(A) Read the following extract and answer the questions given below : Co-education is a system of education where boys and girls study together. In a country as conservative as India, co-education helps boys and girls break popular misconceptions existing between both since time immemorial. Co-education encourages familiarity between boys and girls and they start breaking misconceptions about each other. Their general outlook changes and they develop a healthy, normal relationship with more mature personalities. There is no discrimination based on sex. It has often been seen that students who come from a co-educational background are better communicators than students who study in same-sex institutions. Co-education also helps students in their later life when they become professionals and interact with the opposite sex. As these boys and girls lose their shyness, they develop a broader outlook and are devoid of a narrow mentality. It is essential to have more co-educational institutions to nurture good, normal, healthy citizens who in turn can help remove social evils like dowry through joint efforts. Co-education can also reduce eve-teasing, ragging, rape and other crimes against women. With more under-standing, mutual respect is developed and the mind is free of any unsavoury thoughts. Thinking maturity comes at an early age and goes a long way in developing well-rounded personalities in both. What needs to be done immediately nation-wide is to introduce co-education right from primary school. At this stage itself, parents and teachers should take precautions in ensuring a proper balance between education and moral values. What measures are suggested for the effective implementation of co-education

(A) Read the following extract and answer the questions given below :

1.	(A) Read the following extract and answer the questions given below : Co-education is a system of education where boys and girls study together. In a country as conservative as India, co-education helps boys and girls break popular misconceptions existing between both since time immemorial. Co-education encourages familiarity between boys and girls and they start breaking misconceptions about each other. Their general outlook changes and they develop a healthy, normal relationship with more mature personalities. There is no discrimination based on sex. It has often been seen that students who come from a co-educational background are better communicators than students who study in same-sex institutions. Co-education also helps students in their later life when they become professionals and interact with the opposite sex. As these boys and girls lose their shyness, they develop a broader outlook and are devoid of a narrow mentality. It is essential to have more co-educational institutions to nurture good, normal, healthy citizens who in turn can help remove social evils like dowry through joint efforts. Co-education can also reduce eve-teasing, ragging, rape and other crimes against women. With more under-standing, mutual respect is developed and the mind is free of any unsavoury thoughts. Thinking maturity comes at an early age and goes a long way in developing well-rounded personalities in both. What needs to be done immediately nation-wide is to introduce co-education right from primary school. At this stage itself, parents and teachers should take precautions in ensuring a proper balance between education and moral values. What measures are suggested for the effective implementation of co-education
Answer» <html><body><p></p>Solution :For effective implementation of co-<a href="https://interviewquestions.tuteehub.com/tag/education-3167" style="font-weight:bold;" target="_blank" title="Click to know more about EDUCATION">EDUCATION</a>, it should be introduced nation-wide right from <a href="https://interviewquestions.tuteehub.com/tag/primary-1165403" style="font-weight:bold;" target="_blank" title="Click to know more about PRIMARY">PRIMARY</a> school. At this <a href="https://interviewquestions.tuteehub.com/tag/stage-1223778" style="font-weight:bold;" target="_blank" title="Click to know more about STAGE">STAGE</a>, parents and teachers should take precautions to ensure a <a href="https://interviewquestions.tuteehub.com/tag/proper-1169819" style="font-weight:bold;" target="_blank" title="Click to know more about PROPER">PROPER</a> balance between education and moral <a href="https://interviewquestions.tuteehub.com/tag/values-25920" style="font-weight:bold;" target="_blank" title="Click to know more about VALUES">VALUES</a></body></html>

