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Signature and Name of Invigilator
PAPER - I
1
...
(Name)
(To be filled by the Candidate)
2
...
(Name)
J 0 0 0 1 8
(In figures as per admission card)
P
Test Booklet Series
Time : 1 hour]
Number of Pages in this Booklet : 24
Instructions for the Candidates
!J-00018-PAPER-I-SET-P!
(In words)
[Maximum Marks : 100
Number of Questions in this Booklet : 50
1
...
2
...
All questions are compulsory
...
At the commencement of examination, the question booklet will
be given to you
...
Do not accept a booklet
without sticker-seal/without polythene bag and do not
accept an open booklet
...
Faulty booklets due to pages/questions missing or
duplicate or not in serial order or any other discrepancy
should be got replaced immediately by a correct booklet
from the invigilator within the period of 5 minutes
...
(iii) After this verification is over, the Test Booklet Number should
be entered on the OMR Sheet and the OMR Sheet Number
should be entered on this Test Booklet
...
In case
of discrepancy in Series, the candidate should immediately
report the matter to the Invigilator for replacement of the
Test Booklet/OMR Sheet
...
Each item has four alternative responses marked (1), (2), (3) and
(4)
...
Example :
where (3) is the correct response
...
Your responses to the items are to be indicated in the OMR Sheet
given inside the Booklet only
...
6
...
7
...
8
...
9
...
You are however, allowed to
carry original question booklet
...
Use only Blue/Black Ball point pen
...
Use of any calculator or log table etc
...
12
...
13
...
P-00018
Roll No
...
¬˝àÿ∑§ ¬˝‡Ÿ ∑§ Á‹∞ øÊ⁄U ©ûÊ⁄U Áfl∑§À¬ (1), (2), (3) ÃÕÊ (4) ÁŒÿ ªÿ „Ò¢–
•Ê¬∑§Ù ‚„Ë ©ûÊ⁄U ∑§ flÎûÊ ∑§Ù ¬Ÿ ‚ ÷⁄U∑§⁄U ∑§Ê‹Ê ∑§⁄UŸÊ „Ò ¡Ò‚Ê Á∑§ ŸËø
ÁŒπÊÿÊ ªÿÊ „Ò–
©ŒÊ„⁄UáÊ —
¡’Á∑§ (3) ‚„Ë ©ûÊ⁄U „Ò–
5
...
•ãŒ⁄U ÁŒÿ ªÿ ÁŸŒ¸‡ÊÙ¢ ∑§Ù äÿÊŸ¬Ífl¸∑§ ¬…∏¢U–
7
...
ÿÁŒ •Ê¬ OMR ¬òÊ∑§ ¬⁄U ÁŸÿà SÕÊŸ ∑§ •‹ÊflÊ •¬ŸÊ ŸÊ◊, ⁄UÊ‹ Ÿê’⁄U, »§ÊŸ
Ÿê’⁄U ÿÊ ∑§Ê߸ ÷Ë ∞‚Ê Áøq Á¡‚‚ •Ê¬∑§Ë ¬„øÊŸ „Ê ‚∑§, •¥Á∑§Ã ∑§⁄Uà „Ò¥
•ÕflÊ •÷Œ˝ ÷Ê·Ê ∑§Ê ¬˝ÿʪ ∑§⁄Uà „Ò¥, ÿÊ ∑§Ê߸ •ãÿ •ŸÈÁøà ‚ÊœŸ ∑§Ê ¬˝ÿʪ
∑§⁄Uà „Ò¥, ¡Ò‚ Á∑§ •¥Á∑§Ã Á∑§ÿ ªÿ ©ûÊ⁄U ∑§Ê Á◊≈UÊŸÊ ÿÊ ‚»§Œ SÿÊ„Ë ‚ ’Œ‹ŸÊ
ÃÊ ¬⁄UˡÊÊ ∑§ Á‹ÿ •ÿÊÇÿ ÉÊÊÁ·Ã Á∑§ÿ ¡Ê ‚∑§Ã „Ò¥–
9
...
∑§fl‹ ŸË‹/∑§Ê‹ ’Ê‹U åflÊßZ≈U ¬Ÿ ∑§Ê „Ë ¬˝ÿʪ ∑§⁄¢U–
11
...
ª‹Ã ©ûÊ⁄UÊ¥ ∑§ Á‹∞ ∑§Ê߸ Ÿ∑§Ê⁄UÊà◊∑§ •¥∑§ Ÿ„Ë¥ „Ò¥–
13
...
2
...
P
...
O
...
All
questions are compulsory
...
Which of the following set of statements best describes the nature and objectives of teaching ?
Indicate your answer by selecting from the code
...
(b) There is no difference between teaching and training
...
(d) All good teaching is formal in nature
...
(f)
Teaching is a social act whereas learning is a personal act
...
Which of the following learner characteristics is highly related to effectiveness of teaching ?
(1) Prior experience of the learner
(2) Educational status of the parents of the learner
(3) Peer groups of the learner
(4) Family size from which the learner comes
...
In the two sets given below Set - I indicates methods of teaching while Set - II provides the
basic requirements for success/effectiveness
...
ß‚ ¬˝‡Ÿ-¬òÊ ◊¥ ¬øÊ‚ (50) ’„È-Áfl∑§À¬UËÿ ¬˝‡Ÿ „Ò¥– ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ ŒÊ (2) •¥∑§ „Ò¥– ‚÷Ë ¬˝‡Ÿ •ÁŸflÊÿ¸ „Ò¥–
50 ¬˝‡Ÿ x 2 •¥∑§ = 100 •¥∑§
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚Ê ∑§ÕŸ ‚◊ÈìÊÿ Á‡ÊˇÊáÊ ∑§Ë ¬˝∑ΧÁà •ÊÒ⁄U ©g‡ÿ ∑§Ê ©ûÊ◊ …¥Uª ‚ Áflfl⁄UáÊ ¬˝SÃÈà ∑§⁄UÃÊ „Ò?
ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ◊¥ ‚ •¬Ÿ ©ûÊ⁄U ∑§Ê øÈÁŸ∞ —
(a) Á‡ÊˇÊáÊ •ÊÒ⁄U •Áœª◊ •ÁflÁë¿UÛÊ M§¬ ‚ ‚¥’¥ÁœÃ „Ò¥–
(b) Á‡ÊˇÊáÊ •ÊÒ⁄U ¬˝Á‡ÊˇÊáÊ ∑§ ’Ëø ∑§Ê߸ •¥Ã⁄U Ÿ„Ë¥ „Ò–
(c) ‚◊Sà Á‡ÊˇÊáÊ ∑§Ê ‚⁄UÊ∑§Ê⁄U ¿UÊòÊÊ¥ ◊¥ ∑ȧ¿U ¬˝∑§Ê⁄U ∑§ M§¬Ê¥Ã⁄UáÊ ∑§Ê ‚ÈÁŸÁ‡øà ∑§⁄UŸ ‚ „ÊÃÊ „Ò–
(d) ‚◊Sà •ë¿UÊ Á‡ÊˇÊáÊ ¬˝∑ΧÁà ◊¥ •ÊÒ¬øÊÁ⁄U∑§ „ÊÃÊ „Ò–
(e) Á‡ÊˇÊ∑§ ∞∑§ flÁ⁄Uc∆U √ÿÁÄà „ÊÃÊ „Ò–
(f)
Á‡ÊˇÊáÊ ∞∑§ ‚Ê◊ÊÁ¡∑§ ∑Χàÿ „Ò, ¡’Á∑§ •Áœª◊ ∞∑§ √ÿÁÄêà ∑Χàÿ „Ò–
∑ͧ≈U —
(1) (a), (b) •ÊÒ⁄U (d) (2) (b), (c) •ÊÒ⁄U (e)
(3) (a), (c) •ÊÒ⁄U (f)
(4) (d), (e) •ÊÒ⁄U (f)
2
...
