Part-I/D/26 ( 3 ) P. T. O.

1. ¬¬ l-i-a (l«ªia) ¬ª¤i +i silcv ¬i ¬¬
¬a¸t a ·,ì ÷iui ti
(1) 8
(2) 4
(3) 17
(4) 16

1. Find the odd number that does not
belong to same category
(1) 8
(2) 4
(3) 17
(4) 16
2. ·¤ia ¬ ¬aª¤i l¤¤ A, B v« C +i ¬aln¤+
¬-iª l¤¤ ¬ ¬¬ l¤¤ +i ¤lav ¬i ÷·si
uªt ¬ ¬aª¤i l¤¤ +i ·iªini +i ¤¸ºi
+ªui ti
leL;k fp=








2. Study the problem figures A, B and C
carefully. From the answer figures pick out
the figure which most appropriately
completes the series of problem figures
Problem Figures :







3. 2007 a v+ l«ziin ¤l·«a +i ¬i«iza lani
ºii
(1) ;ºi· -
(2) ;l¬·- -
(3) ¤ª -
(4) «i¬|¬ -

3. A giant penguin fossil was found in 2007
in
(1) Iran
(2) Egypt
(3) Peru
(4) Brazil
4. tlª¤iºii ªi·¤ +i lziªii ailu 2000 + ¬rz¤i
a v+ ¬rz¤ t
(1) 2010 n¬ ¤l·¬¬ l·(ºi ¬i GDP ¬ 6%
n¬ ¤r¤i·i
(2) 2007 n¬ ¤l·¬¬ l·(ºi ¬i GDP ¬ 6%
n¬ ¤r¤i·i
(3) 2010 n¬ ¤l·¬¬ l·(ºi ¬i GDP ¬ 8%
n¬ ¤r¤i·i
(4) 2007 n¬ ¤l·¬¬ l·(ºi ¬i GDP ¬ 8%
n¬ ¤r¤i·i

4. One of the objectives of Education Policy
2000 of the State of Haryana is
(1) To achieve public investment upto 6%
of GDP by the year 2010
(2) To achieve public investment upto 6%
of GDP by the year 2007
(3) To achieve public investment upto 8%
of GDP by the year 2010
(4) To achieve public investment upto 8%
of GDP by the year 2007
A B C
mÙkj fp= %
(1) (2) (3) (4)
A B C
Answer Figures :
(1) (2) (3) (4)
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Part-I/D/26 ( 4 )
5. nit +i ¬+¬ ¤¤ª uiu t
(1) ·¸·i
(2) rº| ¬l·¬¤i
(3) ~º·
(4) «|·¬ (¤l¬¤i)

5. The most abundant source of iron is
(1) Milk
(2) Green vegetables
(3) Eggs
(4) Beans
6. ªt ¤ªiªiiv t
(1) ¬º¤·i--¬ -¸-¤i¬·
(2) ¤i^i--¬ -¸-¤i¬·
(3) «i= -¸-¤i¬·
(4) l··i·i--¬ ¤º|-iºi

6. Home Examinations are
(1) Formative Evaluation
(2) Summative Evaluation
(3) External Evaluation
(4) Diagnostic Test
7. ai¤ lnªi v+ zi·( + lnv ¤iª ÷-¤ zi·(
l(¤ ª¤ t l¬aa uia zi·( ¤¤i¤«i¤i t+ ¬i
zi·( ¤¤i¤«i¤i ·,ì t, ¬¬+i ¤¤a +il¬v
w:¬(· –
(1) -·i¬
(2) ºln¤ln
(3) (¬n·¸n
(4) ~·^

7. ai¤ lnªi v+ zi·( + lnv ¤iª ÷-¤ zi·(
l(¤ ª¤ t l¬aa uia zi·( ¤¤i¤«i¤i t+
¬i zi·( ¤¤i¤«i¤i ·,ì t, ¬¬+i ¤¤a
+il¬v
w:¬(· –
(1) -·i¬
(2) ºln¤ln
(3) (¬n·¸n
(4) ~·^
8. Which of these nouns witness vowel
change when put into plural forms
(1) album
(2) harmonium
(3) louse
(4) forum

8. Which of these nouns witness vowel
change when put into plural forms
(1) album
(2) harmonium
(3) louse
(4) forum
9. ¤zal¤-t (?) + lnv ¬ti l«+-¤ +ui|v

9, 15, 23, 33 ?
(1) 44
(2) 36
(3) 38
(4) 45

9. Select the right choice for question
mark (?)
9, 15, 23, 33 ?
(1) 44
(2) 36
(3) 38
(4) 45
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Part-I/D/26 ( 5 ) P. T. O.
10. ·¤ia ¬ ¬aª¤i l¤¤ A, B, C v« D +i
¬aln¤+ ¬-iª l¤¤ ¬ ¬¬ l¤¤ +i ¤lav
¬i ÷·si uªt ¬ ¬aª¤i l¤¤ +i ·iªini +i
¤¸ºi +ªui ti
leL;k fp= %









10. Study the problem figures A, B, C and D
carefully. From the answer figures pick
out the figure which most appropriately
completes the series of problem figures
Problem Figures :






11. '+ilc-¤ +i ÷ºiziiª¤' l+ui+ t
(1) ~il·i¬ ¬-«··ii ¤º
(2) --->i¤- ¬ l¬,i·n n·ii lº¤i¬i ¤º
(3) l(·ºi| l¬,i·ni ¤º
(4) ºi¬i ¬ ¬i¤ ¤º

11. 'Kautilya's Arthashastra' is a book on
(1) economic relations
(2) principles and practice of statecraft
(3) foreign policy
(4) duties of the king
12. ÷i«i µiªi ¤ªuu lziªii ¤ºiini ºii

(1) ¤¬·i(|¤
(2) l,·i(|¤
(3) l¤·i(|¤
(4) «r·i(|¤

12. Education system proposed by Dewey
was
(1) Unipolar
(2) Bipolar
(3) Tripolar
(4) Multipolar
13. +·«( ·ia +i aª¤ l«ziªiui ºii

