Read the following passage and answer the question given below it.

The atmosphere is a mixture of several gases. There are about ten chemical elements, which remain permanently in gaseous form in the atmosphere under all natural conditions. Of these permanent gases, oxygen makes up about $21$ percent and nitrogen about $78$ percent. Several other gases, hydrogen neon, carbon dioxide, comprise the remaining $1$ percent of the volume of dry air. The amount of water vapours, and its variations in amount and distribution are of extraordinary importance in weather changes. Atmospheric gases hold in suspension great quantities of dust, pollen, smoke, and other impurities which are always present in considerable, but variable amounts. The atmosphere has no definite upper limits but gradually thins until it becomes imperceptible. Until recently it was assumed that the air above the first few miles gradually grew thinner and colder at a constant rate. It was also assumed that upper air had little influence on weather changes. Recent studies of the upper atmosphere, currently being conducted by earth satellites and missile probing, have shown these assumptions to be incorrect. The atmosphere has three well-defined strata.
The layer of the air next to the earth, which extends upward for about $10$ miles, is known as the troposphere. On the whole, it makes up about $75$ percent of all the weight of the atmosphere. It is the warmest part of the atmosphere because most of the solar radiation is absorbed by the earth's surface, which warms the air immediately surrounding it. A steady decrease of temperature with increasing elevation is a most striking characteristic. The upper layers are colder because of their greater distance from the earth's surface and rapid radiation of heat into space. The temperatures within the troposphere decrease by about $3.5$ degrees per $1,000$ feet increase in altitude. Within the troposphere, winds and air currents distribute heat and moisture. Strong winds, called jet streams, are located at the upper levels of the troposphere. These jet streams are both complex and widespread in occurrence. They normally show a wave-shaped pattern and move from west to east at velocities of $150$ mph, but velocities as high as $400$ mph have been noted. The influences of changing locations and strengths of jet streams upon weather conditions and patterns are no doubt considerable. Current intensive research may eventually reveal their true significance.
Above the troposphere to a height of about $50$ miles is a zone called the stratosphere. The stratosphere is separated from the troposphere by a zone of uniform temperatures called the Tropopause. Within the lower portions of the stratosphere is a layer of ozone gases which filters out most of the ultraviolet rays from the sun. The ozone layer varies with air pressure. If this zone were not there, the full blast of the sun's ultraviolet light would burn our skins, blind our eyes, and eventually result in our destruction. Within the stratosphere, the temperature and atmospheric compositions are relatively uniform.
The layer upward of about $50$ miles is the most fascinating but the least known of these three strata. It is called the ionosphere because it consists of electrically charged particles called ions, thrown from the sun. The northern lights (aurora Borealis) originate within this highly charged portion of the atmosphere. Its effect upon weather conditions, if any, is as yet unknown.

The passage supplies information that would answer which of the following questions-
I. How does the troposphere and stratosphere differ?
II. How does the ionosphere affect the weather?
III. How do earth satellites study the atmosphere?

Directions: Read the given comprehension carefully and answer the question that follows.

The first important point about how children learn prejudice is that they do. They aren't born that way, to quote the old saying, 'You can't change human nature.' But you can change it. We do not know that very small children are free of prejudice. Studies of school children have shown that prejudice is slight or absent among children in the first and second grades. After this, it may fall off again in adolescence. Other studies have shown that on average young adults are much free of prejudice than older ones.
In the early stages of picking up prejudice, children mix it with ignorance which as I've said, should be distinguished from prejudice. A child, as he begins to study the world around him, tries to organize his experiences. Doing this he begins to classify things and people and begins to form connections, or what psychologists call associations. He needs to do this because he saves time and effort by putting things and people into categories. But unless he classifies correctly, his categories will mislead rather than guide him. For example, if a child learns that 'all fires are hot and dangerous,' fires have been put firmly into the category of things to be watched carefully and thus he can save himself from harm. But if he learns a category like 'Negroes are lazy' or 'foreigners are fools,' he's learned generalizations that mislead because they're unreliable. The thing is that, when we use categories, we need to remember the exceptions and differences, the individual variations that qualify the usefulness of all generalizations. Some fires, for example, are hotter and more dangerous than others. If people had avoided all fires as dangerous, we would never have had central heating.
More importantly, we can ill afford to treat people of any given group as generally alike, even when it's possible to make some accurate generalizations about them. So when a child first begins to group things together, it's advisable that he learns differences as well as similarities. For example, basic among the distinctions he draws is the division into 'good' and 'bad', which he makes largely on the grounds of what his parents do and say about things and the people. Thus, he may learn that dirt is 'bad' because his mother washes him every time he gets dirty. By extension, seeing a Negro child, he might point to him and say, 'Bad child', for the Negro child's face is brown, hence unwashed and dirty, and so, 'bad'. We can avoid this pre-logical thing and all of us go through this phase before we learn to think more effectively.
But some people remain at this stage and never learn that things seem alike, such as dirt and brown pigment are really quite different. Whether a child graduates from his stage to correct thinking or to prejudicial thinking depends to a great extent on his experiences with his parents and teacher.

Which one of the following statements is true?

Read the following passage and answer the question given below it.

