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GNDU Question Paper-2023
Bachelor of Business Administration
BBA 3
rd
Semester
ENGLISH (Compulsory)
Time Allowed: Three Hours Max. Marks: 50
Note: Attempt Five questions in all. selecting at least One question from each section. The Fifth
question may be attempted from any section. All questions carry equal marks.
SECTION-A
1. Do as directed:
(a) Put in the correct word:
This tea tastes a bit______________ (strange/strangely)
(b) Put in 'so' or 'such' or 'such a':
He always looks good. He wears______________ nice clothes.
(c) Make one sentence of the two using 'too' or 'enough':
We couldn't climb over the wall. It was too high. The wall____________.
(d) Complete the sentence using a comparative form:
It is a shame you live so far. I wish you lived____________
(e) Rewrite the sentence to include the word in the brackets:
Clare is very generous (always)______________
(f) Make a new sentence using 'not......even' and words given in the brackets:
I can't remember anything about her (her name).
I _________________
(g) Make one sentence from two. Use word(s) in brackets in your sentence:
They have very little money. They are happy. (in spite of)
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They are____________
(h) Put the parts of the sentence in correct order:
(we/easily/the game/won)…………………..
(i) Complete the second sentence using 'as......as'.
My salary is high, but yours is higher.
My salary isn't__________
Put in 'good' or 'well':
You did ________ in your exams.
2. Do as directed:
(a) Put in the correct word:
I always feel_______________ when I see the sun rising (happy/happily).
(b) Put in 'good' or 'well':
I play tennis, but I am not very____________.
(c) Complete the second sentence using 'as.........as':
You know a bit about cars, but I know more.
You don't know____________.
(d)Rewrite the sentence to include the word in the brackets:
Do you watch TV in the evenings? (always)____________
(e) Use your own idea to complete the sentence:
I like hot weather as long as______________
(f) Put in 'for' or 'during':
I waited for you __________half an hour and decided that you weren't coming.
(g) Put the parts of the sentence in correct order:
(again/that question/don't ask/please)________________
(h) Complete the sentence using a comparative form:
Your work isn't very good. I am sure you can do______________
(i) Make one sentence of the two using 'too' or 'enough':
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I can't explain the situation. It is too complicated. The situation______________
(j) Put in 'so' or 'such' or 'such a':
I couldn't believe the news. It was____________ shock.
SECTION-B
3. Write an essay on any One topic:
Adolescent Children and Gadgets
Summer Vacation.
4. Do as directed:
(a) Fill in correct preposition in the following sentence:
I am not ashamed_______________ what I did.
(b) Fill in correct preposition in the following sentence:
Kate is very fond______________ her younger brother.
(c) Fill in correct preposition in the following sentence:
Are you still upset _____________what I said to you yesterday
(d) Fill in correct preposition in the following sentence
Why are you so rude_______________ people? Why can't you be more polite?
(e) Complete the following sentence using a verb 'away' or 'back":
I haven't seen our neighbours for a while. I think they must______________
(f) Complete the following sentence using 'in' or 'into' or 'out of
We checked________________ the hotel as soon as we arrived.
(g) Change the underlined word. Keep the same meaning, but use a verb 'on' or 'off':
We did not stop to rest. We continued walking.
We did not stop to rest. We____________
(h) Complete the following sentence using a verb (in the correct form)+down:
The train_______ as it approached the station.
(i) Complete the second sentence using the word in brackets in correct form:
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A: The fridge isn't working.
B: That's because you haven't______________ (plug).
(j) Use your own ideas to complete the sentence. Also use appropriate preposition:
Chris prefers basketball ____________
SECTION-C
5. How does Shelley treat the bird as a model for the poet in the poem "To A Skylark"?
6. From the reading of the poem. "Ulysses", what impression do you gather about Ulysses? Is
he a heroic character?
SECTION-D
7. (a) On the basis of your reading of "Global Health", please describe how easy is it to get
accurate information about malaria deaths and who are the people who most frequently die
from malaria?
(b) Give one word/words for the definitions below:
(i) To cause something to continue
(ii) Related to thinking
(iii) To reproduee
(iv) To focus on
(v) General direction of changes or developments
8. (a) On the basis of your reading of "Multicultural Societies", please describe, how has
globalization affected cultures in different countries?
(b) Complete the passage using appropriate word or phrases out of the given options:
Contemporary, Unrest. Mobility. Deport. Prospects. Unstable, Unskilled. Take advantage of,
Secure. The case.
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When people are unhappy with the government and there is political
(a) ___________the economy often becomes (b) __________as well. When this happens, in
some countries, the government may (c) __________the situation and decide to
(d)____________ foreign workers. The government may claim that these steps are necessary
in order to provide jobs for citizens and to keep the economy (e)__________.