(1) -i ·(| ¬| ¤¸¬i
(2) ¤¸ln ¬| ¤¸¬i
(3) l¤-¸ln ¬| ¤¸¬i
(4) ¤ºi¤ln ¬| ¤¸¬i

13. The salient feature of the Rigvedic
religion was
(1) Worship of Mother Goddess
(2) Worship of Nature
(3) Worship of Trimurties
(4) Worship of Pashupati
14. '-iiªui¤ lziªii ÷i¤iª' ++ ªºiil¤u t÷i
(1) 1882
(2) 1871
(3) 1877
(4) 1870

14. 'Indian Education Commission' was
established in the year
(1) 1882
(2) 1871
(3) 1877
(4) 1870
A B C D
mÙkj fp= %
(1) (2) (3) (4)
A B C D
Answer Figures :
(1) (2) (3) (4)
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Part-I/D/26 ( 6 )
15. la-ail+u ¤nizi a +ia-¬i ÷n+iª t ?
¬ti l«+-¤ +i ¤¤a +il¬¤
'::º·ì , 4:º·ì º: =:º·ì ·,ìº wì·'
(1) ¤-¬
(2) ª¤¬
(3) ~·¤i¬
(4) ~lnºi¤il·n

15. la-ail+u ¤nizi a +ia-¬i ÷n+iª t ?
¬ti l«+-¤ +i ¤¤a +il¬¤
'::º·ì , 4:º·ì º: =:º·ì ·,ìº wì·'
(1) ¤-¬
(2) ª¤¬
(3) ~·¤i¬
(4) ~lnºi¤il·n
16. There was an old woman ................... lived
in a hut.
(1) who
(2) what
(3) whom
(4) that

16. There was an old woman ...................
lived in a hut.
(1) who
(2) what
(3) whom
(4) that
17. la-alnlªiu ¬aª¤i a v+ ¤za uºii (i
«+u·¤ (A) uºii (B) l(¤ ª¤ t+ (A) uºii
(B) a (i ª¤i ¬¸¤ai +i ¤¤iª ¤t lalz¤u
+ªa + lnv +il¬v l+ ¬i «+u·¤ l(¤i
ª¤i t «t ¤za + ¬-iª + lnv ¬-¤¸ºi t+
÷¤a ¬-iª + lnv ¬¤¤+u +i÷ +i ¤¤a
+il¬v
iz'u % x + y ¬i -¸-¤ ·¤i r `
oDrO; % (A) x – y = 4
(B) 3x + 3y = 4
+i÷
(1) ¤l· ~i¤ ¬(¬ (A) ¬ ¬-iº ¤i ºr r
l¬·n (B) ¬ ·r||
(2) ¤l· ~i¤ ¬(¬ (B) ¬ ¬-iº ¤i ºr r
l¬·n (A) ¬ ·r||
(3) ¤l· (A) n·ii (B) ·i·i ¬ ¬¤·n ª¤ ¬
¬-iº ¤i ºr r ¬«l¬ ¬i; ¤¬ (·n·¤
~¤· - ¬-¤¸ºi ·r| r|
(4) ¤l· ¬(¬ (·n·¤ (A) ~¤· - ¬-¤¸ºi r
n·ii (·n·¤ (B) ~¤· - ¬-¤¸ºi ·r| r|

17. Following problem has a question and
two statements (A) & (B) . Use the
informations given in (A) & (B) to decide
whether the statements are sufficient to
answer the question. Choose the correct
code for your answer

Question : What is the value of x + y ?
Statements : (A) x – y = 4
(B) 3x + 3y = 4
Code :
(1) If you can get the answer from (A)
alone but not from (B) alone.
(2) If you can get the answer from (B)
alone but not from (A) alone.
(3) If you can get the answer from (A) and
(B) together, although neither statement
by itself not suffices.
(4) If statement (A) alone suffices and
statement (B) alone not suffices.
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Part-I/D/26 ( 7 ) P. T. O.
18. ·¤ia ¬ ¬aª¤i l¤¤ A, B, C v« D +i
¬aln¤+ ¬-iª l¤¤ ¬ ¬¬ l¤¤ +i ¤lav
¬i ÷·si uªt ¬ ¬aª¤i l¤¤ +i ·iªini +i
¤¸ºi +ªui ti
leL;k fp= %








18. Study the problem figures A, B, C and D
carefully. From the answer figures pick
out the figure which most appropriately
completes the series of problem figures
Problem Figures :





19. la-ail+u ¤iª l¤¤i a ¬ uia ¬aia t ¤i
v+ (¸¬ª ¬ +s ¬-+-·i ªªiu t nl+a ¬aa
v+ l¤¤ l-i-a (l«ªia) t+ ¬¬ l«ªia +i
«¸l«v




19. There are three figures that are similar or
bear some relationship with each other
out of four figures but one is different
(odd) from them. Find out the odd one
out

20. -iiªu ¬ª+iª a '-iiªu ª-a' uºii '¤(a~i' +i
¬¤il·i¤i ¬l«·iia + l+¬ ÷a·s( + ÷-uªu
¤iª--i +i
(1) ~··¬· 14
(2) ~··¬· 18
(3) ~··¬· 25
(4) ¬¤ºi·n - ¬ ¬i; ·r|

20. The Government of India instituted
'Bharat Ratna' and 'Padma Shri' awards
under
(1) Article 14 of Constitution
(2) Article 18 of Constitution
(3) Article 25 of Constitution
(4) None of the above
21. +ia-¬i +ºia ¬+¬ ¬¤¤+u t
(1) -¬--¬ ¬i ¤¤i^ ¤i- ¤¤ ¬| ¬¤i; ¬
l¬¤
(2) -¬--¬ ¬i ¤¤i^ ¤i- ¤¤ ~iº ¤ni ¬
¬«¬ ¬| ¬¤i; ¬ l¬¤
(3) -¬--¬ ¬i ¤¤i^ l¬¤i¤ ¬i¤· ¬ l¬¤
(4) ¬¤ºi·n ¬·i|