The first important point about how children learn prejudice is that they do. They aren't born that way, to quote the old saying, 'You can't change human nature.' But you can change it. We do not know that very small children are free of prejudice. Studies of school children have shown that prejudice is slight or absent among children in the first and second grades. After this, it may fall off again in adolescence. Other studies have shown that on average young adults are much free of prejudice than older ones.
In the early stages of picking up prejudice, children mix it with ignorance which as I've said, should be distinguished from prejudice. A child, as he begins to study the world around him, tries to organize his experiences. Doing this he begins to classify things and people and begins to form connections, or what psychologists call associations. He needs to do this because he saves time and effort by putting things and people into categories. But unless he classifies correctly, his categories will mislead rather than guide him. For example, if a child learns that 'all fires are hot and dangerous,' fires have been put firmly into the category of things to be watched carefully and thus he can save himself from harm. But if he learns a category like 'Negroes are lazy' or 'foreigners are fools,' he's learned generalizations that mislead because they're unreliable. The thing is that, when we use categories, we need to remember the exceptions and differences, the individual variations that qualify the usefulness of all generalizations. Some fires, for example, are hotter and more dangerous than others. If people had avoided all fires as dangerous, we would never have had central heating.
More importantly, we can ill afford to treat people of any given group as generally alike, even when it's possible to make some accurate generalizations about them. So when a child first begins to group things together, it's advisable that he learns differences as well as similarities. For example, basic among the distinctions he draws is the division into 'good' and 'bad', which he makes largely on the grounds of what his parents do and say about things and the people. Thus, he may learn that dirt is 'bad' because his mother washes him every time he gets dirty. By extension, seeing a Negro child, he might point to him and say, 'Bad child', for the Negro child's face is brown, hence unwashed and dirty, and so, 'bad'. We can avoid this pre-logical thing and all of us go through this phase before we learn to think more effectively.
But some people remain at this stage and never learn that things seem alike, such as dirt and brown pigment are really quite different. Whether a child graduates from his stage to correct thinking or to prejudicial thinking depends to a great extent on his experiences with his parents and teacher.

Which one of the following statements is not true?

Read the passage carefully and choose the best answer to the question out of four alternatives and mark your answer.

"Sit down," the principal said, but Mr. Tagde continued to stand, gaining courage from his own straight-backed stance, because he was beginning to feel a little afraid now. The principal looked unhappy. He disliked being forced to perform this sort of unpleasant task.
"I wish you would consider withdrawing this report", he said. "I am sorry, Sir, I cannot do that", Mr. Tagde said. He was pleased with his unwavering voice and uncompromising words.
"It will be a very damaging report if put on record."
"It is a factual report on very damaging conduct."
"You are asking for the boy's expulsion from school. Don't you think, the punishment is too harsh for a few boyish pranks?"

Mr. Tagde did not sit down because

Read the passage carefully and choose the best answer to the question out of four alternatives and mark your answer.

"Sit down," the principal said, but Mr. Tagde continued to stand, gaining courage from his own straight-backed stance, because he was beginning to feel a little afraid now. The principal looked unhappy. He disliked being forced to perform this sort of unpleasant task.
"I wish you would consider withdrawing this report", he said. "I am sorry, Sir, I cannot do that", Mr. Tagde said. He was pleased with his unwavering voice and uncompromising words.
"It will be a very damaging report if put on record."
"It is a factual report on very damaging conduct."
"You are asking for the boy's expulsion from school. Don't you think, the punishment is too harsh for a few boyish pranks?"

Read the passage carefully and choose the best answer to the question out of four alternatives and mark your answer.

"Sit down," the principal said, but Mr. Tagde continued to stand, gaining courage from his own straight-backed stance, because he was beginning to feel a little afraid now. The principal looked unhappy. He disliked being forced to perform this sort of unpleasant task.
"I wish you would consider withdrawing this report", he said. "I am sorry, Sir, I cannot do that", Mr. Tagde said. He was pleased with his unwavering voice and uncompromising words.
"It will be a very damaging report if put on record."
"It is a factual report on very damaging conduct."
"You are asking for the boy's expulsion from school. Don't you think, the punishment is too harsh for a few boyish pranks?"

The principal was unhappy because he

Read the passage carefully and choose the best answer to the question out of four alternatives and mark your answer.

For days, I trudged from one property dealer to another, from one 'to-let' notice to another with the estimated advance money tucked safely in the inner lining of my handbag, but in vain. At one place, they needed a couple, at another a young man, and at another, they wished to know my employment status. And I realised that I was a freak called the single woman and the job status being nothing more than a freelance writer with hardly any assignments in hand, only dreams of making it someday. So, the dream house remained far away, gradually turning into a fantasy.

The author "trudged from one property dealer to another" means that the author

Read the passage carefully and choose the best answer to the question out of four alternatives and mark your answer.

For days, I trudged from one property dealer to another, from one 'to-let' notice to another with the estimated advance money tucked safely in the inner lining of my handbag, but in vain. At one place, they needed a couple, at another a young man, and at another, they wished to know my employment status. And I realised that I was a freak called the single woman and the job status being nothing more than a freelance writer with hardly any assignments in hand, only dreams of making it someday. So, the dream house remained far away, gradually turning into a fantasy.

Read the passage carefully and choose the best answer to the question out of four alternatives and mark your answer.

For days, I trudged from one property dealer to another, from one 'to-let' notice to another with the estimated advance money tucked safely in the inner lining of my handbag, but in vain. At one place, they needed a couple, at another a young man, and at another, they wished to know my employment status. And I realised that I was a freak called the single woman and the job status being nothing more than a freelance writer with hardly any assignments in hand, only dreams of making it someday. So, the dream house remained far away, gradually turning into a fantasy.

Which of the following statements best reflects the underlying tone of the passage?