English — Set 35

Context: Study the following passage and answer the question based on it (36-40) The object underlying the rules of natural justice "is to prevent miscarriage of justice" ans secure "fair play in action" As pointed out earlier the requirement about recording of reasons for its decision by an administrative authority exercising quasi-judicial functions achieves his object by excluding changes of arbitrariness and ensuring a degree of fairness in the process of decision making. Keeping in view the expanding horizon of the principle of natural justice which govern exercise of power by administrative authorities. The rules of natural justice are not embodied rules. The extent of their application depends upon the particularly statutory framework where under jurisdiction has been conferred on the administrative authority. with regard to the exercise of particular power by an administrative authority including exercise of judicial or quasi-judicial functions the legislature, while conferring the said power, may feel that it would not be in the larger public interest that the reasons for the order passed by the administrative authority be recorded in the order and be communicated to the aggrieved party and it may dispense with such a requirement.

Context: Study the following passage and answer the given questions (5 - 9). Organisations are institutions in which members compete for status and power. They compete for resource of the organisation, for example finance to expand their own departments, for career advancement and for power to control the activities of others. In pursuit of these aims, grouped are formed and sectional interests emerge. As a result, policy-decisions may serve the ends of political and career systems rather than those of the concern. In this way, the goals of the organisation may be displaced in favour of sectional interests and individual ambition. These preoccupations sometimes prevent the emergence of organic systems. Many of the electronic firms in the study had recently created research and development departments employing highly qualified and well paid scientists and technicians. Their high pay and expert knowledge were sometimes seen as a threat to the established order of rank, power and privilege. Many senior managers had little knowledge of technicality and possibilities of new developments and electronics. Some felt that close cooperation with the experts in an organic system would reveal their ignorance and show their experience was now redundant.

Context: The world dismisses curiosity by calling it idle or mere idle curiosity even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced everyday with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. With the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is what a university for. some of the questions which the scholars ask seem to the world to be scarcely worth asking, let alone answering. they asked questions too minute and specialised for you and me to understand without years of explanation. If the world inquires of one of them why he wants to know the answer to a particular question he may say especially if he is a scientist, that the answer will in some obscure way make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility. But to you who are now part of the university, he will say that he wants to know the answer simply because he does not know it, the way the mountain climber wants to climb a mountain, simply because it is there. Similarly a historian asked by an outsider why he studies history may come out with the argument that he has learnt to respect to report on such occasions, something about knowledge of the past making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler, something happened and he would like to know what. All this does not mean that the answers which scholars to find to their enormous consequences but these seldom form the reason for asking the question or pursuing the answers. It is true that scholars can be put to work answering questions for sake of the consequences as thousands are working now, for example, in search of a cure for cancer. But this is not the primary scholars. For the consequences are usually subordinate to the satisfaction of curiosity.