21. Make the most appropriate option
statement
(1) Mail Merge can be used to print the
form letters
(2) Mail Merge can be used to print the
form letters and mailing labels
(3) Mail Merge can be used to print
envelopes
(4) All of the above
(1) (2) (3) (4)


A B C D
mÙkj fp= %
(1) (2) (3) (4)

A B C D
Answer Figures :
(1) (2) (3) (4)
(1) (2) (3) (4)
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Part-I/D/26 ( 8 )
22. l¤sni WTO lalaªci¤n ¬-ana 13 ¬ 18
l(¬-+ª, 2005 a t÷i ºii
(1) ¬·i·i -
(2) ri^ ¬i^ -
(3) ¬i¤i· -
(4) ~i--l¬¤i -

22. The last ministerial meet of WTO was
held on Dec. 13 to 18, 2005 in
(1) Canada
(2) Hong Kong
(3) Japan
(4) Australia
23. ¯lziªii uºii (zia v+ l¬++ + (i ¤tn¸ t¯
+ti ºii
(1) ºi¬ ·
(2) ¤·-¬ ·
(3) ¬iº- ·
(4) ¤i«¬ ·

23. "Philosophy and Education are the two
sides of a coin" was proposed by
(1) Ross
(2) Adams
(3) Kant
(4) Frobel
24. la-a zi·(i a v+ zi·( u-¬a t, ¬¬+i ¤¤a
+il¬v
(1) ·in
(2) ¤·
(3) ·¸n·
(4) ·i·i

24. la-a zi·(i a v+ zi·( u-¬a t, ¬¬+i
¤¤a +il¬v
(1) ·in
(2) ¤·
(3) ·¸n·
(4) ·i·i
25. Noun which do not witness gender
change
(1) bull
(2) cock
(3) dog
(4) child

25. Noun which do not witness gender
change
(1) bull
(2) cock
(3) dog
(4) child
26. ¬aª¤i l¤¤i + ¤ºia (i ¬a¸t (2 l¤¤) a
ªºiil¤u ¬-+-·i/¬aiaui «¸l«v+ ¬¬i ÷i·iiª
¤ª ¬-iª l¤¤ a ¬ +i| v+ ¬l¤u l¤¤
ªiini ªºiia (?) + lnv ¤lav

leL;k fp= %







26. Find the relationship/analogy in the first
set (2 figures) of problem figures. Based
on the same analogy select the suitable
figure from answer figures to fit in the
blank space (?)
Problem Figures :






A B C D
mÙkj fp= %
(1) (2) (3) (4)
A B C D
Answer Figures :
(1) (2) (3) (4)
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Part-I/D/26 ( 9 ) P. T. O.
27. a(i a uªui ¬n¤ia ¬+ ¬a( a ¬iui t,
ui ¤t
(1) ·ii·i ¬i +¤º ¬- ¬ini r
(2) ·ii·i ¬i ·|¤ ·¸« ¬ini r
(3) ¤¬ r| -nº ¤º ºrni r
(4) ¬¬¤i· ¬ l·l-n ¤·i·i ¬ ~·¬iº ·ii·i
·¸« ¤i ¬- ¬ini r

27. When a ship enters in a sea from a river

(1) It rises a little
(2) It sinks a little
(3) It remains at same level
(4) It rises or sinks depending on the
material it is made of
28. la-a a +ia u¬i ¬ +(na «ini (volatile)
ªalu t
(1) ROM (ºi-)
(2) -··l-¬ l·-¬
(3) -··l-¬ -¤
(4) RAM (º-)

28. Which of the following is a volatile
memory
(1) ROM
(2) Magnetic Disc
(3) Magnetic Tape
(4) RAM
29. ¬+¬ ¤tn ÷il( aia« a ¬iªii
(1) ~i^ «·i·i
(2) ¤ºi ¤i¬·
(3) ¤lr¤i «·i·i
(4) ~·i¬ ¬^i·i

29. Primitive man first learnt to
(1) make fire
(2) tame animals
(3) make a wheel
(4) grow grains
30. lziªiºi +i ¬+ªiui l«l·i t

(1) ·¤iª¤i·
(2) ¬-¸r ¤¤i
(3) ¤º· ¬-iº
(4) -¤¸-ilº¤¬

30. Socratic Method of Teaching is also
known as
(1) Lecture
(2) Group Discussion
(3) Question-Answer
(4) Tutorial
31. l(¤ ª¤ «i+¤ +i ·¤+u +ªa + lnv ¤iª
«+l-¤+ zi·( l(¤ ª¤ t+ |aa ¬ ¬ti
l«+-¤ ¤la¤
f·-w: (¬· wº·: wf·· ,: –
(1) ·l·(iº
(2) ··in
(3) ··¬º
(4) ··-¤

31. l(¤ ª¤ «i+¤ +i ·¤+u +ªa + lnv ¤iª
«+l-¤+ zi·( l(¤ ª¤ t+ |aa ¬ ¬ti
l«+-¤ ¤la¤
f·-w: (¬· wº·: wf·· ,: –
(1) ·l·(iº
(2) ··in
(3) ··¬º
(4) ··-¤
32. He knocked ........................ the door.
(1) on
(2) over
(3) about
(4) at

32. He knocked ........................ the door.
(1) on
(2) over
(3) about
(4) at
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Part-I/D/26 ( 10 )
33. ¬i ¬aia zi·( ·,ì ti, ¬¬ silcv
(1) ºl((iº
(2) ¬i-(iº
(3) ~(¬iºi l·(¬
(4) ºi>(iº

33. Find the odd word that does not belong
to same category
(1) Sunday
(2) Monday
(3) Holiday
(4) Friday
34. ·¤ia ¬ ¬aª¤i l¤¤ A, B v« C +i ¬aln¤+
¬-iª l¤¤ ¬ ¬¬ l¤¤ +i ¤lav ¬i ÷·si
uªt ¬ ¬aª¤i l¤¤ +i ·iªini +i ¤¸ºi
+ªui ti
leL;k fp=







