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Given below are two statements - one labelled as Assertion (A) and the other labelled as Reason (R) Assertion (A) : No other leader suceeded so in arousign and mobilizing the depessed classes for their own development as Dr. Ambedkar, for he gave them a sense of their own identity. Reason (R): Dr. Ambedkar's whole being rose in articulate protest against a social order which condemned him and his people to a life of social ostracism, material deprivation and psychological injury and insult. In the context of the above two statements, which of the following is correct?

Given below are two statements - one labelled as Assertion (A) and the other labelled as Reason (R) Assertion (A) : No other leader suceeded so in arousign and mobilizing the depessed classes for their own development as Dr. Ambedkar, for he gave them a sense of their own identity. Reason (R): Dr. Ambedkar's whole being rose in articulate protest against a social order which condemned him and his people to a life of social ostracism, material deprivation and psychological injury and insult. In the context of the above two statements, which of the following is correct? Correct Answer Both (A) and (R) are true and (R) is the correct explanation of (A)

Assertion

Babasaheb Dr. B.R. Ambedkar, the Chief Architect of Indian Constitution was a scholar par excellence, a philosopher, a visionary, an emancipator and a true nationalist. He led a number of social movements to secure human rights to the oppressed and depressed sections of the society. He stands as a symbol of struggle for social justice.

Reason

Babasaheb Dr. B.R. Ambedkar faced many hardships during his childhood for example. Ambedkar and other untouchable children were segregated and given little attention or help by teachers. They were not allowed to sit inside the class. When they needed to drink water, someone from a higher caste had to pour that water from a height as they were not allowed to touch either the water or the vessel that contained it. This task was usually performed for the young Ambedkar by the school peon, and if the peon was not available then he had to go without water; he described the situation later in his writings as "No peon, No Water".He was required to sit on a gunny sack which he had to take home with him