ŸËø ÁŒ∞ ª∞ ŒÊ ‚◊ÈìÊÿÊ¥ ◊¥ ‚◊ÈìÊÿ - I ◊¥ Á‡ÊˇÊáÊ ÁflÁœÿÊ° ߥÁªÃ ∑§Ë ªß¸ „Ò¥, ¡’Á∑§ ‚◊ÈìÊÿ - II ◊¥ ‚»§‹ÃÊ/
¬˝÷ÊflÊà¬ÊŒ∑§ÃÊ ∑§Ë ◊Í‹ •¬ˇÊÊ∞° ŒË ªß¸ „Ò¥– ߟ ŒÊŸÊ¥ ‚◊ÈìÊÿÊ¥ ∑§Ê ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ◊¥ ‚ •¬Ÿ
©ûÊ⁄U ∑§Ê øÈÁŸ∞ —
‚◊Èëøÿ - I
‚◊Èëøÿ - II
(Á‡ÊˇÊáÊ ÁflÁœ)
(‚»§‹ÃÊ/¬˝÷ÊflÊà¬ÊŒ∑§ÃÊ ∑§Ë ◊Í‹ •Êfl‡ÿ∑§ÃÊ∞°)
(a) √ÿÊÅÿÊŸ ŒŸÊ
(i)
¬˝ÁìÈÁc≈U ‚Á„à ‹ÉÊÈ ¬ŒÊ¥ ◊¥ ¬˝SÃÈÁÃ
(b) ‚◊Í„Ê¥ ◊¥ øøʸ
(ii) ’«∏Ë ‚¥ÅÿÊ ◊¥ ÁfløÊ⁄UÊ¥ ∑§Ê ¬˝SÃÈà ∑§⁄UŸÊ
(c) ÁfløÊ⁄UÊfl‡Ê ¬˝Á∑˝§ÿÊ
(iii) S¬c≈U ÷Ê·Ê ◊¥ Áfl·ÿflSÃÈ ∑§Ê ‚ê¬˝·áÊ
(d) •Á÷∑˝§Á◊à •ŸÈŒ‡ÊŸ ∑§Ë ¬hÁÃ
(iv) Á‡ÊˇÊáÊ-©¬∑§⁄UáÊÊ¥ ∑§Ê ©¬ÿʪ
(v) ¬˝ÁÃ÷ÊÁªÿÊ¥ ◊¥ ¬˝∑§⁄UáÊ-•ÊœÊÁ⁄Uà ÷ʪˌÊ⁄UË
∑ͧ≈U —
(1)
(2)
(3)
(4)
P-00018
(a)
(i)
(ii)
(iii)
(iv)
(b)
(ii)
(iii)
(v)
(ii)
(c)
(iii)
(iv)
(ii)
(i)
(d)
(iv)
(v)
(i)
(iii)
!J-00018-PAPER-I-SET-P!
3
P
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O
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From the list of evaluation procedures given below identify those which will be called ‘formative
evaluation’
...
(b) During interaction with students in the classroom, the teacher provides corrective
feedback
...
(d) The teacher clarifies the doubts of students in the class itself
...
(f)
The learner’s motivation is raised by the teacher through a question-answer session
...
Assertion (A) : All teaching should aim at ensuring learning
...
Choose the correct answer from the following code :
(1) Both (A) and (R) are true, and (R) is the correct explanation of (A)
...
(3) (A) is true, but (R) is false
...
6
...
Set - I specifies the types of research, while Set - II indicates
their characteristics
...
Set - I
Set - II
(Research types)
(Characteristics)
(a) Fundamental research
(i)
Finding out the extent of perceived impact of an
intervention
(b) Applied research
(ii) Developing an effective explanation through theory
building
(c) Action research
(iii) Improving an existing situation through use of
interventions
(d) Evaluative research
(iv) Exploring the possibility of a theory for use in various
situations
(v) Enriching technological resources
Code :
(a) (b) (c) (d)
(1) (ii) (iv) (iii) (i)
(2) (v) (iv) (iii) (ii)
(3) (i)
(ii) (iii) (iv)
(4) (ii) (iii) (iv) (v)
P-00018
!J-00018-PAPER-I-SET-P!
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4
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•Á÷∑§ÕŸ (A) : ‚◊Sà Á‡ÊˇÊáÊ ∑§Ê ©g‡ÿ •Áœª◊ ∑§Ê ‚ÈÁŸÁ‡øà ∑§⁄UŸÊ „ÊŸÊ øÊÁ„∞–
Ã∑¸§ (R) :
‚◊Sà •Áœª◊ Á‡ÊˇÊáÊ ∑§Ê ¬Á⁄UáÊÊ◊ „ÊÃÊ „Ò–
ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ◊¥ ‚ ‚„Ë ©ûÊ⁄U ∑§Ê øÈÁŸ∞ —
(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–
6
...
T
...
7
...
9
...
Which of the sets of activities best indicate the cyclic nature of action research strategy ?
(1)
Reflect, Observe, Plan, Act
(2)
Observe, Act, Reflect, Plan
(3)
Act, Plan, Observe, Reflect
(4)
Plan, Act, Observe, Reflect
Which of the following sequences of research steps is nearer to scientific method ?
(1)
Suggested solution of the problem, Deducing the consequences of the solution, Perceiving
the problem situation, Location of the difficulty and testing the solutions
...
(3)
Defining a problem, Identifying the causes of the problem, Defining a population,
Drawing a sample, Collecting data and Analysing results
...
The problem of ‘research ethics’ is concerned with which aspect of research activities ?
(1)
Following the prescribed format of a thesis
(2)
Data analysis through qualitative or quantitative techniques
(3)
Defining the population of research
(4)
Evidence based research reporting
In which of the following activities, potential for nurturing creative and critical thinking is
relatively greater ?
(1)
Preparing research summary
(2)
Presenting a seminar paper
(3)
Participation in research conference
(4)
Participation in a workshop
P-00018
!J-00018-PAPER-I-SET-P!
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7
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9
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Á∑˝§ÿÊ∑§‹Ê¬Ê¥ ∑§ ÁŸêŸÁ‹Áπà ‚◊ÈìÊÿÊ¥ ◊¥ ∑§ÊÒŸ‚Ê ‚◊ÈìÊÿ Á∑˝§ÿÊà◊∑§ ‡ÊÊœ ⁄UáÊŸËÁà ∑§Ë ø∑˝§Ëÿ ¬˝∑ΧÁà ∑§Ê ߥÁªÃ ∑§⁄UÃÊ
„Ò?
(1)
ª„Ÿ Áø¥ÃŸ ∑§⁄UŸÊ, ¬˝ˇÊáÊ ∑§⁄UŸÊ, ÁŸÿÊ¡Ÿ, Á∑˝§ÿÊÁãflÁÃ
(2)
¬˝ˇÊáÊ ∑§⁄UŸÊ, Á∑˝§ÿÊÁãflÁÃ, ª„Ÿ Áø¥ÃŸ ∑§⁄UŸÊ, ÁŸÿÊ¡Ÿ
(3)
Á∑˝§ÿÊÁãflÁÃ, ÁŸÿÊ¡Ÿ, ¬˝ˇÊáÊ ∑§⁄UŸÊ, ª„Ÿ Áø¥ÃŸ ∑§⁄UŸÊ
(4)
ÁŸÿÊ¡Ÿ, Á∑˝§ÿÊÁãflÁÃ, ¬˝ˇÊáÊ ∑§⁄UŸÊ, ª„Ÿ Áø¥ÃŸ ∑§⁄UŸÊ
‡ÊÊœ ¬ŒÊ¥ ∑§Ê ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑˝§◊ flÒôÊÊÁŸ∑§ ÁflÁœ ∑§ ÁŸ∑§≈USÕ „Ò?