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GNDU Answer Paper-2023
Bachelor of Business Administration
BBA 3
rd
Semester
ENGLISH (Compulsory)
Time Allowed: Three Hours Max. Marks: 50
Note: Attempt Five questions in all. selecting at least One question from each section. The Fifth
question may be attempted from any section. All questions carry equal marks.
SECTION-A
1. Do as directed:
(a) Put in the correct word:
This tea tastes a bit______________ (strange/strangely)
Ans: This tea tastes a bit strange.
(b) Put in 'so' or 'such' or 'such a':
He always looks good. He wears______________ nice clothes.
Ans: He always looks good. He wears such nice clothes.
(c) Make one sentence of the two using 'too' or 'enough':
We couldn't climb over the wall. It was too high. The wall____________.
Ans: The wall was too high for us to climb over.
(d) Complete the sentence using a comparative form:
It is a shame you live so far. I wish you lived____________
Ans: It is a shame you live so far. I wish you lived nearer (or closer)
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(e) Rewrite the sentence to include the word in the brackets:
Clare is very generous (always)______________
Ans: Clare is always very generous.
(f) Make a new sentence using 'not......even' and words given in the brackets:
I can't remember anything about her (her name).
I _________________
Ans: I can’t even remember her name.
(g) Make one sentence from two. Use word(s) in brackets in your sentence:
They have very little money. They are happy. (in spite of)
They are____________
Ans: They are happy in spite of having very little money.
(h) Put the parts of the sentence in correct order:
(we/easily/the game/won)…………………..
Ans: We won the game easily.
(i) Complete the second sentence using 'as......as'.
My salary is high, but yours is higher.
My salary isn't__________
Ans: My salary isn’t as high as yours.
Put in 'good' or 'well':
You did ________ in your exams.
Ans: You did well in your exams.
2. Do as directed:
(a) Put in the correct word:
I always feel_______________ when I see the sun rising (happy/happily).
Ans: I always feel happy when I see the sun rising.
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(b) Put in 'good' or 'well':
I play tennis, but I am not very____________.
Ans: I play tennis, but I am not very good.
(c) Complete the second sentence using 'as.........as':
You know a bit about cars, but I know more.
You don't know____________.
Ans: You don’t know as much about cars as I do.
(d)Rewrite the sentence to include the word in the brackets:
Do you watch TV in the evenings? (always)____________
Ans: Do you always watch TV in the evenings?
(e) Use your own idea to complete the sentence:
I like hot weather as long as______________
Ans: I like hot weather as long as I have plenty of cold drinks and shade to stay comfortable.
(f) Put in 'for' or 'during':
I waited for you __________half an hour and decided that you weren't coming.
Ans: I waited for you for half an hour and decided that you weren’t coming.
(g) Put the parts of the sentence in correct order:
(again/that question/don't ask/please)________________
Ans: Please don’t ask that question again.
(h) Complete the sentence using a comparative form:
Your work isn't very good. I am sure you can do______________
Ans: Your work isn’t very good. I am sure you can do better.
(i) Make one sentence of the two using 'too' or 'enough':
I can't explain the situation. It is too complicated. The situation______________
Ans: The situation is too complicated for me to explain.
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(j) Put in 'so' or 'such' or 'such a':
I couldn't believe the news. It was____________ shock.
Ans: I couldn’t believe the news. It was such a shock.
SECTION-B
3. Write an essay on any One topic:
Adolescent Children and Gadgets
Summer Vacation.
Ans: (i). Adolescent Children and Gadgets
In today’s world, gadgets are everywhere. From the moment a child wakes up to the time they
go to bed, smartphones, tablets, and laptops seem to have become part of their daily lives. But
while gadgets bring knowledge, entertainment, and connectivity, they also present challenges,
especially for adolescents—the stage in life when children are exploring their identity, emotions,
and independence.
Imagine a 14-year-old boy named Aarav. He used to love playing cricket with his friends in the
park. Over time, however, he started spending more hours on his smartphone, scrolling through
social media and watching videos. Soon, he began missing his outdoor games, chatting less with
friends in person, and even delaying his homework. Aarav’s story is not uncommon; it reflects a
broader trend where adolescents’ growing attachment to gadgets affects their daily habits, social
skills, and even mental health.
One of the main reasons adolescents are drawn to gadgets is curiosity and entertainment.
Gadgets provide instant access to games, videos, social media, and educational content. For a
growing mind, this is both exciting and comforting. However, this convenience comes at a cost.
Excessive screen time can lead to problems like poor concentration, sleep disturbances, eye
strain, and sometimes anxiety or stress. Moreover, adolescents are at a stage where peer
approval matters most. Social media can amplify this pressure, as children compare themselves
to curated, often unrealistic images of others.
Despite these challenges, gadgets are not entirely harmful. They can be excellent tools for
learning, creativity, and communication if used wisely. For instance, educational apps and online
tutorials can help students understand difficult subjects, while collaborative platforms allow
them to work on projects with peers from anywhere. The key lies in balance and supervision.
