got a bit of paper and a pencil, I don't feel I'm wasting my time. And because I photograph such a wide range of things, even if the main target doesn't appear I can probably find something else to concentrate on instead.

    ...view full instructions

    The writer decided to go to university and study Zoology because
    Solution
    The opening sentence of the first paragraph "My love of nature, goes right back to my childhood. to the times when I stayed on, my grandparents' farm in the Suffolk" and the last sentence of the first paragraph suggest option (C) is the correct answer. It is not said in the paragraph that the writer's grandmother persuaded her to go to University and study Zoology. Other options do not stand to the given statement.
  • Question 6
    1 / -0

    Directions For Questions

    Read the given passage carefully and answer the question that follows.

        There is a fairly universal sentiment that the use of nuclear weapons is clearly contrary to morality and that its production probably so,  does not go far enough. These activities are not only opposed to morality but also to the law if the legal objection can be added to the moral, the argument against the use and the manufacture of these weapons will considerably be reinforced. Now the time is ripe to evaluate the responsibility of scientists who knowingly use their expertise for the construction of such weapons, which has a deleterious effect on mankind.
        To this must be added the fact that more than 50 percent of the skilled scientific manpower in the world is now engaged in the armaments industry. How appropriate it is that all this valuable skill should be devoted to the manufacture of weapons of death in a world of poverty is a question that must touch the scientific conscience.
            A meeting of biologists on the Long-Term Worldwide Biological consequences of nuclear were added frightening dimension to those forecasts. Its report suggested that the ling biological effects resulting from climatic changes may at least be as serious as the immediate ones. Sub-freezing temperatures, low light levels, and high doses of ionizing and ultraviolet radiation extending for many months after a large-scale nuclear war could destroy the biological support system of civilization, at least in the Northern Hemisphere. Productivity in natural and agricultural ecosystems could be severely restricted for a year or more. Postwar survivors would face starvation as well as freezing conditions in the dark and be exposed to near-lethal doses of radiation. If, as now seems possible, the Southern Hemisphere were affected also, global disruption of the biosphere could ensue. In any event, there would be severe consequences, even in the areas not affected directly, because of the interdependence of the world economy. 
    In either case the extinction of a large fraction of the earth's animals, plants and microorganism seem possible. The population size of Homo sapiens conceivably could be reduced to prehistoric levels or below, and extinction of the human species itself cannot be excluded.

    ...view full instructions

    Which of the following is one of the consequences of nuclear war?
    Solution
    In the 3rd paragraph it is mentioned that 'productivity in natural and agricultural ecosystems could be severely restricted for a year or more.'
  • Question 7
    1 / -0

    Directions For Questions

    Read the following passage and answer the question that follows:

    In recent weeks the writers William Dalrymple and Patrick French, among others, have come before a fusillade of criticism in India, much of it questioning not their facts, not their interpretations, but their foreignness.

      "Who gets to write about India?" The Wall Street Journal asked on Wednesday in its own report on this Indian literary feuding. It is a complicated question, not least because to decide who gets to write about India, you would need to decide who get to decide who gets to write about India. Rather than conjecturing some Committee for the Deciding of Who Gets to Write About India, it might be easier to let writers write what they please and readers read what they wish.

        The accusations pouring forth from a section of the Indian commentarial are varied. Some criticism is of a genuine literary nature, fair game, customary, expected. But lately, a good amount of the reproaching has been about identity.     In the case of Mr. Dalrymple, A Briton who lives in New
    Delhi, it is- in the critics' view- that his writing is an act of re-colonization. In the case of Mr.French, it is that he belongs to a group of foreign writers who use business-class lounges and see some merit in capitalism and therefore do not know the real India, which only the commentarial member in question does.

        What is most interesting about these appraisals is that their essential nature makes reading the book superfluous, as one of my Indian reviewers openly admitted. (His review was not about the book but about his refusal to read the book). The book is not necessary in these cases, for the argument is about who can write about India, not what has been written. For critics of this persuasion, India surely seems a lonely land. A country with a millennial history of Hindus, Christians,  Jews, Muslims and Buddhists living peaceably together; a country of hundreds of dialects in which so many Indians are linguistic foreigners to each other, and happily, tolerantly so; a country
    that welcomes foreign seekers (of yoga poses, of spiritual wisdom, of ancestral roots) with open arms; a country where, outside the elite world of South Delhi and South Bombay, I have not heard an Indian ask whether outsides have a right to write, think or exist on their soil.

        But it is not just this deep-in-the bones pluralism that challenges the who-gets-to-write-about-India contingent. It is also that at the very heart of India's multifarious changes today in this glimmering idea: that Indians must be rewarded for what they do, not who they are.

        Identities you never chose-caste, gender, birth order are becoming less important determinants of fate. You deed how hard you work, what risks you take- are becoming more important.

        It is this idea, which I have found pulsating throughout the Indian layers, that leaves a certain portion of the intelligentsia out of sync with the surrounding country. As Mr.French has observed, there is a tendency in some of these writers to value social mobility only for themselves. When the new economy lifts up the huddled masses. then it becomes tawdry capitalism and rapacious imperialism and soulless globalization.

        Fortunately for those without Indian passports, the nativists' vision of India is under demographic siege. The young and the relentless are India's future. They could not think more differently from these literatis.