(1)
‚◊SÿÊ ∑§Ê ¬˝SÃÊÁflà ‚◊ʜʟ, ‚◊ʜʟ ∑§ ¬Á⁄UáÊÊ◊Ê¥ ∑§Ê ÁŸªÁ◊à ∑§⁄UŸÊ, ‚◊SÿÊ ∑§Ë ÁSÕÁà ∑§Ê •ŸÈ÷Íà ∑§⁄UŸÊ,
∑§Á∆UŸÊ߸ ∑§Ë ¬„øÊŸ •ÊÒ⁄U ‚◊ʜʟ ∑§Ê ¬⁄UˡÊáÊ–
(2)
‚◊SÿÊ ∑§Ë ÁSÕÁà ∑§Ê •ŸÈ÷Íà ∑§⁄UŸÊ, flÊSÃÁfl∑§ ‚◊SÿÊ ∑§Ë ¬„øÊŸ •ÊÒ⁄U ©‚∑§Ë ¬Á⁄U÷Ê·Ê, ¬Á⁄U∑§À¬ŸÊ ∑§⁄UŸÊ,
¬˝SÃÊÁflà ‚◊ʜʟ ∑§ ¬Á⁄UáÊÊ◊Ê¥ ∑§Ê ÁŸªÁ◊à ∑§⁄UŸÊ •ÊÒ⁄U ¬Á⁄U∑§À¬ŸÊ ∑§Ê ∑§Êÿ¸ M§¬ ◊¥ ¬⁄UˡÊáÊ–
(3)
‚◊SÿÊ ∑§Ê ¬Á⁄U÷ÊÁ·Ã ∑§⁄UŸÊ, ‚◊SÿÊ ∑§ ∑§Ê⁄UáÊÊ¥ ∑§Ë ¬„øÊŸ ∑§⁄UŸÊ, ‚◊ª˝ ∑§Ê ¬Á⁄U÷ÊÁ·Ã ∑§⁄UŸÊ, ¬˝ÁÃŒ‡Ê¸ ∑§Ê
øÿŸ, •Ê¥∑§«∏Ê¥ ∑§Ê ‚¥ª˝„áÊ •ÊÒ⁄U ¬Á⁄UáÊÊ◊Ê¥ ∑§Ê Áfl‡‹·áÊ ∑§⁄UŸÊ–
(4)
∑§Ê⁄UáÊ-◊Í‹∑§ ∑§Ê⁄U∑§Ê¥ ∑§Ë ¬„øÊŸ ∑§⁄UŸÊ, ‚◊SÿÊ ∑§Ê ¬Á⁄U÷ÊÁ·Ã ∑§⁄UŸÊ, ¬Á⁄U∑§À¬ŸÊ ’ŸÊŸÊ, ¬˝ÁÃŒ‡Ê¸ ∑§Ê øÿŸ,
•Ê¥∑§«∏Ê¥ ∑§Ê ‚¥ª˝„áÊ •ÊÒ⁄U ‚Ê◊ÊãÿË∑§⁄UáÊ ÃÕÊ ÁŸc∑§·ÊZ ¬⁄U ¬„°ÈøŸÊ–
“‡ÊÊœ ŸÒÁÃ∑§ÃÊ” ∑§Ë ‚◊SÿÊ ‡ÊÊœ Á∑˝§ÿÊ∑§‹Ê¬Ê¥ ∑§ Á∑§‚ ¬„‹Í ‚ ‚¥’¥ÁœÃ „Ò?
(1)
‡ÊÊœ ¬˝’¥œ ∑§ ÁŸœÊ¸Á⁄Uà ¬˝ÊM§¬ ∑§ •ŸÈ‚⁄UáÊ ‚
(2)
ªÈáÊÊà◊∑§ ÿÊ ◊ÊòÊÊà◊∑§ Ã∑§ŸË∑§Ê¥ ∑§ ◊Êäÿ◊ ‚ •Ê¥∑§«∏Ê¥ ∑§ Áfl‡‹·áÊ ‚
(3)
‡ÊÊœ ∑§ ‚◊ª˝ ∑§Ê ¬Á⁄U÷ÊÁ·Ã ∑§⁄UŸ ‚
(4)
‚Êˇÿ-•ÊœÊÁ⁄Uà ‡ÊÊœ Á⁄U¬ÊÁ≈ZUª ‚
ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ Á∑˝§ÿÊ∑§‹Ê¬ ◊¥ ‚ΡŸ‡ÊË‹ •ÊÒ⁄U ‚◊ˡÊÊà◊∑§ Áø¥ÃŸ ∑§ ‚¥¬Ê·áÊ ∑§Ë •Áœ∑§ ˇÊ◊ÃÊ „Ò?
(1)
‡ÊÊœ ‚Ê⁄UÊ¥‡Ê ∑§Ê ÃÒÿÊ⁄U ∑§⁄UŸÊ
(2)
‚¥ªÊc∆UË ◊¥ ‡ÊÊœ ‹π ∑§Ê ¬˝SÃÈà ∑§⁄UŸÊ
(3)
‡ÊÊœ ‚ê◊‹Ÿ ◊¥ ÷ʪˌÊ⁄UË
(4)
∑§Êÿ¸‡ÊÊ‹Ê ◊¥ ÷ʪˌÊ⁄UË
P-00018
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These technological imperatives also take into account a ‘fourth’ dimension,
time, an offshoot of modern day dynamism in business, trade, and technology that leads to
continually shifting targets
...
The progress of technology lies at the
heart of human history
...
Without a
pervasive use of technologies, we cannot achieve overall development of our people in the years to
come
...
India’s own strength in a number of core areas still puts it in a
position of reasonable strength in geo-political context
...
For people-oriented actions as well, whether for
the creation of large scale productive employment or for ensuring nutritional and health security
for people, or for better living conditions, technology is the only vital input
...
Activities with low productivity or low value addition, in the final analysis hurt the poorest most
...
India, aspiring to become a major economic power in terms of trade and increase in
GDP, cannot succeed on the strength of turnkey projects designed and built abroad or only through
large-scale imports of plant machinery, equipment and know how
...
11
...