34. Study the problem figures A, B and C
carefully. From the answer figures pick out
the figure which most appropriately
completes the series of problem figures
Problem Figures :




35. tlª¤iºii ¬ª+iª µiªi lª¤¤i +i lazi-+
lziªii (i ¬iui t
(1) -·in¬ n¬
(2) ri;-¬¸¬ n¬
(3) ¬|l·¤º ¬¬º·º| n¬
(4) ¤ºi-·in¬ n¬

35. The Haryana Government provides free
education to women upto
(1) Graduation Level
(2) High School Level
(3) Senior Secondary Level
(4) Post-graduation Level
36. ªl¤¤i a ¤lª«ua uºii ªºiil¤-« l+¬ ÷«ªºii
+i nªiºi t
(1) «i-¤i(-·ii
(2) l¬ºiiºi(-·ii
(3) ºiºi(i(-·ii
(4) ¤i«i(-·ii

36. Changes and Stability of Interests is the
characteristic of
(1) Childhood
(2) Adolescence
(3) Infancy
(4) Adulthood
37. a-ci ¤i|+ª ¬aniui t
(1) ·iº¬il-¬ ·¤i¤iº ¬ ¬-«l··in
(2) ¬i^¬ n·ii ¤-¤ ¬i-i·
(3) -·--i;¬
(4) ~il·-¬¬ ¤i;«º

37. Multi Fibre Agreement deals with
(1) Trade in narcotic substances
(2) Paper and Pulp products
(3) Textiles
(4) Optical fibre
A B C
mÙkj fp= %
(1) (2) (3) (4)
A B C
Answer Figures %
(1) (2) (3) (4)
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Part-I/D/26 ( 11 ) P. T. O.
38. ¤zi¤in ¬lalu l+¬¬ ¬-+l-·iu t
(1) ¤- ¤¬ ¤¬ ¬
(2) ¤· ¤¬ ¤- ¬
(3) ; ··-¤¸ «| ¬
(4) (i¤¤¬ ¬l·^ ¬

38. Yashpal Committee is associated with
(1) MLL
(2) NLM
(3) EWB
(4) Joyful Learning
39. l(¤ ª¤ ÷ª¬i zi·( + lnv ¬ti ¤-¤¤
+ui|¤
w-ºf·-· –
(1) l·--
(2) --
(3) -
(4) ;--

39. l(¤ ª¤ ÷ª¬i zi·( + lnv ¬ti ¤-¤¤
+ui|¤
w-ºf·-· –
(1) l·--
(2) --
(3) -
(4) ;--
40. Past Participle form of verb 'abide'
(1) abide
(2) abided
(3) abode
(4) Both (2) and (3)

40. Past Participle form of verb 'abide'
(1) abide
(2) abided
(3) abode
(4) Both (2) and (3)
41. la-a ncª ·iªini a ÷ªni +¤i ÷ivªi

AD : BE :: CF : .....................
(1) DE
(2) BC
(3) DG
(4) FG

41. What comes next in the following letter
series
AD : BE :: CF : .....................
(1) DE
(2) BC
(3) DG
(4) FG
42. la-ail+u ¤iª l¤¤i a ¬ uia l¤¤ ¬aia t
uºii v+ l¤¤ ÷-¤ ¬ l-i-a t+ ÷i¤+i l-i-a
( l«ªia ) l¤¤ +i ¤aai t


42.
Three of the four figures are alike in some
way or the other and one is different from
the rest. You have to choose the figure
which is different (odd)

43. niºin uºii +ini+ªa ¬÷ t

(1) r··¤· ¬·¤ni ¬
(2) ;l¬l·-¤· (l-¬|) ¬·¤ni ¬
(3) ««|¬il·¤· ¬·¤ni ¬
(4) ¤|·| ¬·¤ni ¬

43. Lothal and Kalibangan are associated
with
(1) Harappan culture
(2) Egyptian civilization
(3) Babylonian civilization
(4) Chinese civilization
(1) (2) (3) (4)
(1) (2) (3) (4)
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Part-I/D/26 ( 12 )
44. nil¬+ +--¤¸cª +i¤ +ªui t

(1) ¤¸·º| ¤º
(2) «i;·º| ¤º
(3) ¬¬º·º| ¤º
(4) -lºi¤º| ¤º

44. On which type logic computer operates
on
(1) Uniary
(2) Binary
(3) Secondary
(4) Tertiary
45. la-a a ¬ +ia +aic+ ¬ªiu ¬ ¬-+l-·iu
·,ì t
(1) º¤i-i ºii-¤|
(2) -¤i^ºi¬
(3) ·iinªiº·
(4) -·i-(i-| l·l-iniº

45. Who of the following is not associated
with Carnatic music
(1) Shyama Shastri
(2) Tyagraja
(3) Bhatkhande
(4) Muthuswami Dikshitar
46. ¯øl÷c ÷i·iilªu a¸-¤i+a uºii a-ci-«i|c
vºci¯ ¬«¤ºia ¬ªuu l+¤i
(1) lºi-ii ¬| ¤·iln¤i ·
(2) ºi·-|¤ lºi-ii ·|ln ·
(3) ¤-¬ ¬l-ln ·
(4) rº-i^ ¬l-ln ·

46. "Credit Based Evaluation and Multipoint
Entry" was first proposed by
(1) Challenges of Education
(2) National Policy on Education
(3) Patel Committee
(4) Hurtog Committee
47. la-alnlªiu ¤nizi a ¤¤+u ª¬ + lnv ¤iª
l«+-¤ l(¤ ª¤ t, ¬ti l«+-¤ +i ¤¤a

w,0 ··0 ºì.0 fº:.0 f¬¬0 fº:¬0 ¬f·º:0·
:º :·· ¬ wº0 , ··· ,ì -: ~:0··
(1) l(¤i^ ·i^iº
(2) ¬¤i^ ·i^iº
(3) ºi·
(4) ¬ªºi