        They savor the freedom they are gaining to seek their own level in the society and to find their voice, and they to be delighted at the thought that some foreigners do the same in India and love their country as much as they do.

    ...view full instructions

    The writer believes that the most peculiar aspect of the criticisms that Patrick French and William Dalaymple have received is that:
    Solution
    The fourth paragraph says, 'In the case of Mr.Dalrymple, a Briton who lives in New Delhi, it is in the critics' view that his writing is an act of re-colonization. In the case of Mr, French, it is that he belongs to a group of foreign writers who use business-class lounges and see some merit in capitalism and therefore do not know the real India, which only the commentarial member in question does.' Therefore it is clear that these critics ignore the plural ethos of India. Therefore option (d) is correct answer.
  • Question 8
    1 / -0

    Directions For Questions

    Read the given passage carefully and attempt the question that follows.

    It is an old saying that knowledge is power. Education is an instrument which imparts knowledge and therefore, indirectly controls power. Therefore, ever since the dawn of our civilization, persons in power have always tried to supervise or control education. It has been hand mined of the ruling class. During the Christian era, the ecclesiastics controlled the institution of education and diffused among the people the gospel of the Bible and religious teachings. These gospels and teachings were no other than a philosophy for the maintenance of the existing society. It taught the poor man to be meek and to earn his bread with the sweat of his brow, while the priests and the landlords lived in luxury and fought duels for the slightest offense. During the Renaissance, education passed more from the clutches of the priest into the hands of the prince. In other words, it became more secular. Under the control of the monarch, education began to devise and preach the infallibility of its masters, the monarch or king. It also invented and supported fantastic theories like "The Divine right Theory" and that the king can do no wrong, etc. With the advent of the industrial revolution, education took a different turn and had to please the new master. It now no longer remained the privilege of the baron class but was thrown open to the newly rich merchant class of the society. The philosophy which was in vogue during this period was that of "Laissez Faire" restricting the function of the state to a mere keeping of laws and order while on the other hand, in practice the law of the jungle prevailed in the form of free competition and the survival of the fittest.

    ...view full instructions

    Who controlled education during the Renaissance?
    Solution
    The passage says, 'During the Renaissance, education passed more from the clutches of the priest into the hands of the prince.' Therefore option (b) is the right choice.
  • Question 9
    1 / -0

    Directions For Questions

    Read the given passage carefully and answer the question that follows.

        There is a fairly universal sentiment that the use of nuclear weapons is clearly contrary to morality and that its production probably so,  does not go far enough. These activities are not only opposed to morality but also to the law if the legal objection can be added to the moral, the argument against the use and the manufacture of these weapons will considerably be reinforced. Now the time is ripe to evaluate the responsibility of scientists who knowingly use their expertise for the construction of such weapons, which has a deleterious effect on mankind.
        To this must be added the fact that more than 50 percent of the skilled scientific manpower in the world is now engaged in the armaments industry. How appropriate it is that all this valuable skill should be devoted to the manufacture of weapons of death in a world of poverty is a question that must touch the scientific conscience.
            A meeting of biologists on the Long-Term Worldwide Biological consequences of nuclear were added frightening dimension to those forecasts. Its report suggested that the ling biological effects resulting from climatic changes may at least be as serious as the immediate ones. Sub-freezing temperatures, low light levels, and high doses of ionizing and ultraviolet radiation extending for many months after a large-scale nuclear war could destroy the biological support system of civilization, at least in the Northern Hemisphere. Productivity in natural and agricultural ecosystems could be severely restricted for a year or more. Postwar survivors would face starvation as well as freezing conditions in the dark and be exposed to near-lethal doses of radiation. If, as now seems possible, the Southern Hemisphere were affected also, global disruption of the biosphere could ensue. In any event, there would be severe consequences, even in the areas not affected directly, because of the interdependence of the world economy. 
    In either case the extinction of a large fraction of the earth's animals, plants and microorganism seem possible. The population size of Homo sapiens conceivably could be reduced to prehistoric levels or below, and extinction of the human species itself cannot be excluded.

    ...view full instructions

    The scientists engaged in manufacturing destructive weapons are:
    Solution
    The first sentence of the second stanza expresses, 'more than 50 percent of the skilled scientific manpower in the world is now engaged in the armaments industry'.
  • Question 10
    1 / -0

    Directions For Questions

    [passage-header]Read the following poem carefully and answer the question that follows:[/passage-header]Did I Ever Stop?
    Did I ever stop to make you smile
    When your day was hard or your road was long?
    When your light stopped shinning for a while,
    Did I sing for you a happy song?
    Did I ever try to make you laugh
    When your eyes held tears and you couldn't speak?
    When your world seemed almost torn in half,
    Did I hold your hand or kiss your cheek?
    Did I ever pause to hear your voice
    When you needed just a moment's ear?
    When you'd lost your way or missed a choice,
    Did I let you know that I was near?
    Did I ever stop to say I care
    When I didn't seek to hear it to?
    When you weren't so sure that I'd be there,
    Did I ever show love for you?

    ...view full instructions

    The poem speaks of ___________.
    Solution
    The correct answer for this would be option A, love. The poet talks about the love he had for his beloved, the times that he showed his love for them, indicated in the past tense. Options B and C, stating hope and happiness, respectively, do got go with the melancholic tone of the poem, which suggests an impending separation. Hence, options B,C and D are disqualified. 
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