(1)
(a), (b) and (c) only
(2)
(b), (c) and (d) only
(3)
(a), (c) and (d) only
(4)
(a), (b) and (d) only
More productive employment demands :
(1)
Pervasive use of technology
(2)
Limiting competitive market place
(3)
Geo-political considerations
(4)
Large industries
P-00018
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ÁŸêŸÁ‹Áπà ªlÊ¥‡Ê ∑§Ê äÿÊŸ ‚ ¬…∏¥ •ÊÒ⁄U ¬˝‡Ÿ ‚¥ÅÿÊ 11 ‚ 15 Ã∑§ ∑§ ©ûÊ⁄U ŒËÁ¡∞ —
ÿÁŒ ÷Ê⁄Uà ∑§Ê •¬ŸË •Ê¥ÃÁ⁄U∑§ ‡ÊÁÄÃÿÊ° Áfl∑§Á‚à ∑§⁄UŸË „Ò, ÃÊ ©‚∑§Ê ÃËŸ ªÁÇÊË‹ •ÊÿÊ◊Ê¥ - ¡ŸÃÊ, ‚flÊZªËáÊ
•Õ¸√ÿflSÕÊ •ÊÒ⁄U ‚Ê◊Á⁄U∑§ Á„ÃÊ¥ ∑§Ê äÿÊŸ ◊¥ ⁄Uπà „È∞ ¬˝ÊÒlÊÁª∑§Ëÿ •fl‡ÿ∑§⁄UáÊËÿÃÊ•Ê¥ ¬⁄U äÿÊŸ ∑§ÁãŒ˝Ã ∑§⁄UŸÊ „ʪʖ ÿ
¬˝ÊÒlÊÁª∑§Ëÿ •fl‡ÿ∑§⁄UáÊËÿÃÊ∞° ∞∑§ ““øÊÒÕ •ÊÿÊ◊””, ‚◊ÿ, ¬⁄U ÷Ë äÿÊŸ ⁄UπÃË „Ò ¡Ê √ÿfl‚Êÿ, √ÿʬÊ⁄U ∞fl¥ ¬˝ÊÒlÊÁª∑§Ë ∑§Ë
•ÊœÈÁŸ∑§ ªÁÇÊË‹ÃÊ ‚ ÁŸ—‚Îà „Ò, •ÊÒ⁄U ¡Ê ÁŸ⁄¥UÃ⁄U ’Œ‹Ã ‹ˇÿÊ¥ ∑§Ë •Ê⁄U •ª˝‚⁄U ∑§⁄UÃÊ „Ò– „◊Ê⁄UÊ ÿ„ ◊ÊŸŸÊ „Ò Á∑§ ß‚ øÊÒÕ
•ÊÿÊ◊ ∑§ ‚¥Œ÷¸ ◊¥ ¡ŸÃÊ ∑§Ë •Ê∑§Ê¥ˇÊÊ•Ê¥ ◊¥ ÁŸ⁄¥UÃ⁄U „Ê ⁄U„ ¬Á⁄UfløŸ, flÒÁ‡fl∑§ ‚¥Œ÷¸ ◊¥ •Õ¸√ÿflSÕÊ ÃÕÊ ‚Ê◊Á⁄U∑§ ◊„àfl flÊ‹
Á„à ∑§ ¬Á⁄U¬˝ˇÿ ◊¥ ¬˝ÊÒlÊÁª∑§Ëÿ ‡ÊÁÄÃÿÊ° Áfl‡Ê· M§¬ ‚ ◊„àfl¬Íáʸ „Ò¥– ◊ÊŸfl ßÁÄʂ ∑§ ◊Í‹ ◊¥ ¬˝ÊÒlÊÁª∑§ Áfl∑§Ê‚ ‚◊ÊÿÊ ⁄U„ÃÊ
„Ò •ÊÒ⁄U ß‚∑§Ê ©¬ÿʪ ’…∏ÃË ¬˝ÁÃS¬œÊ¸ flÊ‹ ’Ê$¡Ê⁄U ◊¥ ¬˝ÊÒlÊÁª∑§Ë ‡ÊÁÄÃÿÊ° •Áœ∑§ ©à¬ÊŒ∑§ ⁄UÊ$¡ªÊ⁄U ¬ÒŒÊ ∑§⁄UŸ ÃÕÊ
◊ÊŸfl-∑§Ê҇ʋʥ ∑§Ê •lß ’ŸÊ∞ ⁄UπŸ ∑§Ë ŒÎÁc≈U ‚ ◊„àfl¬Íáʸ „Ò¥– ¬˝ÊÒlÊÁªÁ∑§ÿÊ¥ ∑§ √ÿʬ∑§ •ŸÈ¬˝ÿʪ ∑§ Á’ŸÊ „◊ •ÊŸ flÊ‹
‚◊ÿ ◊¥ •¬Ÿ ‹ÊªÊ¥ ∑§Ê ‚flÊZªËáÊ Áfl∑§Ê‚ Ÿ„Ë¥ ∑§⁄U ‚∑§Ã– Œ‡Ê ∑§Ë ‚Ê◊Á⁄U∑§ ‡ÊÁÄÃÿÊ¥ ∑§ ‚ÊÕ ¬˝àÿˇÊ ‚¥‹ÇŸÃÊ∞° Áfl‡Ê· M§¬
‚ 1990 ∑§ Œ‡Ê∑§ ∑§ ’ÊŒ ‚ •Áœ∑§ÊÁUœ∑§ S¬c≈U „ÊÃË ¡Ê ⁄U„Ë „Ò– ∑§ß¸ ◊Í‹ •ŸÈˇÊòÊÊ¥ ◊¥ Sflÿ¥ ÷Ê⁄Uà ∑§Ë ‡ÊÁÄà ©‚∑§Ê
÷Í-⁄UÊ¡ŸËÁÃ∑§ ‚¥Œ÷¸ ◊¥ ÿÕÊÁøà ‡ÊÁÄà ∑§Ë ÁSÕÁà ◊¥ ⁄UπÃË „Ò– ∞∑§ Áfl∑§Á‚à Œ‡Ê ’ŸŸ ∑§ •Ê∑§Ê¥ˇÊË Á∑§‚Ë ÷Ë Œ‡Ê ∑§ Á‹∞
ÁflÁ÷ÛÊ ‚Ê◊Á⁄U∑§ ¬˝ÊÒlÊÁªÁ∑§ÿÊ¥ ◊¥ ‡ÊÁÄÃ-‚ê¬ãŸ „ÊŸÊ •ÊÒ⁄U Sflÿ¥ ∑§Ë ‚ΡŸÊà◊∑§ ‡ÊÁÄÃÿÊ¥ ∑§ ◊Êäÿ◊ ‚ ©ã„¥ ÁŸ⁄¥UÃ⁄U •lß
∑§⁄Uà ⁄U„Ÿ ∑§Ë ‚Ê◊âÿ¸ ÷Ë •Êfl‡ÿ∑§ „Ò– ¡Ÿ-•Á÷◊ÈπË ∑§ÊÿÊZ ∑§ Á‹ÿ ÷Ë øÊ„ Áfl‡ÊÊ‹ SÃ⁄U ¬⁄U ©à¬ÊŒŸ‡ÊË‹ ⁄UÊ$¡ªÊ⁄U ∑§Ê
‚ΡŸ „Ê ÿÊ ¡ŸÃÊ ∑§Ë ¬Ê·áÊ ∞fl¥ SflÊSâÿ ‚¥’¥œË ‚È⁄UˇÊÊ ‚ÈÁŸÁ‡øà ∑§⁄UŸË „Ê ÿÊ Á»§⁄U ¡ËflŸ ÿʬŸ ∑§Ë ’„Ã⁄U ÁSÕÁÃÿÊ° „Ê¥ ŒÊŸÊ¥ ŒÎÁc≈UÿÊ¥ ‚ ¬˝ÊÒlÊÁª∑§Ë ∞∑§ ◊„àfl¬Íáʸ •ÊªÃ „Ò– ¬˝ÊÒlÊÁª∑§Ë ¬⁄U •¬ˇÊÊ∑Χà •Áœ∑§ ’‹ ∑§Ë •ŸÈ¬ÁSÕÁà ‚ ÁŸêŸ SÃ⁄UËÿ
©à¬ÊŒ∑§ÃÊ •ÊÒ⁄U ◊ÍÀÿflÊŸ ¬˝Ê∑ΧÁÃ∑§ ‚¥‚ÊœŸÊ¥ ∑§Ë ’’ʸŒË ∑§Ê ◊ʪ¸ ¬˝‡ÊSà „Ê ‚∑§ÃÊ „Ò– ÁŸêŸ SÃ⁄UËÿ ©à¬ÊŒ∑§ÃÊ ÿÊ ÁŸêŸ
SÃ⁄UËÿ ◊ÍÀÿ-‚¥flœ¸Ÿ ‚ ¡È«∏ Á∑˝§ÿÊ∑§‹Ê¬ •¥Ã× •àÿ¥Ã ª⁄UË’ ‹ÊªÊ¥ ∑§Ê ‚’‚ •Áœ∑§ „ÊÁŸ ¬„°ÈøÊà „Ò¥– „◊Ê⁄UË ¡ŸÃÊ ∑§Ê ∞∑§
Ÿ∞ ¡ËflŸ Ã∑§ ¬„°ÈøÊŸÊ •ÊÒ⁄U fl„ ¡ËflŸ ¬˝ŒÊŸ ∑§⁄UŸÊ, Á¡‚∑§ Á‹∞ fl„ „∑§ŒÊ⁄U „Ò, ß‚ ’Ê⁄U ◊¥ ¬˝ÊÒlÊÁª∑§Ëÿ •fl‡ÿ∑§⁄UáÊËÿÃÊ
◊„àfl¬Íáʸ „Ò– √ÿʬÊ⁄ •ÊÒ⁄U ¡Ë
...