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Answer the following question in 120-150 words: How did Gandhiji succeed in getting justice for the Indigo sharecroppers?
But even in a poverty-free world where every man and woman would earn enough to take care to themselves and their family, there would still be situations of temporary poverty due to a sudden catastrophe or misfortune, a bankruptcy or business downturn leading to failure, or some personal disease or disaster. A poverty-free wold might see a whole group of families, locations, or even regions devastated by some shared disasters, such as floods, fires, cyclones, riots, earthquakes or other disasters. But such temporary problems could be taken care of by the market mechanism through insurance and other self-paying programmes, assisted of course by social-consciousness-driven enterprises. There would always remain differences in lifestyle between people at the bottom of society and those at the top income levels. Yet that difference would be the difference between the middle-class and luxury class, just as on trains in Europe today you have only first class and second-class carriages, whereas in nineteenth century there were third-class and even fourth-class carriages- sometimes with no windows and just hay strewn on the floor. Can we really create a poverty-free world? A world without third-class or fourth-class citizens a world without a hungry, illiterate, barefoot under-class ? What is the extract about?
But even in a poverty-free world where every man and woman would earn enough to take care to themselves and their family, there would still be situations of temporary poverty due to a sudden catastrophe or misfortune, a bankruptcy or business downturn leading to failure, or some personal disease or disaster. A poverty-free wold might see a whole group of families, locations, or even regions devastated by some shared disasters, such as floods, fires, cyclones, riots, earthquakes or other disasters. But such temporary problems could be taken care of by the market mechanism through insurance and other self-paying programmes, assisted of course by social-consciousness-driven enterprises. There would always remain differences in lifestyle between people at the bottom of society and those at the top income levels. Yet that difference would be the difference between the middle-class and luxury class, just as on trains in Europe today you have only first class and second-class carriages, whereas in nineteenth century there were third-class and even fourth-class carriages- sometimes with no windows and just hay strewn on the floor. Can we really create a poverty-free world? A world without third-class or fourth-class citizens a world without a hungry, illiterate, barefoot under-class ? How will the poverty-free world take care of natural disasters ?
But even in a poverty-free world where every man and woman would earn enough to take care to themselves and their family, there would still be situations of temporary poverty due to a sudden catastrophe or misfortune, a bankruptcy or business downturn leading to failure, or some personal disease or disaster. A poverty-free wold might see a whole group of families, locations, or even regions devastated by some shared disasters, such as floods, fires, cyclones, riots, earthquakes or other disasters. But such temporary problems could be taken care of by the market mechanism through insurance and other self-paying programmes, assisted of course by social-consciousness-driven enterprises. There would always remain differences in lifestyle between people at the bottom of society and those at the top income levels. Yet that difference would be the difference between the middle-class and luxury class, just as on trains in Europe today you have only first class and second-class carriages, whereas in nineteenth century there were third-class and even fourth-class carriages- sometimes with no windows and just hay strewn on the floor. Can we really create a poverty-free world? A world without third-class or fourth-class citizens a world without a hungry, illiterate, barefoot under-class ? According to the writer, what would 'the world without poverty' be like?
But even in a poverty-free world where every man and woman would earn enough to take care to themselves and their family, there would still be situations of temporary poverty due to a sudden catastrophe or misfortune, a bankruptcy or business downturn leading to failure, or some personal disease or disaster. A poverty-free wold might see a whole group of families, locations, or even regions devastated by some shared disasters, such as floods, fires, cyclones, riots, earthquakes or other disasters. But such temporary problems could be taken care of by the market mechanism through insurance and other self-paying programmes, assisted of course by social-consciousness-driven enterprises. There would always remain differences in lifestyle between people at the bottom of society and those at the top income levels. Yet that difference would be the difference between the middle-class and luxury class, just as on trains in Europe today you have only first class and second-class carriages, whereas in nineteenth century there were third-class and even fourth-class carriages- sometimes with no windows and just hay strewn on the floor. Can we really create a poverty-free world? A world without third-class or fourth-class citizens a world without a hungry, illiterate, barefoot under-class ? What can we do to help the poor in our society?
But even in a poverty-free world where every man and woman would earn enough to take care to themselves and their family, there would still be situations of temporary poverty due to a sudden catastrophe or misfortune, a bankruptcy or business downturn leading to failure, or some personal disease or disaster. A poverty-free wold might see a whole group of families, locations, or even regions devastated by some shared disasters, such as floods, fires, cyclones, riots, earthquakes or other disasters. But such temporary problems could be taken care of by the market mechanism through insurance and other self-paying programmes, assisted of course by social-consciousness-driven enterprises. There would always remain differences in lifestyle between people at the bottom of society and those at the top income levels. Yet that difference would be the difference between the middle-class and luxury class, just as on trains in Europe today you have only first class and second-class carriages, whereas in nineteenth century there were third-class and even fourth-class carriages- sometimes with no windows and just hay strewn on the floor. Can we really create a poverty-free world? A world without third-class or fourth-class citizens a world without a hungry, illiterate, barefoot under-class ? Rewrite the following sentences in the ways instructed : (i) Temporary problems could be taken care of by market mechanism (Rewrite the sentence beginning with 'Market mechanism...') (ii) In the nineteenth century, there were third-class carriages. (iii) There would still be situations of temporary poverty. (Rewrite it using 'can')
But even in a poverty-free world where every man and woman would earn enough to take care to themselves and their family, there would still be situations of temporary poverty due to a sudden catastrophe or misfortune, a bankruptcy or business downturn leading to failure, or some personal disease or disaster. A poverty-free wold might see a whole group of families, locations, or even regions devastated by some shared disasters, such as floods, fires, cyclones, riots, earthquakes or other disasters. But such temporary problems could be taken care of by the market mechanism through insurance and other self-paying programmes, assisted of course by social-consciousness-driven enterprises. There would always remain differences in lifestyle between people at the bottom of society and those at the top income levels. Yet that difference would be the difference between the middle-class and luxury class, just as on trains in Europe today you have only first class and second-class carriages, whereas in nineteenth century there were third-class and even fourth-class carriages- sometimes with no windows and just hay strewn on the floor. Can we really create a poverty-free world? A world without third-class or fourth-class citizens a world without a hungry, illiterate, barefoot under-class ? What do the following words in the extract mean : (i) devastated (ii) hay
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(A) Read the following extract and answer the questio:s given below : She smiled, "I found 'em, out by the tree. I picked' em because they' re pretty like you. :, I knew you would like'em, especially the blue." I said, "Daughter, I'm sorry for the way I acted today, I shouldn't have yelled at you that way." She said, "Oh, Mom, that's okay. I love you anyway." I said, "Daughter, I love you too, and I do like the flowers, espedally the blue." What did the mother do when she realized her mistake
(A) Read the following extract and answer the questio:s given below : She smiled, "I found 'em, out by the tree. I picked' em because they' re pretty like you. :, I knew you would like'em, especially the blue." I said, "Daughter, I'm sorry for the way I acted today, I shouldn't have yelled at you that way." She said, "Oh, Mom, that's okay. I love you anyway." I said, "Daughter, I love you too, and I do like the flowers, espedally the blue." In what way do you share your feelings with your parents

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