Parents, teachers, and guardians play a crucial role in guiding adolescents to use gadgets
responsibly. Setting limits on screen time, encouraging breaks, and promoting offline activities
like reading, sports, or arts can help create a healthy digital routine.
Consider another example—Maya, a 13-year-old girl who loves painting. She uses her tablet to
watch tutorials, learn new techniques, and even share her artwork online. Here, the gadget
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becomes a tool for skill development rather than distraction. This shows that the impact of
gadgets largely depends on how adolescents use them. If guided correctly, gadgets can enhance
creativity, knowledge, and self-expression.
Another concern related to gadgets is the effect on communication skills. When adolescents
spend too much time texting or using social media, they may struggle with face-to-face
interactions. They might find it harder to express emotions or resolve conflicts calmly.
Encouraging family conversations, group activities, and community participation can help bridge
this gap and ensure children grow socially and emotionally.
In conclusion, gadgets are a double-edged sword for adolescents. They offer immense
opportunities for learning and creativity, but overuse or misuse can lead to physical, mental, and
social problems. Stories like Aarav’s and Maya’s highlight both sides of this reality. The
responsibility lies with both adolescents and the adults guiding them to strike a balance. By
promoting mindful use of gadgets, encouraging offline activities, and fostering strong social
connections, we can ensure that gadgets serve as tools for growth rather than obstacles in the
development of young minds.
In essence, gadgets themselves are not the enemy; how we use them makes all the difference.
By turning screen time into learning time, fostering creativity, and maintaining healthy routines,
adolescents can enjoy the best of both worlds—the digital and the real—growing into balanced
and confident individuals.
(ii). Summer Vacation.
Ans: Summer Vacation: A Time of Joy, Learning, and Memories
When the last school bell rings before the summer holidays, a magical feeling spreads among
students. It is that moment when textbooks are closed, backpacks are put away, and a long-
awaited break begins. Summer vacation is not just a period without school; it is a golden
opportunity to explore, learn, relax, and make memories that stay with us forever. Unlike other
vacations during the year, summer vacation is longer, giving us the chance to enjoy the warmth
of the sun, the chirping of birds, and the beauty of nature in a way we cannot during busy school
days.
For most students, summer vacation begins with excitement and plans. Some dream of visiting
their grandparents in villages, where the air is fresh, and life is slow and peaceful. Others plan
trips to beaches, mountains, or historical places, seeking adventure and new experiences. There
is no doubt that summer vacation is the perfect time to step away from the routine of school and
explore the world around us.
I still remember one summer vacation that left a mark on my heart. My family decided to visit a
small village near the mountains. As we reached the village, I was greeted by the cool breeze and
the sound of a nearby river flowing. The village children were playing in the fields, and their
laughter was contagious. I joined them in their games, and for the first time, I felt how life could
be simple and joyful without the distractions of city life. We helped the villagers in their daily
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chores, like fetching water from the well and feeding the animals. These small tasks taught me
the value of hard work and the satisfaction that comes from helping others. That vacation wasn’t
just about fun; it was about learning lessons that no schoolbook could teach.
Summer vacation also provides a wonderful chance for self-improvement. Students often spend
most of the year following strict routines and schedules. During summer, we can explore hobbies
and interests that we usually do not have time for. Reading interesting books, learning a new skill
like painting, dancing, or playing a musical instrument, or even developing basic computer skills
can make a student more confident and skilled. One of my friends, for instance, learned to cook
different dishes during his summer break. By the end of the vacation, he could cook a whole
meal by himself. Such experiences make students independent and creative.
Besides hobbies, summer vacation is the best time to travel. Traveling is a unique way to learn
about new cultures, languages, and lifestyles. Whether it is visiting historical monuments,
exploring museums, or simply observing the way people live in different parts of the country,
every journey brings new knowledge. For children, these experiences can shape their
perspectives and make them more understanding and curious about the world. A visit to the
mountains can teach patience and courage, while a trip to the beach can inspire relaxation and
creativity. Traveling makes learning exciting, and the lessons learned during trips are
remembered for a lifetime.
However, summer vacation is not just about travel and adventure. It also offers time for rest and
rejuvenation. School days are filled with lectures, homework, and exams, which can sometimes
be stressful. Summer provides students with a chance to relax, sleep a little longer, and spend
quality time with family and friends. Simple activities like morning walks, cycling, playing outdoor
games, or having long chats with siblings or cousins can refresh the mind and body. This period of
rest is essential because it helps students return to school with energy, focus, and enthusiasm for
new challenges.
Another important aspect of summer vacation is bonding with family and friends. During school
days, everyone is busy with their schedules, and family time can be limited. Summer breaks allow
us to connect with parents, siblings, grandparents, and friends in a meaningful way. Cooking
together, gardening, playing games, or even sharing stories at night strengthens relationships.