◊¥ flÎÁh ∑§Ë ŒÎÁc≈U ‚ ∞∑§ ’«∏Ë •ÊÁÕ¸∑§ ‡ÊÁÄà „ÊŸ ∑§Ê •Ê∑§Ê¥ˇÊË ÷Ê⁄Uà ÁflŒ‡Ê ◊¥ Á«U$¡Êߟ
∑§Ë ªÿË •ÊÒ⁄U ÁŸÁ◊¸Ã “≈UŸ¸∑§Ë” ¬Á⁄UÿÊ¡ŸÊ•Ê¥ ∑§Ë ‡ÊÁÄà ÿÊ ∑§fl‹ ‚¥ÿ¥òÊ ◊‡ÊËŸ⁄UË, ©¬∑§⁄UáÊ •ÊÒ⁄U Ã∑§ŸË∑§Ë ôÊÊŸ ∑§ ’‹ ¬⁄U
‚»§‹ Ÿ„Ë¥ „Ê ‚∑§ÃÊ– •À¬∑§ÊÁ‹∑§ ÿÕÊÕÊZ ¬⁄U äÿÊŸ ŒÃ „È∞ „◊Ê⁄U ©lʪʥ ◊¥ ◊äÿ◊ ∞fl¥ ŒËÉʸ∑§ÊÁ‹∑§ ⁄UáÊŸËÁÃÿÊ¥ mÊ⁄UÊ
¬˝ÊÒlÊÁª∑§Ëÿ ‡ÊÁÄÃÿÊ¥ ∑§Ê Áfl∑§Á‚à ∑§⁄UŸÊ Áfl∑§Á‚à ÷Ê⁄Uà ∑§Ë ∑§À¬ŸÊ ∑§Ê ‚Ê∑§Ê⁄U ∑§⁄UŸ ∑§ Á‹ÿ ◊„àfl¬Íáʸ „Ò–
11
...
•Áœ∑§ ©à¬ÊŒ∑§ ⁄UÊ$¡ªÊ⁄U ¬ÒŒÊ ∑§⁄UŸ ∑§ Á‹∞ •Êfl‡ÿ∑§ „Ò —
(1)
¬˝ÊÒlÊÁª∑§Ë ∑§Ê √ÿʬ∑§ •ŸÈ¬˝ÿʪ
(2)
¬˝ÁÃS¬œÊ¸à◊∑§ ’Ê$¡Ê⁄U ∑§Ê ŒÊÿ⁄UÊ ‚ËÁ◊à ∑§⁄UŸÊ
(3)
÷Í-⁄UÊ¡ŸËÁÃ∑§ ‚Êø-ÁfløÊ⁄U
(4)
Áfl‡ÊÊ‹ ©lʪ
P-00018
!J-00018-PAPER-I-SET-P!
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Absence of technology would lead to :
(a) Less pollution
(b)
(c) Low value addition
(d)
Code :
(1) (a), (b) and (c) only
(2)
(3) (a), (b) and (d) only
(4)
Wastage of precious natural resources
Hurting the poorest most
(b), (c) and (d) only
(a), (c) and (d) only
14
...
Envisioning a developed India requires :
(1) Aspiration to become a major economic player
(2) Dependence upon projects designed abroad
(3) Focus on short-term projects
(4) Development of core technological strengths
16
...
Assertion (A) : The initial messages to students in the classroom by a teacher need not be
critical to establish interactions later
...
Code :
(1) Both (A) and (R) are true, and (R) is the correct explanation of (A)
...
(3) (A) is true, but (R) is false
...
18
...
Reason (R) :
Effective teaching in the classroom demands knowledge of the
communication process
...
(2) Both (A) and (R) are true, but (R) is not the correct explanation of (A)
...
(4) (A) is false, but (R) is true
...
14
...
Áfl∑§Á‚à ÷Ê⁄Uà ∑§Ë ∑§À¬ŸÊ ∑§Ê ‚Ê∑§Ê⁄U ∑§⁄UŸ ∑§ Á‹∞ •Êfl‡ÿ∑§ „Ò —
(1) ¬˝◊Èπ •ÊÁÕ¸∑§ ‡ÊÁÄà ’ŸŸ ∑§Ë •Ê∑§Ê¥ˇÊÊ
(2) ÁflŒ‡Ê ◊¥ ÃÒÿÊ⁄U ∑§Ë ªß¸ ¬Á⁄UÿÊ¡ŸÊ ¬⁄U ÁŸ÷¸⁄UÃÊ
(3) ‹ÉÊÈ∑§ÊÁ‹∑§ ¬Á⁄UÿÊ¡ŸÊ•Ê¥ ¬⁄U äÿÊŸ ∑§ÁãŒ˝Ã ∑§⁄UŸÊ
(4) ‚¥∑§ÁãŒ˝∑§ ¬˝ÊÒlÊÁª∑§Ëÿ ‡ÊÁÄà ∑§Ê Áfl∑§Ê‚
16
...
•Á÷∑§ÕŸ (A) :
Ã∑¸§ (R) :
Á‡ÊˇÊ∑§ mÊ⁄UÊ ∑§ˇÊÊ ◊¥ ¿UÊòÊÊ¥ ∑§Ê ÁŒ∞ ª∞ •Ê⁄UÁê÷∑§ ‚¥Œ‡ÊÊ¥ ∑§Ê ’ÊŒ ◊¥ •¥Ã—Á∑˝§ÿÊ SÕÊÁ¬Ã ∑§⁄UŸ ∑§
Á‹∞ ◊„àfl¬Íáʸ „ÊŸÊ •Êfl‡ÿ∑§ Ÿ„Ë¥ „Ò–
‚ê¬˝·áÊ ¬˝Á∑˝§ÿÊ ¬⁄U •¬ˇÊÊ∑Χà •Áœ∑§ ÁŸÿ¥òÊáÊ ∑§Ê ÁŸÁ„ÃÊÕ¸ ¿UÊòÊÊ¥ mÊ⁄UÊ •Áœª◊ ¬⁄U •¬ˇÊÊ∑ΧÃ
•Áœ∑§ ÁŸÿ¥òÊáÊ „Ò–
∑ͧ≈U —
(1)
(2)
(3)
(4)
18
...
T
...
19
...
Reason (R) :
A teacher does not operate under the assumption that students’ responses
are purposive
...
(1)
Both (A) and (R) are true, and (R) is the correct explanation of (A)
...
(3)
(A) is true, but (R) is false
...
Which of the following set of statements is correct for describing the human communication
process ?
(a)
Non-verbal communication can stimulate ideas
...
(c)
Communication is not a universal panacea
...
(e)
More communication means more effective learning by students
...
Code :
21
...
is :
(1)
22
...
is :
(1)
23
...
ZKU
LOQOZEH
(2)
HLZEOOQ
(3)
ZELHOQO
(4)
LQOOFZH
Introducing Rakesh to her husband a women said, “His brother’s father is the only son of my
grandfather”
...
•Á÷∑§ÕŸ (A) :
Ã∑¸§ (R) :
∑§ˇÊʪà ‚ê¬˝·áÊ ∞∑§ Á∑˝§ÿÊÁãflÁÃ∑§Ê⁄UË ¬˝Á∑˝§ÿÊ „Ò–
∑§Ê߸ ÷Ë Á‡ÊˇÊ∑§ ß‚ ◊ÊãÿÃÊ ∑§ •¥Ãª¸Ã ∑§Êÿ¸ Ÿ„Ë¥ ∑§⁄UÃÊ Á∑§ ¿UÊòÊÊ¥ ∑§Ë •ŸÈÁ∑˝§ÿÊ∞¥ ‚Êg‡ÿ „ÊÃË
„Ò–¥
•¬Ÿ ©ûÊ⁄U ∑§ Á‹∞ ‚„Ë ∑ͧ≈U øÈÁŸ∞ —
(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–
20
...
oÎ¥π‹Ê
−1, 5, 15, 29,
?
