Do PYQs repeat in CLAT- Repeated Questions, Previous Year Question Papers, CLAT Paper Review

CLAT Questions

• 1.

  The right kind of education consists in understanding the child as he is without imposing upon him an ideal of what we think he should be. To enclose him in the framework of an ideal is to encourage him to conform, which breeds fear and produces in him a constant conflict between what he is and what he should be: and all inward conflicts have their outward manifestations in society. If the parent loves the child, he observes him, he studies his tendencies, his moods, and peculiarities. It is only when one feels no love for the child that one imposes upon him an ideal, for then one's ambitions are trying to fulfill themselves in him, wanting him to become this or that. If one loves, not the ideal but the child, then there is a possibility of helping him to understand himself as he is.
  Ideals are a convenient escape, and the teacher who follows them is incapable of understanding his students and dealing with them intelligently; for him, the future ideal, the what should be, is far more important than the present child. The pursuit of an ideal excludes love, and without love no human problem can be solved. If the teacher is of the right kind, he will not depend on a method, but will study each individual pupil. In our relationship with children and young people, we are not dealing with mechanical devices that can be quickly repaired, but with living beings who are impressionable, volatile, sensitive, afraid, affectionate: and to deal with them, we have to have great understanding, the strength of patience and love. When we lack these, we look to quick and easy remedies and hope for marvellous and automatic results. If we are unaware, mechanical in our attitudes and actions, we fight shy of any demand upon us that is disturbing and that cannot be met by an automatic response, and this is one of our major difficulties in education.
   (Extract with edits from "The right kind of Education" by J. Krishna Murti)

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• 2.

  During the First World War, Indian merchants and industrialists wanted protection against imports of foreign goods, and a rupee-sterling foreign exchange ratio that would discourage imports. To organise business interests, they formed the Indian Industrial and Commercial Congress in 1920 and the Federation of the Indian Chamber of Commerce and Industries (FICCI) in 1927. The industrialists attacked colonial control over the Indian economy and supported the Civil Disobedience Movement when it was first launched. They gave financial assistance and refused to buy or sell imported goods. After the failure of the Round Table Conference, business groups were no longer uniformly enthusiastic. They were apprehensive of the spread of militant activities, and worried about prolonged disruption of business, as well as of the growing influence of socialism amongst the younger members of the Congress.
  The industrial working classes did not participate in the Civil Disobedience Movement in large numbers, except in the Nagpur region. As the industrialists came closer to the Congress, workers stayed aloof. But inspite of that, some workers did participate in the Civil Disobedience Movement, selectively adopting some of the ideas of the Gandhian programme, like boycott of foreign goods, as part of their own movements against low wages and poor working conditions. There were strikes by railway workers in 1930 and dockworkers in 1932. In 1930, thousands of workers in Chotanagpur tin mines wore Gandhi caps and participated in protest rallies and boycott campaigns. But the Congress was reluctant to include workers' demands as part of its programme of struggle. It felt that this would alienate industrialists and divide the anti-imperial forces.
  Another important feature of the Civil Disobedience Movement was the large-scale participation of women. During Gandhiji's salt march, thousands of women came out of their homes to listen to him. They participated in protest marches, manufactured salt, and picketed foreign cloth and liquor shops. Many went to jail.
  [Excerpt from Chapter II - Nationalism in India, India and the Contemporary World, NCERT]

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• 3.

  The "Nari Shakti Vandan Adhiniyam", 2023 Act received near-unanimous support in both the Lok Sabha and the Rajya Sabha. The legislation mandates the reservation of one-third of all seats in the Lok Sabha, state legislative assemblies, and Delhi (as a union territory with an elected assembly) for women. This linking of the implementation of the Act to the implementing of two long-term exercises of census and delimitation, makes little sense to many, and sounds quite like empowerment delayed for now.
  In a 2012 article 'Holding Up Half the Sky: Reservations for Women in India', Rudolf C Heredia breaks down the common misconceptions that cloud our understanding of women's political participation- "When women do attain a national leadership role it is often because they have inherited the mantle from their fathers ophusbands, rather than as persons in their own right and are then projected as matriarchs, part of the joint family, complementary to the patriarchy rather than a challenge to it."
  In 'Equality versus Empowerment: Women in Indian Legislature', 2023, Soumya Bhowmick makes the case for going a step beyond quotas, and to turn our attention to the complexities that shape women's agency in the country. This, he argues, would require a bottoms-up approach, rather than merely handing out reservations in a top-down manner. "In a country like India with a considerably large heterogeneous population, the dissemination of legislative power would be insufficient to protect the interests of minority groups such as women, Scheduled Castes, and Scheduled Tribes." He concludes that "implementing the idea of reservation for women would bring about descriptive representation, but its transformation into substantive representation would depend on the change in the attitudes of the people."
  While the reservation of one-third of seats for women belonging to the scheduled castes and tribes under the amendment to article 330a and 332 of the constitution is a welcome step, it remains to be seen whether it fully acknowledges the complex interplay of hierarchies, socio-political relationships which also affect the extent and nature of complications that surround effective realisation of women's politics for Indian politics to emerge as a truly emancipatory space.