These moments create lifelong memories and teach us the importance of love, respect, and
togetherness.
Of course, it is also important to use summer vacation wisely. Spending the whole time watching
television or playing games without learning anything new is not productive. A balance between
fun and learning makes the vacation more meaningful. Students can set small goals for the break,
like finishing a book, practicing a skill, or completing a creative project. Achieving these goals
gives a sense of accomplishment and motivates them for the coming school year.
In many ways, summer vacation is like a story waiting to be written. Each day presents an
opportunity for a new adventure, a new lesson, or a new memory. Whether it is the thrill of a
long journey, the peace of a quiet morning in nature, or the joy of discovering a hidden talent,
summer vacation enriches our lives in ways school sometimes cannot. The laughter of friends,
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the guidance of elders, the warmth of the sun, and the smell of blooming flowers all combine to
make this period magical.
In conclusion, summer vacation is more than just a break from studies; it is a time of joy,
learning, exploration, and self-growth. It is a chance to recharge, to discover new talents, to
travel, and to create memories that will last forever. Every summer brings a new story, and how
we spend it can shape not only our present but also our future. By using this precious time
wisely, students can return to school not just rested, but also richer in experiences, knowledge,
and happiness. Summer vacation, in essence, is a gift — one that teaches us the joy of life
outside classrooms and encourages us to embrace every moment with curiosity and excitement.
4. Do as directed:
(a) Fill in correct preposition in the following sentence:
I am not ashamed_______________ what I did.
Ans: I am not ashamed of what I did.
(b) Fill in correct preposition in the following sentence:
Kate is very fond______________ her younger brother.
Ans: Kate is very fond of her younger brother.
(c) Fill in correct preposition in the following sentence:
Are you still upset _____________what I said to you yesterday
Ans: Are you still upset about what I said to you yesterday?
(d) Fill in correct preposition in the following sentence
Why are you so rude_______________ people? Why can't you be more polite?
Ans: Why are you so rude to people? Why can't you be more polite?
(e) Complete the following sentence using a verb 'away' or 'back":
I haven't seen our neighbours for a while. I think they must______________
Ans: I haven't seen our neighbours for a while. I think they must have moved away.
(f) Complete the following sentence using 'in' or 'into' or 'out of
We checked________________ the hotel as soon as we arrived.
Ans: We checked into the hotel as soon as we arrived.
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(g) Change the underlined word. Keep the same meaning, but use a verb 'on' or 'off':
We did not stop to rest. We continued walking.
We did not stop to rest. We____________
Ans: We did not stop to rest. We carried on walking.
(h) Complete the following sentence using a verb (in the correct form)+down:
The train_______ as it approached the station.
Ans: The train slowed down as it approached the station.
(i) Complete the second sentence using the word in brackets in correct form:
A: The fridge isn't working.
B: That's because you haven't______________ (plug).
Ans: That's because you haven't plugged it in.
(j) Use your own ideas to complete the sentence. Also use appropriate preposition:
Chris prefers basketball ____________
Ans: Chris prefers basketball to football.
SECTION-C
5. How does Shelley treat the bird as a model for the poet in the poem "To A Skylark"?
Ans: Imagine walking through a sunlit meadow on a warm spring morning. You hear a sudden burst of
music overhead, and looking up, you see a small skylark soaring high in the sky, singing a song so pure and
joyful that it seems as if it carries the very essence of happiness itself. This is exactly the vision Percy
Bysshe Shelley paints in his poem To a Skylark, and in this poem, Shelley does something truly magical—
he treats the bird as a model, or guide, for what a poet should aspire to be.
To understand how Shelley uses the skylark as a model for the poet, we first need to grasp the
essence of the bird itself. A skylark is not an ordinary bird in Shelley’s imagination. While many
birds sing for survival, to mark territory, or to attract a mate, the skylark’s song, according to
Shelley, seems to pour out of sheer joy. It is unselfconscious, spontaneous, and pure. Shelley says
that the skylark “sings to the sky” with a brilliance that humans can only envy. The song is
continuous, rising higher and higher, disappearing into the open air, yet never losing its
sweetness or energy. In other words, the bird is an emblem of creativity, freedom, and pure
expression—qualities Shelley believes a true poet should embody.
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Shelley observes that while humans can create poetry, our emotions, thoughts, and words are
often limited by earthly experiences. We struggle to express the fullness of joy, sorrow, or beauty
because language and life tie us down. But the skylark, unconstrained and free, seems to channel
the infinite. Shelley marvels at how the bird’s song “like a cloud of fire” ascends, and he longs to
capture even a fragment of this perfect, unrestrained expression in his poetry. Here, the skylark
becomes a symbol of the ideal poet: one whose creativity is boundless, spontaneous, and
intimately connected to the deepest joys and truths of existence.