,
...
36
(2)
47
(3)
59
(4)
63
(3)
ZKW
(4)
KZU
(4)
LQOOFZH
oÎ¥π‹Ê
ABD, DGK, HMS, MTB, SBL,
?
,
...
ÿÁŒ VARANASI ∑§Ê ∑ͧ≈U
(1)
24
...
T
...
25
...
If 16 is added to both the numbers, their ratio becomes
1 : 2
...
16, 40
(2)
20, 50
(3)
28, 70
(4)
32, 80
Superiority of intellect depends upon its power of concentration on one theme in the same
way as a concave mirror collects all the rays that strike upon it into one point
...
Mathematical
(2)
Psychological
(3)
Analogical
(4)
Deductive
Given below are two premises (A and B)
...
Select the
code that states validly drawn conclusion(s) (taking the premises individually or jointly)
...
(B)
Most of the singers are dancers
...
(b)
Most of the dancers are singers
...
(d)
Most of the physically fit persons are singers
...
29
...
(b)
Most of the domestic animals are ferocious
...
(d)
Some domestic animals are non-ferocious
...
ŒÊ ‚¥ÅÿÊ•Ê¥ ∑§Ê •ŸÈ¬Êà 2 : 5 „Ò– ÿÁŒ ŒÊŸÊ¥ ‚¥ÅÿÊ•Ê¥ ◊¥ 16 ¡Ê«∏Ê ¡Ê∞ ÃÊ ©Ÿ∑§Ê •ŸÈ¬Êà 1 : 2 „Ê ¡ÊÃÊ „Ò– ÿ ‚¥ÅÿÊ∞°
„Ò¥ —
(1)
16, 40
(2)
20, 50
(3)
28, 70
(4)
32, 80
26
...
ŸËø ŒÊ •ÊœÊ⁄U flÊÄÿ (A •ÊÒ⁄U B) ÁŒ∞ ª∞ „Ò¥– ߟ‚ øÊ⁄U ÁŸc∑§·¸ ÁŸ∑§Ê‹ ª∞ „Ò¥– ©‚ ∑ͧ≈U ∑§Ê øÿŸ ∑§ËÁ¡∞, ¡Ê flÒœ
M§¬ ◊¥ ÁŸªÁ◊à ÁŸc∑§·¸ ∑§Ê Œ‡ÊʸÃÊ „Ò (•ÊœÊ⁄U flÊÄÿÊ¥ ∑§Ê √ÿÁÄêà •ÊÒ⁄U ‚¥ÿÈÄà M§¬ ‚ ‹∑§⁄U)–
•ÊœÊ⁄U flÊÄÿ —
(A) •Áœ∑§Ê¥‡Ê ŸÃ¸∑§ ‡ÊÊ⁄ËÁ⁄U∑§ M§¬ ‚ Á»§≈U „Ò¥–
(B) •Áœ∑§Ê¥‡Ê ªÊÿ∑§ ŸÃ¸∑§ „Ò¥–
ÁŸc∑§·¸ —
(a) •Áœ∑§Ê¥‡Ê ªÊÿ∑§ ‡ÊÊ⁄ËÁ⁄U∑§ M§¬ ‚ Á»§≈U „Ò¥–
(b) •Áœ∑§Ê¥‡Ê ŸÃ¸∑§ ªÊÿ∑§ „Ò¥–
(c) •Áœ∑§Ê¥‡Ê ‡ÊÊ⁄UËÁ⁄U∑§ M§¬ ‚ Á»§≈U √ÿÁÄà ŸÃ¸∑§ „Ò¥–
(d) •Áœ∑§Ê¥‡Ê ‡ÊÊ⁄UËÁ⁄U∑§ M§¬ ‚ Á»§≈U √ÿÁÄà ªÊÿ∑§ „Ò¥–
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b)
(2) (b) •ÊÒ⁄U (c)
(3) (c) •ÊÒ⁄U (d)
(4) (d) •ÊÒ⁄U (a)
28
...
“¬Ê‹ÃÍ ¬‡ÊÈ ∑§◊ πÍ¥πÊ⁄U „Êà „Ò¥”, ÿÁŒ ß‚ ¬˝ÁÃôÊÁåà ∑§Ê •‚àÿ ◊ÊŸ Á‹ÿÊ ¡ÊÃÊ „Ò, ÃÊ ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ •ÊœÊ⁄U
flÊÄÿ/•ÊœÊ⁄U flÊÄÿÊ¥ ∑§Ê ÁŸÁ‡øà M§¬ ‚ ‚àÿ ◊ÊŸŸ ∑§Ê ŒÊflÊ Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò? ‚„Ë ∑ͧ≈U ∑§Ê øÿŸ ∑§ËÁ¡∞ —
•ÊœÊ⁄U flÊÄÿ —
(a) ‚÷Ë ¬Ê‹ÃÍ ¬‡ÊÈ πÍ¥πÊ⁄U „Êà „Ò¥–
(b) •Áœ∑§Ê¥‡Ê ¬Ê‹ÃÍ ¬‡ÊÈ πÍ¥πÊ⁄U „Êà „Ò¥–
(c) ∑§Ê߸ ÷Ë ¬Ê‹ÃÍ ¬‡ÊÈ πÍ¥πÊ⁄U Ÿ„Ë¥ „ÊÃÊ „Ò–
(d) ∑ȧ¿U ¬Ê‹ÃÍ ¬‡ÊÈ πÍ¥πÊ⁄U Ÿ„Ë¥ „Êà „Ò¥–
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b)
(2) ∑§fl‹ (a)
(3) (c) •ÊÒ⁄U (d)
(4) ∑§fl‹ (b)
P-00018
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Which one of the following statements is not correct in the context of Venn diagram method ?
(1)
It is a method of testing the validity of arguments
...
(3)
It requires two overlapping circles for the two premises of a standard-form categorical
syllogism
...
The table below embodies data on the production, exports and per capita consumption of rice
in country P for the five years from 2012 to 2016
...
Year-wise Production, Exports and Per Capita Consumption of Rice
Year
Production
(in million kg)
Exports
(in million kg)
Per Capita Consumption
(in kg)
2012
186
...
25
2013
202
114
35
...
7
2015
221
116
40
...
31
...
(3)
2015
(4)
2016
2
...
72
(3)
2
...
85
2012
(2)
2013
(3)
2014
(4)
2015
(4)
2016
In which year, the population of country was the highest ?
(1)
35
...
(2)
What is the population of the country in the year 2014 (in million) ?
(1)
33
...
1
!J-00018-PAPER-I-SET-P!
(3)
16
108
(4)
100
...
ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚Ê ∑§ÕŸ flŸ ÁøòÊ ÁflÁœ ∑§ ‚¥Œ÷¸ ◊¥ ‚„Ë Ÿ„Ë¥ „Ò?