47. la-alnlªiu ¤nizi a ¤¤+u ª¬ + lnv ¤iª
l«+-¤ l(¤ ª¤ t, ¬ti l«+-¤ +i ¤¤a

w,0 ··0 ºì.0 fº:.0 f¬¬0 fº:¬0 ¬f·º:0·
:º :·· ¬ wº0 , ··· ,ì -: ~:0··
(1) l(¤i^ ·i^iº
(2) ¬¤i^ ·i^iº
(3) ºi·
(4) ¬ªºi
48. Give one word for many :
Women with dark skin and brown colour
(1) Blonde
(2) Amateur
(3) Brunette
(4) Amulet

48. Give one word for many :
Women with dark skin and brown colour
(1) Blonde
(2) Amateur
(3) Brunette
(4) Amulet
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Part-I/D/26 ( 13 ) P. T. O.
funsZ'k (iz'u la[;k 49 ls 52 rd ds fy,) :
ai¤ l(¤i ª¤i l¤¤ a¬(¸ªi + ¬ªi-¬l«·ii÷i +i
ªi¤ ª· 300.4 niªi (ziiui t+ l«l-i-a ªi¤i +i
÷·¤¤a +il¬v uºii la-a ¤iª ¤zai + ¬-iª (il¬v %










Instructions ( For Q. Nos. 49 to 52 ) :
The following diagram is showing labours'
amenities cost budget of Rs. 300.4 lac. Study the
various expenditures and answer the following
four questions :









49. ª«iªº¤ v« ¬iail¬+ ¬ªªii + lnv +n
l+uai ·ia ªªii ª¤i t
(1) ª 120 ¬iªi
(2) ª 102 ¬iªi
(3) ª 125 ¬iªi
(4) ª 75 ¬iªi

49. How much money is ear-marked for
health and social security
(1) Rs. 120 lac
(2) Rs. 102 lac
(3) Rs. 125 lac
(4) Rs. 75 lac
50. aaiª¬a ªi¤ + lnv +n l+uai ·ia ªªii
ª¤i t

(1) ª 5.4 ¬iªi
(2) ª 54 ¬iªi
(3) ª 45 ¬iªi
(4) ¬¤ºi·n - ¬ ¬i; ·r|

50. How much money is actually ear-marked
for recreation and entertainment
expenses
(1) Rs. 5.4 lac
(2) Rs. 54 lac
(3) Rs. 45 lac
(4) None of the above
51. ÷ªª ª«iªº¤ v« (·icai a ÷i+lªa+ ·¤¤
+i 50% ¬¤¤iª ti ¬iui t ui |¬ a( a
+n l+uai ª¤¤i ªi¤ ti ¬i¤ªi, ÷ªª +n
+¬c a +i| ¤lª«ua a ti ui

(1) ª 39 ¬iªi
(2) ª 150 ¬iªi
(3) ª 174 ¬iªi
(4) ª 51 ¬iªi

51. If 50% of contingencies funds are used
towards health and accidents, what will
be the expenditure in rupees under this
head, keeping the total budget
unchanged
(1) Rs. 39 lac
(2) Rs. 150 lac
(3) Rs. 174 lac
(4) Rs. 51 lac
A
40%
B
18%
C
9%
D
25% E
8%
A = +-cia ªi¤
B = aaiª¬a ªi¤
C = ª«iªº¤ v« (·icai ªi¤
D = ¬iail¬+ ¬ªªii v«
¬i«a +iai
E = ÷i+lªa+ ·¤¤

A
40%
B
18%
C
9%
D
25% E
8%
A = Canteen expenses
B = Recreation and
entertainment
C = Health and accidents
D = Social security and
insurance
E = Contingencies
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Part-I/D/26 ( 14 )
52. ÷ªª «ªi + (iªia 10% a(i ª¤ilu tiui t,
ui +-cia ¤ª +n l+uai ·ia ·¤¤ tiªi

(1) ª 330 ¬iªi
(2) ª 120 ¬iªi
(3) ª 132 ¬iªi
(4) ¬¤ºi·n - ¬ ¬i; ·r|

52. If there is a 10% inflation during the year,
how much money would have been spent
on canteen expenses
(1) Rs. 330 lac
(2) Rs. 120 lac
(3) Rs. 132 lac
(4) None of the above
53. ·¤ia ¬ ¬aª¤i l¤¤ A, B v« C +i ¬aln¤+
¬-iª l¤¤ ¬ ¬¬ l¤¤ +i ¤lav ¬i ÷·si
uªt ¬ ¬aª¤i l¤¤ +i ·iªini +i ¤¸ºi
+ªui ti
leL;k fp=









53. Study the problem figures A, B and C
carefully. From the answer figures pick out
the figure which most appropriately
completes the series of problem figures
Problem Figures :






54. -iiªui¤ ¬l«·iia ¬-ii +i ¤ºia +o+ t| ºii

(1) 26 ¬·(º|, 1948 ¬i
(2) 16 ~^-n, 1947 ¬i
(3) 9 l·¬-«º, 1946 ¬i
(4) 26 ·(-«º, 1947 ¬i

54. The first meeting of the Constituent
Assembly of India was held on
(1) 26th January, 1948
(2) 16th August, 1947
(3) 9th December, 1946
(4) 26th November, 1947
55. '¬« v¬ ÷i|niª +i+¬ ¤¤iª l+¤i ¬i
¬+ui t
(1) ¤r¬| «iº ¤i;¬ ¬ºl-in ¬º· ¬ l¬¤
(2) ¤i;¬ ¬i l¬¬| ~·¤ ·i- ¬ ¬ºl-in
¬º· ¬ l¬¤
(3) ¤i;¬ ¬i l¬¬| ~·¤ ¤i-- - ¬ºl-in
¬º· ¬ l¬¤
(4) ¬¤ºi·n ¬·i|

55. The 'Save as' dialog box can be used

(1) For saving the file for the first time
(2) To save file by some alternative name

(3) To save file in other format

(4) All of the above
56. ÷inilª+ +iaiªi + lnv ai¤ lnªi ÷i-ulª+
+iªºi ·,ì ti ¬+u
(1) ¬¤«··i
(2) l(nn ¬| ¬-|
(3) ^¬n l·l(··- ·|ln
(4) ¤·· ¬i ·i;(¬·