Related Questions

Given below are two statements, one labelled as Assertion (A) and the other as Reason (R). Assertion (A): Barani writes, ‘Sultan Muhammad Tughlaq talked as if he hated low-born people more than he hated idols, Nevertheless, I have seen him promoting Najba, the low-born son of a musician, to such an extent that he rose higher in status than many maliks, for Gujarat, Multan and Badaon were put in his charge . . . It was strange how he gave high offices and governments of extensive territories and great provinces to men of low and mean birth’. Reason (R): The Sultan believed in offices being open to talent. He dispensed with whatever considerations of birth had persisted in the administration and appointed low-born persons to the highest offices in the administration. In the context of the above two statements which of the following is correct ?
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?
An assertion and a reason are given below. Assertion: The phenomenon of nuclear fission generates great energy. Reason: The process in which a nucleus is broken into two parts is called nuclear fission. Choose the answer. A. Both Assertion and Reason are true and Reason is the correct explanation of Assertion. B. Both Assertion and Reason are true but Reason is not the correct explanation of Assertion. C. Both Assertion and Reason are false. D. Assertion is true but Reason is false.
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. How students can replace their anger and distrust?
A passage is given with five questions following it. Read the passage carefully and select the best answer to each question out of the given fouralternatives. He wasn't the first, nor would he be the last, but the wiry, bespectacled man from Gujarat is certainly the most famous of the world's peaceful political dissidents.Mohandas Gandhi – also affectionately known as Mahatma – led India's independence movement in the 1930s and 40s by speaking softly without carrying much ofa big stick, facing down the British colonialists with stirring speeches and non-violent protest. More than anything else, historians say, Gandhi proved that one manhas the power to take on an empire, using both ethics and intelligence. Urges Britain to quit India It is hard to imagine the thin, robed Gandhi working in the rough and tumble world of law, but Gandhi did get his start in politics as a lawyer in South Africa, where he supported the local Indian community's struggle for civil rights. Returning to India in 1915, he carried over his desire to improve the situation of the lower classes. Gandhi quickly became a leader within the Indian National Congress, a growing political party supporting independence, and traveled widely with the party to learnabout the local struggles of various Indian communities. It was during those travels that his legend grew among the Indian people, historians say. Gandhi was known as much for his wit and intelligence as for his piety. When he was arrested several more times over the years for his actions during the movement,Gandhi calmly fasted in prison, believing that his death would embarrass the British enough to spur independence, which had become the focus of his politics by1920. Gandhi's non-cooperation movement, kicked off in the early 1920s, called for Indians to boycott British goods and traditions and become self-reliant. His mostfamous protest came in 1930, when Gandhi led thousands of Indians on a 250-mile march to a coastal town to produce salt, on which the British had a monopoly. Bapu was known for his:
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?
A passage is given with five questions following it. Read the passage carefully and select the best answer to each question out of the given fouralternatives. He wasn't the first, nor would he be the last, but the wiry, bespectacled man from Gujarat is certainly the most famous of the world's peaceful political dissidents.Mohandas Gandhi – also affectionately known as Mahatma – led India's independence movement in the 1930s and 40s by speaking softly without carrying much ofa big stick, facing down the British colonialists with stirring speeches and non-violent protest. More than anything else, historians say, Gandhi proved that one manhas the power to take on an empire, using both ethics and intelligence. Urges Britain to quit India It is hard to imagine the thin, robed Gandhi working in the rough and tumble world of law, but Gandhi did get his start in politics as a lawyer in South Africa, where he supported the local Indian community's struggle for civil rights. Returning to India in 1915, he carried over his desire to improve the situation of the lower classes. Gandhi quickly became a leader within the Indian National Congress, a growing political party supporting independence, and traveled widely with the party to learnabout the local struggles of various Indian communities. It was during those travels that his legend grew among the Indian people, historians say. Gandhi was known as much for his wit and intelligence as for his piety. When he was arrested several more times over the years for his actions during the movement,Gandhi calmly fasted in prison, believing that his death would embarrass the British enough to spur independence, which had become the focus of his politics by1920. Gandhi's non-cooperation movement, kicked off in the early 1920s, called for Indians to boycott British goods and traditions and become self-reliant. His mostfamous protest came in 1930, when Gandhi led thousands of Indians on a 250-mile march to a coastal town to produce salt, on which the British had a monopoly. Which of the following can help one to "take on" an empire?
A passage is given with five questions following it. Read the passage carefully and select the best answer to each question out of the given fouralternatives. He wasn't the first, nor would he be the last, but the wiry, bespectacled man from Gujarat is certainly the most famous of the world's peaceful political dissidents.Mohandas Gandhi – also affectionately known as Mahatma – led India's independence movement in the 1930s and 40s by speaking softly without carrying much ofa big stick, facing down the British colonialists with stirring speeches and non-violent protest. More than anything else, historians say, Gandhi proved that one manhas the power to take on an empire, using both ethics and intelligence. Urges Britain to quit India It is hard to imagine the thin, robed Gandhi working in the rough and tumble world of law, but Gandhi did get his start in politics as a lawyer in South Africa, where he supported the local Indian community's struggle for civil rights. Returning to India in 1915, he carried over his desire to improve the situation of the lower classes. Gandhi quickly became a leader within the Indian National Congress, a growing political party supporting independence, and traveled widely with the party to learnabout the local struggles of various Indian communities. It was during those travels that his legend grew among the Indian people, historians say. Gandhi was known as much for his wit and intelligence as for his piety. When he was arrested several more times over the years for his actions during the movement,Gandhi calmly fasted in prison, believing that his death would embarrass the British enough to spur independence, which had become the focus of his politics by1920. Gandhi's non-cooperation movement, kicked off in the early 1920s, called for Indians to boycott British goods and traditions and become self-reliant. His mostfamous protest came in 1930, when Gandhi led thousands of Indians on a 250-mile march to a coastal town to produce salt, on which the British had a monopoly. According to the passage, British had a monopoly of producing which of the product?