(1) ÿ„ Ã∑§ÊZ ∑§Ë flÒœÃÊ ∑§ ¬⁄UˡÊáÊ ∑§Ë ∞∑§ ÁflÁœ „Ò–
(2) ÿ„ ∞∑§ ÁøòÊ ◊¥ ãÿÊÿ flÊÄÿ ∑§ ŒÊŸÊ¥ •ÊœÊ⁄U flÊÄÿÊ¥ ∑§Ê ¬˝ŒÁ‡Ê¸Ã ∑§⁄UÃË „Ò–
(3) ß‚◊¥ ÁŸ⁄U¬ˇÊ ãÿÊÿ flÊÄÿ ∑§ ◊ÊŸ∑§ M§¬ ∑§ ŒÊ •ÊœÊ⁄U flÊÄÿÊ¥ ∑§ Á‹ÿ ¬⁄US¬⁄U √ÿÊåà ŒÊ flÎûÊÊ¥ ∑§Ë •Êfl‡ÿ∑§ÃÊ
„ÊÃË „Ò–
(4) ß‚∑§Ê flªÊZ ∑§ •‹ÊflÊ •ÊœÊ⁄U flÊÄÿÊ¥ ∑§Ê ¬˝ŒÁ‡Ê¸Ã ∑§⁄UŸ ∑§ Á‹∞ ©¬ÿʪ Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò–
ÁŸêŸÊ¥Á∑§Ã ÃÊÁ‹∑§Ê ◊¥ Á∑§‚Ë Œ‡Ê P ∑§ Á‹∞ ¬Ê¥ø fl·ÊZ 2012 ‚ 2016 Ã∑§ øÊfl‹ ∑§ ©à¬ÊŒŸ, ÁŸÿʸà •ÊÒ⁄U ¬˝ÁÃ
√ÿÁÄà ©¬÷ʪ ∑§ ’Ê⁄U ◊¥ •Ê°∑§«∏ ‚Ê⁄UÊ¥Á∑§Ã „Ò¥– ß‚ ÃÊÁ‹∑§Ê ◊¥ ÁŒ∞ ª∞ •Ê°∑§«∏Ê¥ ∑§ •ÊœÊ⁄U ¬⁄U ¬˝‡Ÿ ‚¥ÅÿÊ 31 - 35
∑§ ©ûÊ⁄U ŒËÁ¡∞–
øÊfl‹ ∑§Ê fl·¸-flÊ⁄U ©à¬ÊŒŸ, ÁŸÿʸà •ÊÒ⁄U ¬˝Áà √ÿÁÄà ©¬÷ʪ
fl·¸
©à¬ÊŒŸ
(Á◊Á‹ÿŸ Á∑§‹Êª˝Ê◊ ◊¥)
ÁŸÿʸÃ
(Á◊Á‹ÿŸ Á∑§‹Êª˝Ê◊ ◊¥)
¬˝Áà √ÿÁÄà ©¬÷ʪ
(Á∑§‹Êª˝Ê◊ ◊¥)
2012
186
...
25
2013
202
114
35
...
7
2015
221
116
40
...
Á∑§‚ fl·¸ ◊¥ Á¬¿U‹ fl·¸ ∑§Ë ÃÈ‹ŸÊ ◊¥ øÊfl‹ ∑§ ©¬÷ʪ ◊¥ ‚flʸÁœ∑§ ¬˝ÁÇÊà ∑§Ë flÎÁh „È߸?
(1)
32
...
fl·¸
2014 ״
(1) 2
...
79
(4)
2
...
72
(3)
2012
(2)
2013
(3)
2014
(4)
2015
(3)
2015
(4)
2016
Œ‡Ê ∑§Ë ¡Ÿ‚¥ÅÿÊ Á∑§‚ fl·¸ ◊¥ ‚flʸÁœ∑§ ÕË?
(1)
35
...
2013
fl·¸
2013
2012-2016 ∑§Ë
(1) 104
P-00018
(2)
2014
•flÁœ ◊¥ øÊfl‹ ∑§Ê •ÊÒ‚Ã ©¬÷ʪ (Á◊Á‹ÿŸ Á∑§
...
1
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(3)
17
108
(4)
100
...
T
...
36
...
Which of the following statements, regarding the term ICT is/are TRUE ?
P:
ICT is an acronym that stands for Indian Classical Technology
...
(1)
P only
(2)
Q only
(3)
P and Q
(4)
Neither P nor Q
A new Laptop has been produced that weighs less, is smaller and uses less power than
previous Laptop models
...
39
...
com
Cc…
raj@test
...
com
Bcc…
swami@test
...
com
(1)
ram@test
...
com; raj@test
...
com
(3)
ram@test
...
com
(4)
ram@test
...
com; raj@test
...
com
Put the following units of storage into the correct order, starting with the smallest unit first
and going down to the largest unit :
(a)
Kilobyte
(b)
Byte
(c)
Megabyte
(d)
Terabyte
(e)
Gigabyte
(f)
Bit
Give your answer from the following code :
40
...
Q:
Random Access Memory (RAM) is ‘volatile’ memory
...
(1)
P only
P-00018
(2)
Q only
!J-00018-PAPER-I-SET-P!
(3)
18
P and Q only
(4)
P and R only
36
...
≈UË
...
≈UË
...
≈UË
...
∞∑§ Ÿ∞ ‹Ò¬≈UÊÚ¬ ∑§Ê ÁŸ◊ʸáÊ Á∑§ÿÊ ªÿÊ „Ò, Á¡‚∑§Ê ÷Ê⁄U ∑§◊ „Ò •ÊÒ⁄U •Áœ∑§ ‹ÉÊÈ „Ò ÃÕÊ •¬Ÿ ¬Ífl¸flÃ˸ ◊ÊÚ«UÀ‚ ∑§Ë
ÃÈ‹ŸÊ ◊¥ ∑§◊ Á’¡‹Ë ∑§Ê ©¬ÿʪ „ÊÃÊ „Ò–
ß‚∑§Ê ’ŸÊŸ ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ ¬˝ÊÒlÊÁª∑§Ë ∑§Ê ©¬ÿʪ Á∑§ÿÊ ªÿÊ „Ò?
(1) ÿÍÁŸfl‚¸‹ ‚ËÁ⁄Uÿ‹ ’‚ ◊Ê©‚
(2) »§ÊS≈U⁄U ⁄ÒUã«U◊ ∞Ä‚‚ ◊◊Ê⁄UË
(3) éÀÿÍ ⁄U «˛UÊßfl
(4) ‚ÊÁ‹«U S≈U≈U „Ê«¸U «˛UÊßfl
38
...
⁄UÊ◊@≈US≈U
...
∑§ÊÚ◊; ⁄UÊ¡@≈US≈U
...
∑§ÊÚ◊
⁄UÊ◊@≈US≈U
...
∑§ÊÚ◊
⁄UÊ◊@≈US≈U
...
∑§ÊÚ◊; ⁄UÊ¡@≈US≈U
...
∑§ÊÚ◊
÷¥«UÊ⁄UáÊ ∑§Ë ÁŸêŸÁ‹Áπà ß∑§ÊßÿÊ¥ ∑§Ê ‚„Ë ∑˝§◊ ◊¥ ⁄UÁπ∞, Á¡‚◊¥ ¬„‹ ‹ÉÊÈÃ◊ ß∑§Ê߸ ‚ ¬˝Ê⁄Uê÷ ∑§⁄Uà „È∞ ŒËÉʸÃ◊
ß∑§Ê߸ ∑§Ë •Ê⁄U ø‹Ã ¡Ê∞¥ —
(a) Á∑§‹Ê’Êß≈U
(b) ’Êß≈U
(c) ◊ªÊ’Êß≈U
(d) ≈U⁄UÊ’Êß≈U
(e) ªËªÊ’Êß≈U
(f)
Á’≈U
ÁŸêŸÁ‹Áπà ∑ͧ≈U ‚ •¬ŸÊ ©ûÊ⁄U ŒËÁ¡∞ —
(1)
(3)
40
...
∑§ÊÚ◊
⁄Ê¡@≈US≈U
...
∑§ÊÚ◊
SflÊ◊Ë@≈US≈U
...
∑§ÊÚ◊
(f), (b), (a), (c), (d), (e)
(f), (b), (a), (c), (e), (d)
(2)
(4)
(f), (b), (a), (d), (e), (c)
(f), (b), (a), (d), (c), (e)
∑§êåÿÍ≈U⁄U ◊◊Ê⁄UË ∑§ ’Ê⁄U ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚Ê/∑§ÊÒŸ‚ ∑§ÕŸ ‚„Ë „Ò/„Ò¥?
