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The following sentences form a paragraph. These four parts are numbered as P, Q, R and S. They are not given in their proper order. Read the sentences and choose the alternative that arranges them in correct order. P. It also urges this target group to reduce the production and excessive use of single-use plastics, which are polluting our environment and threatening human health. Q. Since India was the global host of this year’s event, and also one of the victims of plastic pollution, we should view this danger seriously. R. The theme urges governments, industries, communities and individuals to come together and explore sustainable alternatives. S. We celebrated ‘World Environment Day’ (June 5) with a critical theme: beat plastic pollution.

The following sentences form a paragraph. These four parts are numbered as P, Q, R and S. They are not given in their proper order. Read the sentences and choose the alternative that arranges them in correct order. P. It also urges this target group to reduce the production and excessive use of single-use plastics, which are polluting our environment and threatening human health. Q. Since India was the global host of this year’s event, and also one of the victims of plastic pollution, we should view this danger seriously. R. The theme urges governments, industries, communities and individuals to come together and explore sustainable alternatives. S. We celebrated ‘World Environment Day’ (June 5) with a critical theme: beat plastic pollution. Correct Answer SQRP

Correct option - 3

Here, the passage is based upon how India has been facing problem of plastic pollution. We cannot start the paragraph with Q because it mentions 'event' and this event is described in S i.e. 'World Environment Day'. Hence, options 1 & 4 are eliminated. In option 1, S is followed by P, which has adverb Also, that means it has something related which should come first i.e. sentence R. Thus, option 2 is incorrect. Hence, option 3 i.e. SQRP is the correct answer. 

Related Questions

The following sentences form a paragraph.They are numbered as P, Q, R and S. These four parts are not given in their proper order. Read the sentences and choose the alternative that arranges them in correct order. P. Unfortunately, it is not free of this menace — plastic waste can be seen littered everywhere in this pristine evergreen stretch that is host to numerous species of wildlife.  Q. In order to have a plastic-free world, we have to unlearn the habit of ‘use and throw’. I am working in a biodiversity hotspot situated in the Western Ghats in Kerala.  R. Despite boards that say ‘Littering is prohibited’, visitors still bring plastic with them and leave behind a carpet of waste.  Plastic is slowly choking the environment and we need to stop this. S. Plastic bottles and covers can be seen in the crystal clear waters of forest streams even deep in the forests. 
The following sentences form a paragraph. The first and the last sentences of the paragraph are given. The rest of the sentences are numbered as P, Q, R and S. These four parts are not given in their proper order. Read the sentences and choose the alternative that arranges them in the correct order. 1. The concept of Globalisation by integrating nation states within the theme work of World Trade Organisation (WTO) is an alternative version of the Theory of Comparative Cost Advantage propagated by the classical economists for assuming unrestricted flow of goods between the countries for mutual benefit, especially from Great Britain to other less developed countries or to their colonies. P. However, the advocates of globalisation, especially from the developed countries purposely limit the definition of globalisation to only three components, i.e., unrestricted trade flows, capital flows and technology flows. Q. They do not want to include the free flow labour within the parameter of globalisation set by them. R. In this way, the imperialist nations gained much at the cost of the colonial countries who had to suffer from the scar of stagnation and poverty. S. The World Commission on the Social Dimension of Globalisation (WCSDG) set up by ILO has also made some important observations on globalisation. 6. In the meantime, various countries of the world have adopted the policy of globalisation.
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. How students can replace their anger and distrust?
The following sentences form a paragraph. The first and the last sentences of the paragraph are given. The rest of the sentences are numbered as P, Q, R and S. These four parts are not given in their proper order. Read the sentences and choose the alternative that arranges them in the correct order. 1. Kautilya's Arthshastra generally prescribed 16-8% rate of interest except when the risk was extraordinarily high. P. There is also evidence to prove that deposit banking in some form had come into existence by the Second or Third century of the Christian era. Q. The English traders could not make much use of the indigenous bankers, firstly, because of the language difficulty and secondly, because Indian bankers lacked the experience of the finance of European trade. R. These bankers could not, however, develop the system of obtaining deposits regularly from the public and those, who made savings, either hoarded or    lent them to friends and neighbours. S. During the Mughal rule, the indigenous bankers did the profitable business of money-changing and most important among them were appointed mint — officers, revenue collectors, bankers, and money-changers to the Government. 6. Therefore, the English Agency Houses, which were primarily commercial undertakings, began to conduct banking business also, so as to meet the needs of the company, the members of the services, and the European merchants in India.
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What was the reason behind the strong connection between Shirley and Tiffany?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their
differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What makes the others well-being a moral responsibility for us?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What does the “mindful citizen” exercise help us in?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What do you mean by pedagogical practice?
In the following question, the first and the last part of the sentence/passage are numbered 1 and 6. The rest of the sentence/passage is split into four parts and named P, Q, R, S. These four parts are not given in their proper order. Read the sentence/passage and find out which of the four combinations is correct. S1. Plastic bags are a major cause of environmental pollution. P. Many countries around the globe have either ban the plastic bag or Levi tax on it. Q. Plastic as a substance is non-biodegradable and thus plastic bags remain in the environment for hundreds of years polluting it immensely. R. However, the problem hasn’t been solved completely because the implementation of these measures hasn’t been as successful. S. It has become very essential to ban plastic bags before they ruin our planet completely. S6. Research shows that waste plastic bags have been a major reason for untimely animal deaths.
Read the paragraph and answer the question that follows: Incessant combustion of fossil fuels emits toxic gases, polluting the air; urbanization results in deforestation and hence poor air quality; littering of plastic waste damages the productivity of soil and pollutes water bodies. Environmental pollution results in more serious consequences like – global warming, unexpected climatic changes, depletion of natural resources, species depletion, and various other adverse effects leading to a lowered sustainability of life on earth. Another prime contributor to the pollution of the environment is plastic pollution. Plastic bags those are not disposed of properly, reach the soil and water bodies, polluting them and damaging dependent lives. Being non-bio degradable plastic lingers around for years, rendering them useless. What is the prime contributor to pollution?