Shelley also admires the skylark for its invisibility during its song. Humans often look for visible
forms and tangible proofs of beauty, yet the skylark sings from above, almost ethereal, leaving
only its melody behind. Similarly, Shelley suggests that the best poetry is not necessarily tied to
visible, material things. The poet, like the skylark, reaches beyond the ordinary, expressing ideas
and emotions that cannot always be seen but can be deeply felt. The skylark’s song becomes an
example of how the poet should strive to transcend ordinary limitations and touch the realm of
the sublime, where music, words, and thought meet in perfect harmony.
Let me tell you a little story to make this more vivid. Imagine a young boy who loves to draw.
Every day, he sketches birds, trees, and rivers, but he struggles to capture the feeling of freedom
he sees when a bird flies. One morning, he climbs a hill and watches a skylark darting through the
sky. The boy notices that the bird’s movement and song are not restricted by anything. Inspired,
he realizes that to capture that feeling in his drawings, he must let go of perfection and rules and
allow his imagination to soar freely. Just like the boy learning from the skylark, Shelley sees the
bird as a guide for poets: one must embrace freedom, spontaneity, and the boundless expression
of joy and creativity.
Another important aspect is how Shelley emphasizes the skylark’s natural, effortless perfection.
The bird sings without thinking of praise, reward, or even an audience. Shelley writes that the
skylark is “blithe” and “unconscious” of its own gift. In contrast, humans often struggle with self-
doubt, hesitation, and the need for recognition. A poet, inspired by the skylark, learns that true
artistry is not about seeking fame or approval but about expressing pure feeling honestly and
fearlessly. The skylark’s example encourages the poet to rise above self-consciousness and let
inspiration flow naturally, like a river unblocked by dams.
Shelley’s admiration of the skylark also includes the idea of immortality through creation. The
bird’s song is eternal in its essence because it exists beyond the mundane world—it is a part of
nature, the sky, and the air. For a poet, this is a powerful lesson: poetry, like the skylark’s song,
can achieve a kind of immortality. While human life is limited, the feelings, thoughts, and beauty
captured in poetry can reach beyond time and space, touching the hearts of generations to
come. The skylark’s flight and song inspire the poet to create works that aspire to this same
timeless quality.
Furthermore, Shelley draws attention to the contrast between the skylark and human beings. He
asks why humans, with all their intelligence, cannot sing with the same purity and intensity as
the bird. This comparison is not meant to belittle human effort but to highlight the ideal that
poets strive for: the ability to express truth, beauty, and joy with a clarity and intensity that
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seems almost otherworldly. The skylark becomes a mirror, showing what the poet’s work could
achieve if it were freed from earthly constraints like fear, doubt, and imperfection.
In summary, Shelley treats the skylark as a model for the poet by presenting it as a symbol of
pure, spontaneous, and transcendent creativity. The bird embodies joy, freedom, and effortless
perfection—qualities that Shelley believes a poet should emulate. Just as the skylark sings
without concern, rising above the earth to touch the sky, the poet should strive to rise above
ordinary experience, reaching for a truth and beauty that go beyond words. Through the skylark,
Shelley teaches that poetry is not just about technique or skill; it is about the fearless expression
of emotion, the celebration of life, and the pursuit of something eternal and sublime.
By imagining the skylark as a guide and inspiration, Shelley invites every poet to listen carefully,
to observe, and to learn the art of letting creativity flow naturally. Just like the young boy who
learned from watching a bird soar, the poet can find lessons in the skylark’s song: freedom, joy,
and the courage to express the inexpressible. The poem is both a celebration of the bird and a
gentle instruction to poets, showing them how to touch the skies in their own way through
words.
6. From the reading of the poem. "Ulysses", what impression do you gather about Ulysses? Is
he a heroic character?
Ans: The Restless Spirit of Ulysses
From the very first lines, Ulysses tells us he finds it “idle” to simply stay at home, governing his
people, settling disputes, and performing routine duties of kingship. He feels life slipping away
with every passing moment, and the thought of living out his days in dull domesticity frustrates
him.
He compares life to a cup of wine — and believes it must be drunk “to the lees” (to the last
drop). For him, existence without striving, learning, and exploring is no life at all.
This already paints a striking picture: he is adventurous, idealistic, and insatiably curious — a
man unwilling to let age put chains on his spirit.
🛡 Qualities That Make Him Heroic
If we look closely, Ulysses embodies several qualities traditionally associated with a hero:
1. Courage to Defy Comfort
Most people, after long struggles, dream of rest. But Ulysses rejects comfort in favour of
challenge. Heroism often lies not in doing what is easy, but what is difficult — and for him,
leaving home again in old age to face uncertain seas is the harder, braver choice.
2. An Undying Thirst for Knowledge
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He calls himself “a part of all that I have met” — meaning every experience has shaped him, but
also made him aware of how much more there is to know. A true hero, in Tennyson’s vision, is a
lifelong learner who knows that the horizon always moves further away the more you chase it.