P : ⁄UË«U •ÊŸ‹Ë ◊◊Ê⁄UË (ROM) “flÊÚ‹≈UÊß‹” ◊◊Ê⁄UË „Ò–
Q : ⁄ÒUã«U◊ ∞Ä‚‚ ◊◊Ê⁄UË (RAM) “flÊÚ‹≈UÊß‹” ◊◊Ê⁄UË „Ò–
R : ‚∑§ã«U⁄UË ◊◊Ê⁄UË “flÊÚ‹≈UÊß‹” ◊◊Ê⁄UË „Ò–
(1) ∑§fl‹ P
(2) ∑§fl‹ Q
(3) ∑§fl‹ P •ÊÒ⁄U Q
P-00018
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19
(4)
∑§fl‹
P •ÊÒ⁄U R
P
...
O
...
‘Fly ash’ produced in thermal power plants is an ecofriendly resource for use in :
(a)
agriculture as micro-nutrient
(b)
wasteland development
(c)
dam and water holding structures
(d)
brick industry
Choose the correct answer from the code given below :
42
...
Earthquakes
(2)
Landslides
(3)
Hurricanes
(4)
Droughts
Assertion (A) : Indoor air pollution is a serious health hazard
...
Choose the correct answer from the code given below :
44
...
46
...
(2)
Both (A) and (R) are true but (R) is not the correct explanation of (A)
...
(4)
Both (A) and (R) are false
...
(1)
TPP > RE > LHP > NE
(2)
TPP > LHP > RE > NE
(3)
LHP > TPP > RE > NE
(4)
LHP > TPP > NE > RE
Which of the following is considered as major source of pollution in rivers of India ?
(1)
Unregulated small scale industry (2)
Untreated sewage
(3)
Agricultural run-off
Thermal power plants
(4)
India has the largest Higher Education System in the World after :
(a)
The United States of America
(b)
Australia
(c)
China
(d)
United Kingdom (U
...
)
Select the correct answer from the code given below :
(1)
(a), (b), (c) and (d)
(2)
(a), (b) and (c) only
(3)
(a), (c) and (d) only
(4)
(a) and (c) only
P-00018
!J-00018-PAPER-I-SET-P!
20
41
...
¬˝Ê∑ΧÁÃ∑§ Áfl¬ŒÊ•Ê¥ ∑§ ÁŸêŸÁ‹Áπà ¬˝∑§Ê⁄UÊ¥ ◊¥ ‚ Á∑§‚∑§Ê ÁŸÁ‡øà ¬˝Ê⁄Uê÷ •ÊÒ⁄U •¥Ã Ÿ„Ë¥ „ÊÃÊ „Ò?
(1) ÷Í∑§ê¬
(2) ÷ÍSπ‹Ÿ
(3) ¬˝÷¥¡Ÿ („⁄UË∑§Ÿ) (4) ‚ÍπÊ
43
...
÷Ê⁄Uà ◊¥ ∑ȧ‹ ÁfllÈà ©à¬ÊŒŸ ◊¥ ߟ∑§ ÿʪŒÊŸ ∑§ ¬Á⁄U¬˝ˇÿ ◊¥ ™§¡Ê¸ dÊÃÊ¥ ∑§ ‚„Ë ∑˝§◊ ∑§Ë ¬„øÊŸ ∑§ËÁ¡∞ — Ãʬ ÁfllÈÃ
‚¥ÿ¥òÊ (TPP), Áfl‡ÊÊ‹ ¡‹ ÁfllÈà ¬Á⁄UÿÊ¡ŸÊ∞° (LHP), ¬⁄U◊ÊáÊÈ ™§¡Ê¸ (NE) •ÊÒ⁄U ŸflË∑§⁄UáÊËÿ ™§¡Ê¸ (RE), Á¡‚◊¥ ‚ÊÒ⁄U
™§¡Ê¸, flÊÿÈ ™§¡Ê¸, ¡Òfl ◊ÊòÊÊ •ÊÒ⁄U ‹ÉÊÈ ¡‹ ÁfllÈà ¬Á⁄UÿÊ¡ŸÊ∞° ‚Áê◊Á‹Ã „Ò¥–
(1)
(3)
TPP > RE > LHP > NE
LHP > TPP > RE > NE
(2)
(4)
TPP > LHP > RE > NE
LHP > TPP > NE > RE
45
...
Áfl‡fl ◊¥ ÷Ê⁄Uà ∑§Ë Áfl‡ÊÊ‹Ã◊ ©ìÊ Á‡ÊˇÊÊ ¬˝áÊÊ‹Ë Á∑§Ÿ Œ‡ÊÊ¥ ∑§ ’ÊŒ •ÊÃË „Ò?
(a) ‚¥ÿÈÄà ⁄UÊíÿ •◊Á⁄U∑§Ê
(b) •ÊÚS≈˛Á‹ÿÊ
(c) øËŸ
(d) ÿÍŸÊß≈U«U Á∑¥§Ç«U◊ (ÿÍ
...
T
...
47
...
Prime Minister Research Fellowship is for students pursuing Ph
...
(1)
(a), (b), (c) and (d)
(2)
(a), (b) and (c) only
(3)
(a), (c) and (d) only
(4)
(a), (b) and (d) only
Which of the following statements are correct about gender budgeting ?
(a)
It is a separate budget addressing the specific needs of women
...
(c)
It is an accounting exercise
...
Select the correct answer from the code given below :
50
...
¬˝œÊŸ ◊¥òÊË ‡ÊÊœ »§‹ÊÁ‡Ê¬ ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚◊¥ ¬Ë
...
∑§Êÿ¸∑˝§◊ ∑§⁄UŸ flÊ‹ ¿UÊòÊÊ¥ ∑§ Á‹ÿ „Ò?
(1) ⁄UÊíÿ •ÊÒ⁄U ∑§ãŒ˝Ëÿ Áfl‡flÁfllÊ‹ÿ
(2) ∑ § ãŒ˝ Ë ÿ Áfl‡flÁfllÊ‹ÿ, •Ê߸
...
≈U Ë
...
•ÊÒ ⁄ U
•Ê߸
...
(3) •Ê߸
...
≈UË
...
≈UË
...
≈UË
...
48
...
¡ã«U⁄U ’¡Á≈¥Uª ∑§ ’Ê⁄U ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚Ê ∑§ÕŸ ‚„Ë „Ò?
(a) ÿ„ ∞∑§ •‹ª ’¡≈U „Ò, Á¡‚◊¥ ◊Á„‹Ê•Ê¥ ∑§Ë ÁflÁ‡Êc≈U •Êfl‡ÿ∑§ÃÊ•Ê¥ ¬⁄U äÿÊŸ ÁŒÿÊ ¡ÊÃÊ „Ò–
(b) ß‚◊¥ ◊Á„‹Ê•Ê¥ ¬⁄U ‚⁄U∑§Ê⁄U ∑§ ’¡≈U ∑§ ¬˝÷Êfl ∑§Ê ◊ÍÀÿÊ¥∑§Ÿ Á∑§ÿÊ ¡ÊÃÊ „Ò–
(c) ÿ„ ∞∑§ ‹πÊÁflÁœ ∑§Êÿ¸ „Ò–
(d) ÿ„ ∞∑§ •ÊÒ⁄U ’¡Á≈¥Uª-ŸflÊã◊· „Ò–
ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ◊¥ ‚ ‚„Ë ©ûÊ⁄U ∑§Ê øÈÁŸ∞ —
(1) ∑§fl‹ (b) •ÊÒ⁄U (d)
(2) ∑§fl‹ (a) •ÊÒ⁄U (d)
(3) ∑§fl‹ (a), (c) •ÊÒ⁄U (d)
(4) ∑§fl‹ (b), (c) •ÊÒ⁄U (d)
50
...
T
...
Space For Rough Work
P-00018
!J-00018-PAPER-I-SET-P!
24