56. The following is not an internal factor for
industrial sickness
(1) Mismanagement
(2) Power shortage
(3) Wrong Dividend Policy
(4) Diversion of funds
A B C
mÙkj fp= %
(1) (2) (3) (4)
A B C
Answer Figures :
(1) (2) (3) (4)
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Part-I/D/26 ( 15 ) P. T. O.
57. 'l«+i¤il÷¤i' v+ t
(1) ¬¤ ;l¬·
(2) ~i· ¬i;· ¬·¬
(3) ~i· ¬i;· ;·¬i;·¬i¤|l·¤i
(4) ¬-·¤¸-º (i¤º¬

57. Wikipaedia is a/an
(1) Search engine
(2) On Line Journal
(3) On Line Encyclopaedia
(4) Computer Virus
58. la-alnlªiu ¤iª l«+-¤i a ¬ ¬l-·i-l«·s(
+i ¬ti l«+-¤ ¤¤a +ª
¬(·:·-· –
(1) -·· + ¬-¬(
(2) -··i + ¬-¬(
(3) -· + ·i-¬(
(4) -·· + ~i-¬(

58. la-alnlªiu ¤iª l«+-¤i a ¬ ¬l-·i-l«·s(
+i ¬ti l«+-¤ ¤¤a +ª
¬(·:·-· –
(1) -·· + ¬-¬(
(2) -··i + ¬-¬(
(3) -· + ·i-¬(
(4) -·· + ~i-¬(
59. Give one word for many :
Forsaken or neglected child
(1) fatherless
(2) bereaved
(3) illegitimate
(4) waif

59. Give one word for many :
Forsaken or neglected child
(1) fatherless
(2) bereaved
(3) illegitimate
(4) waif
60. la-alnlªiu ¬aª¤i a v+ ¤za uºii (i
«+u·¤ (A) uºii (B) l(¤ ª¤ t+ (A) uºii
(B) a (i ª¤i ¬¸¤ai +i ¤¤iª ¤t lalz¤u
+ªa + lnv +il¬v l+ ¬i «+u·¤ l(¤i
ª¤i t «t ¤za + ¬-iª + lnv ¬-¤¸ºi t+
÷¤a ¬-iª + lnv ¬¤¤+u +i÷ +i ¤¤a
+il¬v
iz'u % K ¤¸ºii¬ r| ·¤i K 127 ¬ ·ii¤ r `
oDrO; % (A) K 4 ¬ ·ii¤ r|
(B) K 3 ¬ ·ii¤ r|
+i÷
(1) ¤l· ~i¤ ¬(¬ (A) ¬ ¬-iº ¤i ºr r
l¬·n (B) ¬ ·r||
(2) ¤l· ~i¤ ¬(¬ (B) ¬ ¬-iº ¤i ºr r
l¬·n (A) ¬ ·r||
(3) ¤l· (A) n·ii (B) ·i·i ¬ ¬¤·n ª¤ ¬
¬-iº ¤i ºr r ¬«l¬ ¬i; ¤¬ (·n·¤
~¤· - ¬-¤¸ºi ·r| r|
(4) ¤l· ¬(¬ (·n·¤ (A) ~¤· - ¬-¤¸ºi r
n·ii (·n·¤ (B) ~¤· - ¬-¤¸ºi ·r| r|

60. Following problem has a question and
two statements (A) & (B) . Use the
informations given in (A) & (B) to decide
whether the statements are sufficient to
answer the question. Choose the correct
code for your answer
Question : K is an integer. Is K divisible
by 127 ?
Statements : (A) K is divisible by 4.
(B) K is divisible by 3.
Code :
(1) If you can get the answer from (A)
alone but not from (B) alone.
(2) If you can get the answer from (B)
alone but not from (A) alone.
(3) If you can get the answer from (A) and
(B) together, although neither statement
by itself not suffices.
(4) If statement (A) alone suffices and
statement (B) alone not suffices.
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Part-I/D/26 ( 16 )
61. l¬-·i-¬-¤ui +i ªºin '+ºiin' l+¬ l¬n a
¤i¤i ª¤i t
(1) lr¬iº
(2) l¬º¬i
(3) l·i(i·|
(4) ¤nri«i·

61. 'Kunal', the site of Indus Civilization has
been found in the district of
(1) Hisar
(2) Sirsa
(3) Bhiwani
(4) Fatehabad
62. ai¤ª uºii tia l+¬+ ai¤a ¬ ¬-+l-·iu t

(1) ªl¤¤i ¬
(2) -¸-¤i ¬
(3) ~l·i-i-ni ¬
(4) (1) n·ii (2) ·i·i

62. Meier and Horn are associated with
measurement of
(1) Interests
(2) Values
(3) Aptitude
(4) Both (1) & (2)
63. -iiªu +i ¬+¬ +÷i «-¤ ¬i«a ÷-i¤iªº¤ t
(1) ·i·i ¤-i| ~·i¤iºº¤
(2) ·ºi|^- ~·i¤iºº¤
(3) ¬-·i¤º (·¤ ¬|(· ~·i¤iºº¤
(4) ¤lº¤iº (·¤ ¬|(· ~·i¤iºº¤

63. The largest Wild Life Sanctuary in India is
(1) Ghana Bird Sanctuary
(2) Dechigam Sanctuary
(3) Jaldopur Wild Life Sanctuary
(4) Periyar Wild Life Sanctuary
64. vav¬-v+¬n +i «+++ a ¤¸« la·iilªu
l«+-¤ + ÷¤ a l+uai «+ziic tiui t
(1) ¤¬
(2) ·i
(3) n|·
(4) ¤iº

64. By default how many work sheets are
there in the MS-Excel workbook
(1) One
(2) Two
(3) Three
(4) Four
65. la-alnlªiu l«-iil¬u «i+¤ a ¬ v+ ¤¸ºi
-iiª +i ¤¤a +il¬v
(1) ~i¬ r- ·i·i ¬|
(2) ¤r -¬i¬in ni
(3) ~··n ¬i¬ ¬ «i· r| ¬-·i( ri ¤i ºr|
r
(4) ¬i; ¤l- ·r|