3. Inspiration to Others
The latter part of the poem shows Ulysses turning to his old shipmates — those who braved
storms and wars with him. He urges them not to waste their remaining strength but to set out
once more. His words, full of hope and dignity, lift the human spirit:
• “To strive, to seek, to find, and not to yield.”
This ringing call is heroic not because it promises victory, but because it insists on effort without
surrender, even when the odds are against you.
4. Facing Mortality Head-On
Ulysses knows he is old. He knows death is closer than ever. Yet, instead of shrinking from it, he
embraces the idea of making his last years count. That acceptance of mortality — coupled with
the refusal to waste time — is a deeply heroic stance.
⚖ But Is He Entirely Noble?
Here’s where it gets interesting. Some readers point out that Ulysses’ restlessness can also be
seen as irresponsibility. He speaks almost dismissively of his duties as king and family man,
leaving his governance to his son, Telemachus.
He admires Telemachus for being steady and patient, but he clearly values his own restless quest
more. This brings a human complexity: perhaps his “heroism” is tinged with selfishness — he
wants personal fulfillment even at the cost of abandoning his people again.
And that, in a way, makes him feel real. Heroes in literature are often more compelling when
they are flawed — it turns them into people we can relate to instead of unreachable ideals.
Two Faces of Ulysses: The Hero and The Human
• As a Hero: He refuses to let age define him, sees life as a continuous adventure, and
inspires others to rise above fear or complacency.
• As a Human: He is impatient with mundane responsibility, restless to the point of
possible recklessness, and perhaps too consumed by his own desires.
Tennyson leaves room for both interpretations — which is why the poem stays alive in
discussions even today.
Significance of His Heroism
What’s remarkable is that Ulysses’ heroism is not about winning a war or slaying a monster. His
battle now is against time, stagnation, and resignation.
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In this sense, his heroism lies in attitude — the belief that it is better to wear out than to rust
away. His journey becomes a metaphor for anyone who refuses to accept “enough” when there
is still life to be lived.
Impression You Gather from the Poem
Reading the poem, you can’t help but feel that Ulysses is a man of unquenchable spirit. He is:
• Restless for new horizons
• Proud of his adventurous past but never trapped in it
• An inspirational leader in thought and speech
• A believer in action over inertia
• Courageous in facing uncertainty
At the same time, you sense that he is also a man out of step with domestic life — someone who
perhaps could never fully fit the role of a peaceful ruler. He is a traveller at heart, and no throne,
however comfortable, can chain him.
The Final Voyage
The closing lines are some of the most uplifting in Victorian poetry. Ulysses calls on his comrades
to set sail again, even though the journey may be their last. They may reach the “Happy Isles” —
a mythical resting place for heroes — or they may not. But what matters is the striving itself.
It’s in this moment you realise: yes, he is heroic. Not because he guarantees success, but because
he refuses to give up the quest for purpose. In his eyes, life must always point forward, toward
something worth seeking.
Closing Thought
The impression we gather of Ulysses is that of a larger-than-life figure — equal parts noble and
flawed, but undeniably driven by a fire that doesn’t dim with age. His heroism lies not just in his
past victories, but in his present resolve: to keep moving, keep learning, and keep daring, even
when the end is in sight.
Tennyson’s Ulysses reminds us that real heroes are not only those who achieve great deeds in
youth, but also those who, in the face of time and mortality, can still say:
• “Come, my friends, 'Tis not too late to seek a newer world.”
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SECTION-D
7. (a) On the basis of your reading of "Global Health", please describe how easy is it to get
accurate information about malaria deaths and who are the people who most frequently die
from malaria?
Ans: Why Accurate Malaria Death Data Is Hard to Get
From the outside, it seems simple — just count the number of people who die from malaria. But
the reality is tangled in several obstacles:
1. Remote Locations and Weak Health Infrastructure
o Many malaria cases happen in rural or forested areas far from major hospitals.
o People may die at home without ever being diagnosed by a doctor.
o Without proper records, those deaths never enter official statistics.
2. Lack of Diagnostic Facilities
o In many low-income regions, especially in parts of sub-Saharan Africa and South
Asia, clinics might lack proper malaria testing kits.
o Fever could be caused by malaria — but it could also be pneumonia, dengue, or
another illness. Without testing, deaths may be wrongly recorded or missed
entirely.
3. Underreporting and Data Gaps
o Sometimes local health workers are overworked, poorly paid, or not fully trained
in record-keeping.
o Even when they collect data, transferring it to national or international systems
can be delayed, leading to underreporting.
4. Political and Social Factors
o Some governments worry that high numbers might damage tourism or
international image, so figures are sometimes underplayed.
o In conflict zones, collecting health data at all becomes almost impossible.
5. Deaths Misattributed to Other Causes
o Malaria can kill indirectly — for instance, by weakening the body so an existing
illness becomes fatal.
o These may not be counted as malaria deaths, even if malaria was a major factor.