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• 4.

  Being a consultant, your work consists of a deep examination of the company’s environment and its internal system to notice inefficiencies and potential improvements. The interaction with the company’s management and different sections to decipher their objectives, opportunities, and processes. This means that, through the use of data analysis, industry best practices, and the formulation of creative ways of solving all problems, to come up with unique solutions to all problems to increase efficiency and productivity, and hence, increase profitability for employers. This might entail operations such as logistics redesign, business process re-engineering, adopting new applications, systems, or even community relation programs. People management is a critical component of change management, to make sure that all the relevant parties interpret the potential alterations positively. Also, to offer orientation and create resources to explain the changes to the group and make it comfortable with the shift. The general goal is the organization’s ability to continue to grow and remain relevant with the shareholders and stakeholders in the industries it operates

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• 5.

  While a majority of homeless groups exist solely in modernized cultures, homelessness remains a problem throughout the world. Everywhere there are people in constant search of food, water, and shelter. Many of these people have nowhere to go and can find no end or relief to their suffering. Homelessness was originally believed to be a cultural problem but is now revealing itself as a global problem. It is a problem suffered by all of humanity and must be faced and solved as such. Although this problem exists everywhere, it is more severe in certain parts of the world. Due to the differing circumstances of homelessness around the world, there can be no one solution or one set of guidelines for everyone to follow.
  Even the United States constantly struggles with homelessness, despite being one of the wealthiest countries in the world. According to a 2005 survey by the United Nations, 1.6 billion people lack adequate housing. The causes vary depending on the place and person. Common reasons include a lack of affordable housing, poverty, a lack of mental health services, and more. Homelessness is rooted in systemic failures that fail to protect those who are most vulnerable. Approximately 580,000 people experience homelessness on any given night in the United States, as stated by the Housing and Urban Development (HUD) Department. The number of individuals experiencing homelessness varies by region, with urban areas experiencing higher rates of homelessness compared to rural areas. The COVID-19 pandemic has exacerbated homelessness and housing insecurity, leading to increased rates of eviction, unemployment, and housing instability. Using social distancing measures to curb the virus’s transmission has presented difficulties for homeless shelters and service providers in main training their capacity. The economic fallout from the pandemic has further strained resources and support systems for individuals and families experiencing homelessness.

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• 6.

  Education is not the amount of information that is put into your brain and runs riot there, undigested, all your life. We must have life-building, man-making, character-making assimilation of ideas.... If education were identical with information, the libraries are the sages in the world and encyclopaedias are the rishis. Getting by heart the thoughts of others in a foreign language and stuffing your brain with them and taking some University degree, you consider yourself educated. Is this education? What is the goal of your education? Open your eyes and see what a piteous cry for food is rising in the land of Bharata, proverbial for its food. Will your education fulfill this want?
  We want that education by which character is formed, strength of mind is increased, the intellect is expanded and by which one can stand on one's own feet. What we need to study independent of foreign control, different branches of the knowledge that is our own, and with it the English language and Western science; we need technical education and all else that will develop industries so that men instead of seeking for service may earn enough to provide for themselves and save against a rainy day. The end of all education, all training, should be man-making. The end and aim of all training are to make the man grow. The training by which the current expression of will are brought under control and become fruitful, is called education. What our country now wants are muscles of iron and nerves of steel, gigantic wills, which nothing can resist, which can penetrate into the mysteries and secrets of the universe and will accomplish their purpose in any fashion, even if it meant going down to the bottom of the ocean, meeting death face to face.
  There is only one method of attaining knowledge. It is by concentration. The very essence of education is concentration of mind. From the lowest to the highest man, all have to use the same method to attain knowledge. The chemist who works in the laboratory concentrates on elements to analyze them. Knowledge is acquired by concentration.
  [Extracted with edits from "Education" by Swami Vivekananda]