65. la-alnlªiu l«-iil¬u «i+¤ a ¬ v+ ¤¸ºi
-iiª +i ¤¤a +il¬v
(1) ~i¬ r- ·i·i ¬|
(2) ¤r -¬i¬in ni
(3) ~··n ¬i¬ ¬ «i· r| ¬-·i( ri ¤i ºr|
r
(4) ¬i; ¤l- ·r|
66. ............... ! are you calling me.
(1) Hey
(2) Hush
(3) Oh
(4) Hello

66. ............... ! are you calling me.
(1) Hey
(2) Hush
(3) Oh
(4) Hello
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Part-I/D/26 ( 17 ) P. T. O.
67. la-ail+u ¤iª l¤¤i a ¬ uia ¬aia t ¤i
v+ (¸¬ª ¬ +s ¬-+-·i ªªiu t nl+a ¬aa
v+ l¤¤ l-i-a (l«ªia) t+ ¬¬ l«ªia +i
«¸l«v





67. There are three figures that are similar or
bear some relationship with each other
out of four figures but one is different
(odd) from them. Find out the odd one
out


68. -iiªu +i ¬l«·iia
(1) ¬-iº r
(2) ¬¤|¬i r
(3) ¬¬ ¬-iº n·ii ¬¬ ¬¤|¬i r
(4) ~ln ¬-iº r

68. The Constitution of India is
(1) Rigid
(2) Flexible
(3) Partly rigid and partly flexible
(4) Very rigid
69. tlª¤iºii ¬ª+iª a +¬c 2007-08 a ªiaiºi
l+ziiªi«ªºii n÷l+¤i +i ¤ªª+iª (a +i
¤i¬ai a ·¤«ªºii +i t
(1) 5.8 ¬iªi ª¤¤ ¬|
(2) 10.1 ¬iªi ª¤¤ ¬|
(3) 7.8 ¬iªi ª¤¤ ¬|
(4) 3.5 ¬iªi ª¤¤ ¬|

69. In the budget 2007-08 Haryana Govt. has
marked the following Rs. for the scheme
of Award to Rural Adolescent Girls
(1) 5.8 lacs
(2) 10.1 lacs
(3) 7.8 lacs
(4) 3.5 lacs
70. l+¬+ ÷-uªu 1991 a -iiªu a IMF ¬ ¬·iiª
ln¤i ºii
(1) ¬| ¬| ¤¤ ¤¤
(2) ; ¤¤ ¤¤
(3) ; ¤¬ ¤ ¤¤
(4) n¬ ¤l¬l¬-|

70. India borrowed from IMF in 1991 under

(1) CCFF
(2) EFF
(3) ESAF
(4) Oil facility
71. ¬ia ¤i¤i¬ + ÷a¬iª uil++ l¤-ua ++
¤iª--i tiui t
(1) ¬(··-^i-¬ ~(-·ii -
(2) ¤¸(-¬l>¤i--¬ ~(-·ii -
(3) -¸n-¬l>¤i--¬ ~(-·ii -
(4) ~i¤¤ilº¬ ¬l>¤i ~(-·ii -

71. According to Jean Piaget Logical
Thinking starts in
(1) Sensory Motor Stage
(2) Pre-Operational Stage
(3) Concrete-Operation Stage
(4) Formal Operation Stage
(1) (2) (3) (4)
(1) (2) (3) (4)
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Part-I/D/26 ( 18 )
funsZ'k (iz'u la[;k 72 ls 76 rd ds fy,) :
f·-·f¬fº:0 ··0º": w: ·º:·~¸·w ~÷wº ¬- ~º
·:·::fº0 f(º 4º ~:·: w ¬-:º: ¬ - -,ì ¬-:º
=f·:
ni¤l÷¤i a ªt+ª atni +i ª«-a (ªia «ini
+iu ¤it tiª¤iª¤( ¬ani ¬i¤ ¤ª-u ¤t ·i« ¬-¤ t
l+ ÷n+i¤ªi +i ª¤·ii +ªa«in alºi-ailºi+¤-al÷u
atni +i altai ÷iª ªlªai ni¤l÷¤i +i ÷i·iiªlzini
¤ª lªºiu t+ ·i¸¤ a ÷iª ¬(i ªai +i ¤ª«it a +ªa
«in l+¬iai + ~a l+-(÷i ¬ ti «-i« +i (i«iª
+aui t+ ªia ati(l·i + (la+ a-ºia ¬ ti -iª«ui
nªai +i ¬-a tiui t l¬¬+i zii¬+ «ª «ªºi +ª
÷¤ai ªi¬+iªi ÷n¡u +ªu t+ ªia ti ¬·¤ («-
al-(ª t+

funsZ'k (iz'u la[;k 72 ls 76 rd ds fy,) :
f·-·f¬fº:0 ··0º": w: ·º:·~¸·w ~÷wº ¬- ~º
·:·::fº0 f(º 4º ~:·: w ¬-:º: ¬ - -,ì ¬-:º
=f·:
ni¤l÷¤i a ªt+ª atni +i ª«-a (ªia «ini
+iu ¤it tiª¤iª¤( ¬ani ¬i¤ ¤ª-u ¤t ·i« ¬-¤ t
l+ ÷n+i¤ªi +i ª¤·ii +ªa«in alºi-ailºi+¤-al÷u
atni +i altai ÷iª ªlªai ni¤l÷¤i +i ÷i·iiªlzini
¤ª lªºiu t+ ·i¸¤ a ÷iª ¬(i ªai +i ¤ª«it a +ªa
«in l+¬iai + ~a l+-(÷i ¬ ti «-i« +i (i«iª
+aui t+ ªia ati(l·i + (la+ a-ºia ¬ ti -iª«ui
nªai +i ¬-a tiui t l¬¬+i zii¬+ «ª «ªºi +ª
÷¤ai ªi¬+iªi ÷n¡u +ªu t+ ªia ti ¬·¤ («-
al-(ª t+
72. l(¤ ª¤ zi·(i a ¬i zi·( 'ati(l·i' +i ¤¤i¤
ti, ¬¬+i ¤¤a +il¬¤
(1) ¬¬·
(2) ni¤
(3) ·i·i¬
(4) º-·i¬º