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In short, when we talk about global malaria deaths, we are often working with estimates rather
than precise counts. Organizations like the World Health Organization use sample surveys,
hospital data, and statistical models to fill the gaps.
Who Dies Most Frequently from Malaria?
Now, let’s shift the focus from the challenge of counting to the heartbreaking truth of who is
dying the most. Sadly, malaria is not an equal-opportunity disease; it targets the vulnerable.
1. Young Children Under Five
• Malaria hits hardest in children whose immune systems are still developing.
• In sub-Saharan Africa, it’s one of the leading causes of death for under-fives.
• Imagine a child’s body as a small fortress — without enough soldiers (immune cells) to
fight back, the parasite overwhelms them quickly.
2. Pregnant Women
• Pregnancy lowers a woman’s immunity, making her more vulnerable.
• Malaria during pregnancy can cause severe illness in the mother, premature birth, low
birth weight, and even death for both mother and baby.
3. Poor and Rural Communities
• Mosquito nets, insecticide sprays, and preventive medicines cost money.
• People living in poverty often lack these protections and live in conditions that make it
easier for mosquitoes to breed — near stagnant water, in poorly built homes without
screens.
4. People in High Transmission Zones
• Those living year-round in tropical climates, especially in parts of Africa, South Asia, and
Oceania, are at constant risk.
• The sheer number of mosquito bites per person per year in these areas is staggering —
increasing the chance of infection many times over.
🗺 Making Sense of the Bigger Picture
If we step back, the pattern becomes clear:
• Accurate malaria death counts are like a puzzle missing many pieces.
• The people most at risk are those who already face other disadvantages — age, health,
poverty, or location.
For example, WHO estimates are built on models because in some remote villages, no official
death certificate is ever issued. Imagine a community hours from the nearest road, where a child
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dies of fever and is buried the same day. This tragic loss will never appear in a spreadsheet, yet it
is one of the countless untold stories behind the numbers.
Turning Facts into Understanding
Let me frame it as a small story:
In the riverside district of a rural African country, there is a health officer named Daniel. Every
month, he cycles between scattered villages, asking families about sickness and deaths. In one
hamlet, an elder tells him that in the last rainy season, three children died after days of high
fever. There were no tests, no medicine, no travel to the hospital. Daniel notes this down in his
battered notebook. Months later, in the capital, a team enters the data into a database. When an
international report is published, these three children appear only as part of a statistical
estimate, their names unknown to the world — but their absence felt deeply in their families.
This is the hidden reality of malaria death counts — the challenge of turning lived tragedies into
numbers that policymakers can act upon.
Why This Matters
Knowing who dies most and where the data gaps are isn’t just about statistics — it’s about saving
lives.
• If we know children in a certain region are at highest risk, we can send vaccines, bed nets,
and health workers there first.
• If we realise that reporting is weakest in remote mountain villages, we can train local
volunteers to diagnose and log cases.
Final Takeaway
How easy is it to get accurate data? It’s not easy at all — it’s like trying to count stars on a cloudy
night. The numbers we have are the best estimates, stitched together from small islands of
reliable data in a sea of uncertainty.
Who dies most? The victims are most often the young, the poor, and the physically vulnerable:
children under five, pregnant women, and rural communities in high-transmission regions.
Behind every statistic is a story — and if the world can bridge the gap between those stories and
the official numbers, it will be better equipped to fight malaria not just with medicine, but with
knowledge.
(b) Give one word/words for the definitions below:
(i) To cause something to continue
(ii) Related to thinking
(iii) To reproduee
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(iv) To focus on
(v) General direction of changes or developments
Ans: (i) Sustain – To cause something to continue.
(ii) Cognitive – Related to thinking.
(iii) Replicate – To reproduce.
(iv) Concentrate – To focus on.
(v) Trend – General direction of changes or developments.
8. (a) On the basis of your reading of "Multicultural Societies", please describe, how has
globalization affected cultures in different countries?
Ans: You’re in the heart of Mumbai, weaving through honking rickshaws and stalls selling spicy
chaat. But just as you pass a shop blasting Bollywood hits, the next store is playing Korean pop
music. A man wearing a kurta is sipping a Starbucks latte, while his friend, in ripped jeans, talks
about the latest Marvel movie. This street is not just Mumbai anymore — it’s a meeting point of
worlds.
That’s the magic — and the complexity — of globalization’s effect on cultures. It’s like someone
took a giant spoon and started stirring together traditions, ideas, languages, foods, and fashions
from every corner of the planet.
What Do We Mean by Globalization Here?
In simple terms, globalization is the growing connection between people and countries through
trade, travel, media, and technology. In cultural terms, it means ideas and traditions moving
across borders faster than ever before.
From Hollywood films in Nigeria, to sushi bars in Brazil, to yoga classes in Paris — cultures are no
longer sealed inside their home countries.
