<strong>"I told you the truth," I say yet again, "Memory's truth, because memory has its own special kind. It selects, eliminates, alters, exaggerates, minimizes, glorifies, and vilifies also; but in the end it creates its own reality, its heterogeneous but usually coherent versions of events; and no sane human being ever trusts someone else's version more than his own."<br> What are the different ways in which 'truth' can be understood from the passage?</strong>

Read the passage carefully and answer the questions based on the passage:
The Right to Information Act 2005 (Act No. 22/2005) is a law enacted by the Parliament of India giving Indians access to government records. Under the terms of the Act, any person may request information from a ”public authority” (a body of Government or instrumentality of State) which is expected to reply expeditiously or within thirty days. The Act also requires every public authority to computerize their records for wide dissemination and to proactively publish certain categories of information so that the citizens need minimum recourse to request for information formally. This law was passed by Parliament on 15 June 2005 and came into force on 13 October 2005. Information disclosure in India was hitherto restricted by the Official Secrets Act 1923 and various other special laws, which the new RTI Act now overrides. The Act specifies that citizens have a right to:
• Request any information (as defined)
• Take copies of documents
• Inspect documents, works and records
• Take certified samples of materials of work.
• Obtain information in the form of printouts, diskettes, floppies, tapes, video cassettes or in any other electronic mode.

CUET (UG) - 2025
Sociology
Reading Comprehension

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Read the passage carefully and answer the questions based on the passage:
There has been greater recognition that both men and women are constrained by dominant gen der identities. For instance, men in patriarchal societies feel they must be strong and successful. It is not manly, to express oneself emotionally. A gender-just society would allow both men and women to be free. This, of course, rests on the idea that for true freedom to grow and develop, injustices of all kinds have to end. The idea of a gender-just society is based upon two important factors- educated women with multiple roles and improved sex ratio. The programme of the Government of India, Beti Bachao, Beti Padhao Yojana is an important effort in the actualization of a gender-just society.

CUET (UG) - 2025
Sociology
Reading Comprehension

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No one argues that the rich should be rich because they were born to wealthy parents. Critics of inequality may complain that those who would abolish inheritance taxes, say, are implicitly endorsing hereditary privilege. But no one defends hereditary privilege outright or disputes the principle that careers should be open to talents.
Most of our debates about access to jobs, education, and public o ce proceed from the premise of equal opportunity. Our disagreements are less about the principle itself than about what it requires. For example, critics of a rmative action in hiring and college admissions argue that such policies are inconsistent with equality of opportunity, because they judge applicants on factors other than merit. Defenders of a rmative action reply that such policies are necessary to make equality of opportunity a reality for members of groups that have suffered discrimination or disadvantage.
At the level of principle at least, and political rhetoric, meritocracy has won the day. In democracies throughout the world, politicians of the center-left and center-right claim that their policies are the ones that will enable all citizens, whatever their race or ethnicity, gender or class, to compete on equal terms and to rise as far as their efforts and talents will take them. When people complain about meritocracy, the complaint is usually not about the ideal but about our failure to live up to it: The wealthy and powerful have rigged the system to perpetuate their privilege; the professional classes have gured out how to pass their advantages on to their children, converting the meritocracy into a hereditary aristocracy; colleges that claim to select students on merit give an edge to the sons and daughters of the wealthy and the well-connected. According to this complaint, meritocracy is a myth, a distant promise yet to be redeemed.

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Look how you turned on
the ceiling fan—it’s too high,
see how it shakes and trembles.
You walk into this room
with your hot ideas
and the ceiling fan has to work harder
to cool down the room
for us. You walk into this room
with your crazy eyes
and the ceiling fan
wants to y loose. It dreams
of becoming a spider lily.

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Recently, a team of social scientists launched an experiment to test that hypothesis. They recruited 1,500 entrepreneurs in West Africa—a mix of women and men in their 30s, 40s, and 50s—who were running small startups in manufacturing, service, and commerce. They randomly assigned the founders to one of three groups. One was a control group: they went about their business as usual. The other two were training groups: they spent a week learning new concepts, analyzing them in case studies of other entrepreneurs, and applying them to their own startups through role-play and re section exercises. What differed was whether the training focused on cognitive skills or character skills. In cognitive skills training, the founders took an accredited business course created by the International Finance Corporation. They studied nance, accounting, HR, marketing, and pricing, and practiced using what they learned to solve challenges and seize opportunities. In character skills training, the founders attended a class designed by psychologists to teach personal initiative. They studied proactivity, discipline, and determination, and practiced putting those qualities into action. Character skills training had a dramatic impact. After founders had spent merely ve days working on these skills, their rms’ pro ts grew by an average of 30 percent over the next two years. That was nearly triple the bene t of training in cognitive skills. Finance and marketing knowledge might have equipped founders to capitalize on opportunities, but studying proactivity and discipline enabled them to generate opportunities. They learned to anticipate market changes rather than react to them. They developed more creative ideas and introduced more new products. When they encountered nancial obstacles, instead of giving up, they were more resilient and resourceful in seeking loans. Along with demonstrating that character skills can propel us to achieve greater things, this evidence reveals that it’s never too late to build them … Character doesn’t set like plaster—it retains its plasticity. Character is often confused with personality, but they’re not the same. Personality is your predisposition—your basic instincts for how to think, feel, and act. Character is your capacity to prioritize your values over your instincts. Knowing your principles doesn’t necessarily mean you know how to practice them, particularly under stress or pressure. It’s easy to be proactive and determined when things are going well. The true test of character is whether you manage to stand by those values when the deck is stacked against you. If personality is how you respond on a typical day, character is how you show up on a hard day. Personality is not your destiny—it’s your tendency. Character skills enable you to transcend that tendency to be true to your principles. It’s not about the traits you have—it’s what you decide to do with them. Wherever you are today, there’s no reason why you can’t grow your character skills starting now.

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The Correct Option is C, D

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