How did Tishani Doshi’s visit to Antarctica as part of the Students on Ice Programme make her realise the importance of preserving the Earth? (Journey to the End of the Earth)
How did Tishani Doshi’s visit to Antarctica as part of the Students on Ice Programme make her realise the importance of preserving the Earth? (Journey to the End of the Earth)
Show Hint
Solution and Explanation
Step 2: Tishani Doshi’s Realisation - She witnesses melting glaciers and disintegrating ice shelves, alarming signs of climate change. - The experience makes her understand that human actions directly impact the planet. - She realizes that Antarctica, untouched by human civilization, is the best place to study environmental changes and predict their effects globally.
Step 3: Conclusion The visit serves as a wake-up call, reinforcing the urgency of sustainable living and conservation efforts to protect Earth’s future.
Top Questions on Literature
- What image of the Tiger King is revealed in the diamond ring episode?
“One of these days you’re going to talk yourself into a load of trouble,” her father said aggressively. What do you learn about Sophie’s father from these lines? (Going Places)
- The element of dilemma, between humanity and patriotism, elevates the character of Dr. Sadao in ‘The Enemy’. Support your answer with evidence from the text.
- “In that short time, we’ve managed to create quite a ruckus.” What does Tishani Doshi refer to by ‘ruckus’?
- “Where there is a will, there is a way.” The above saying aptly describes the character of Douglas from ‘Deep Water’ and Mukesh from ‘Lost Spring’. Compare and contrast their characters in terms of their courage, determination, and the pursuit of their goals.
Questions Asked in CBSE CLASS XII exam
Read the passage carefully:
(1) This report presents findings from the Youth Aspirations in India Survey in which 5,764 youth between the ages of 15 and 30 were asked about their employment, education, and skilling aspirations.
(2) Indian youth valued higher education. 50 percent of respondents aspire to attain a post-graduate degree, 24 percent a PhD, and 21 percent a bachelor's degree. Only 2 percent of respondents hope to attain a college or vocational diploma as their highest form of education.
(3) Respondents have a strong preference for attaining higher education degrees. At the same time, there is an awareness of changing skills requirements and an interest in augmenting their skills. 76 percent of youth report being very interested in pursuing a skills development programme. 70 percent of youth identified more employment opportunities as the main motivation for wanting to pursue skills development training.
(4) A study related to their job preference reveals their strong desire for job security and opportunities for career advancement. It is evident from the following data:
(5) In the context of technological adoption and digitization, jobs and tasks, along with the competencies required to execute them, are changing. 86 percent of youth feel very or moderately up to date with changes in skills requirements. Yet, 39 percent of youth feel very prepared or prepared for their ideal job, while 16 percent of youth feel either not prepared or very unprepared for their ideal job.
(6) Female respondents' education and employment aspirations match, if not exceed, those of male respondents. Yet, female respondents face discriminatory biases in hiring, have less paid work experience than their male counterparts, and face greater barriers in pursuing skills development opportunities. 60 percent of female respondents, for example, report having no paid work experience, compared to 54 percent of male respondents. In addition, 15 percent of female respondents report personal biases such as marital status, gender, age, or family background as a main barrier to employment compared to 9 percent of male respondents. While more female respondents report being very interested in participating in a skills development programme, only 19 percent have enrolled in a programme, compared to 26 percent of male respondents.
Answer the following questions, based on the given passage:
- CBSE CLASS XII - 2025
- Reading Comprehension
Select the correct option from those given in brackets to fill in the blank:
“It was because they were sorry too….” They were sorry for _________(not following the government order / not learning their language).- CBSE CLASS XII - 2025
- Reading Comprehension
Choose the correct option: What is the tone of the speaker in the expression ‘I hardly knew how to write ...... how sorry I was for not learning my lessons’?
- CBSE CLASS XII - 2025
- Reading Comprehension
My Last French Lesson! Why, I hardly knew how to write ! I should never learn any more! I must stop there, then! Oh, how sorry I was for not learning my lessons, for seeking birds 'eggs or going sliding on the Saar! My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn't give up and M. Hamel, too; the idea that he was going away, that I should never see him again, made me forget all about his ruler and how cranky he was. Poor man! It was in honour of this last lesson that he had put on his fine Sunday clothes, and now I understood why the old men of the village were sitting there in the back of the room. It was because they were sorry, too, that they had not gone to school more. It was their way of thanking our master for his forty years of faithful service and of showing their respect for the country that was theirs no more.
(The Last Lesson)- CBSE CLASS XII - 2025
- Reading Comprehension
What does the writer mean by the phrase ‘indoor shooting’ in the first line of the extract?
- CBSE CLASS XII - 2025
- Reading Comprehension