🛤 How Cultures Have Changed Across Countries
1. Blending of Traditions
Globalization has created cultural fusion. Festivals, food, and fashion often mix elements from
different origins.
• You might see Diwali celebrated in Canada with traditional lamps, but also with fireworks
displays inspired by Western New Year’s Eve.
• In Japan, Christmas is not a traditional holiday, but globalization has made it popular to
eat fried chicken and cake on that day.
This blending can make cultures richer and more colorful, like adding more instruments to an
orchestra.
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2. Spread of Global Popular Culture
Thanks to films, television, music, and especially the internet, global trends spread almost
instantly.
• American jeans became everyday wear in Asia.
• Korean dramas are binge-watched in Latin America.
• African Afrobeats music is topping charts in Europe.
The positive side: people can enjoy art, entertainment, and ideas from across the globe. The
caution: sometimes this global pop culture overshadows local traditions.
3. Language Changes
English has become a “global” language for business, education, and the internet. As a result:
• Many people are bilingual or mix languages in daily conversation.
• Words from one language slip into another (“guru”, “karaoke”, “emoji”, “yoga”,
“tsunami”).
However, some smaller languages face the risk of fading away as young generations prefer global
tongues.
4. Food as a Cultural Ambassador
Food is one of the most visible signs of cultural globalization. You can find Italian pizza in Egypt,
Indian curry in the UK, American burgers in China, and Mexican tacos in Australia.
• Sometimes the dishes adapt to local tastes — “paneer pizza” in India, for example.
• Food creates bridges between communities, but can also become “commercialized” and
lose its original cultural meaning.
5. Changing Lifestyles
Urbanization, fast fashion, international brands, and social media have changed how people
dress, work, and socialize.
• A young professional in Nairobi may wear a suit for work, eat sushi for lunch, and watch a
Bollywood movie in the evening.
• Traditional time-consuming arts like weaving or pottery sometimes struggle to survive
when global products are cheaper and faster to make.
The Double-Edged Nature of Globalization on Culture
Think of globalization like a river: it brings life and variety, but it can also erode things in its path.
Positive Effects:
• Cultural exchange builds understanding and tolerance between nations.
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• Opportunities to learn new skills, ideas, and technologies from other countries.
• Revival of some cultural practices as they attract global audiences (e.g., yoga, sushi).
Negative Effects:
• Risk of “cultural homogenization” — the world starting to look, eat, and dress the same.
• Smaller, indigenous cultures may disappear.
• Local art forms may be overshadowed by global commercial trends.
Story to Bring It to Life
In a small town in Kenya, Amina helps her mother weave traditional baskets. She also has a
smartphone, and one evening, she uploads photos of their baskets to social media. Within
weeks, she has orders from Australia, France, and Canada. The designs are traditional, but
customers ask for new colors they’ve seen in global fashion magazines. Amina and her mother
start weaving in bright blues and pinks alongside natural browns. They earn more money than
ever, but Amina wonders — are these still Kenyan baskets, or are they something new?
This story reflects the truth: globalization doesn’t erase culture completely, but it shapes and
transforms it — sometimes in ways that make us question what “authentic” means.
Different Countries, Different Impacts
• United States & Western Europe: Already cultural exporters for decades, now also
importing Asian, African, and Middle Eastern influences (K-Pop, Turkish dramas, African
streetwear).
• India: Bollywood remains strong, but Western brands, foods, and social media trends
influence urban life heavily.
• Japan: Carefully balances importing cultural products (Hollywood films) while exporting
its own (anime, manga, cuisine).
• African Nations: Local music styles like Afrobeats and Amapiano spreading globally, while
Western fast food chains expand locally.
Final Impression
Globalization has acted like a giant bridge — connecting cultures, mixing traditions, and opening
doors to experiences that once required travel across oceans. The result is a more
interconnected world where people can understand, appreciate, and share in each other’s ways
of life.
But this bridge also means traffic flows both ways. While local cultures are enriched, they also
face the challenge of preserving their uniqueness in a world that moves toward sameness.
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(b) Complete the passage using appropriate word or phrases out of the given options:
Contemporary, Unrest. Mobility. Deport. Prospects. Unstable, Unskilled. Take advantage of,
Secure. The case.
When people are unhappy with the government and there is political
(a) ___________the economy often becomes (b) __________as well. When this happens, in
some countries, the government may (c) __________the situation and decide to
(d)____________ foreign workers. The government may claim that these steps are necessary
in order to provide jobs for citizens and to keep the economy (e)__________.
Ans: (a) unrest, the economy often becomes (b) unstable as well. When this happens, in some
countries, the government may (c) take advantage of the situation and decide to (d) deport
foreign workers. The government may claim that these steps are necessary in order to provide
jobs for citizens and to keep the economy (e) secure.
“This paper has been carefully prepared for educational purposes. If you notice any mistakes or
have suggestions, feel free to share your feedback.”