72. l(¤ ª¤ zi·(i a ¬i zi·( 'ati(l·i' +i ¤¤i¤
ti, ¬¬+i ¤¤a +il¬¤
(1) ¬¬·
(2) ni¤
(3) ·i·i¬
(4) º-·i¬º
73. ¬¤¤+u ªnizi +i ¬¤¤+u ziiªi+ t
(1) ^i( ¬i l¬¬i· (2) l¬¬i· ¬i ºii·iºi
(3) ^i---ri·l·i (4) ^i-·(ni l¬¬i·

73. ¬¤¤+u ªnizi +i ¬¤¤+u ziiªi+ t
(1) ^i( ¬i l¬¬i· (2) l¬¬i· ¬i ºii·iºi
(3) ^i---ri·l·i (4) ^i-·(ni l¬¬i·
74. ªªiil+u ÷zi +i ÷ºi ¤t t l+
(1) ¤r¬ ni¤l·¤i «·n| r, l¤º ¬·¬| ·|(
¤º «·-«· -r¬ ªi· rin r|
(2) ni¤l·¤i - ºr· (i¬ ¬l-¬i ¬ ¤lº¬-
¬ r| ^^·¤«| -r¬ ªi· rin r|
(3) ^º|«i ¬ ºii·iºi ¬ «· ¬i^ ¤· ¬ºn r|
(4) ^º|« · ri ni ~-|ºi ¬i ~l-n-( · ºr|

74. ªªiil+u ÷zi +i ÷ºi ¤t t l+
(1) ¤r¬ ni¤l·¤i «·n| r, l¤º ¬·¬| ·|(
¤º «·-«· -r¬ ªi· rin r|
(2) ni¤l·¤i - ºr· (i¬ ¬l-¬i ¬ ¤lº¬-
¬ r| ^^·¤«| -r¬ ªi· rin r|
(3) ^º|«i ¬ ºii·iºi ¬ «· ¬i^ ¤· ¬ºn r|
(4) ^º|« · ri ni ~-|ºi ¬i ~l-n-( · ºr|
75. 'ªia ti ¬·¤ («-al-(ª t+' |¬ +ºia +i
÷izi¤ ¤t t l+
(1) ·(ni ¬(¬ ^i-i - (i¬ ¬ºn r|
(2) ¬¤i¬·i-¤i·¤ ¬(¬ ^i- r|
(3) l¬¬i· r| ¬¤-¤ ·(n-¤ r ¬i ^i(i -
ºrn r|
(4) ^i(i ¬| ¬¤i¬·i ¬ r| -l·n l-¬ ¬¬n|
r ·¤il¬ ^i(i ¬ r| r- ~··, ·i· ¤i·n
rini r|

75. 'ªia ti ¬·¤ («-al-(ª t+' |¬ +ºia +i
÷izi¤ ¤t t l+
(1) ·(ni ¬(¬ ^i-i - (i¬ ¬ºn r|
(2) ¬¤i¬·i-¤i·¤ ¬(¬ ^i- r|
(3) l¬¬i· r| ¬¤-¤ ·(n-¤ r ¬i ^i(i -
ºrn r|
(4) ^i(i ¬| ¬¤i¬·i ¬ r| -l·n l-¬ ¬¬n|
r ·¤il¬ ^i(i ¬ r| r- ~··, ·i· ¤i·n
rini r|
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Part-I/D/26 ( 19 ) P. T. O.
76. ªia +i unai ati(l·i ¬ |¬lnv +i ª¤i t
l+
(1) ¬i^º ¬| ·iiln ^i-i ¬i ·i| ·ir· ¬º¬
~-|º ¬i^ ·i·-¬-¤·· r¤ r|
(2) ^i- ~iº -ri·l·i ·i·i ºii·iºi ¬ lºi¬iº
r|
(3) ¬¬ -ri·l·i ¬ ·i·i ¤¬iº ¬ º-·il·
l·¬¬ r ¬¬| nºr ^i(i ¬| ªin| ¬
~··il· ¤·i rin r|
(4) l¬¬ nºr ·(ni~i · ¬i^º ¬i -·i·
¬º¬ l(l(·i º-· ¤i·n l¬¤ ·i, ¬¬| nºr
ºii¬¬-(^ ^i-i ¬| ·iºn| ¬i ·ir· ¬º¬
~¤· l¬¤ ·i·-¬^r ¬ºni r|

76. ªia +i unai ati(l·i ¬ |¬lnv +i ª¤i t
l+
(1) ¬i^º ¬| ·iiln ^i-i ¬i ·i| ·ir· ¬º¬
~-|º ¬i^ ·i·-¬-¤·· r¤ r|
(2) ^i- ~iº -ri·l·i ·i·i ºii·iºi ¬ lºi¬iº
r|
(3) ¬¬ -ri·l·i ¬ ·i·i ¤¬iº ¬ º-·il·
l·¬¬ r ¬¬| nºr ^i(i ¬| ªin| ¬
~··il· ¤·i rin r|
(4) l¬¬ nºr ·(ni~i · ¬i^º ¬i -·i·
¬º¬ l(l(·i º-· ¤i·n l¬¤ ·i, ¬¬| nºr
ºii¬¬-(^ ^i-i ¬| ·iºn| ¬i ·ir· ¬º¬
~¤· l¬¤ ·i·-¬^r ¬ºni r|
77. Choose the correct meaning of 'cut me
dead'
(1) chopped me into pieces
(2) made my slices
(3) slaughtered me mercilessly
(4) deliberately insulted me

77. Choose the correct meaning of 'cut me
dead'
(1) chopped me into pieces
(2) made my slices
(3) slaughtered me mercilessly
(4) deliberately insulted me
78. la-a a ¬ +ia-¬i ÷iªªi ¤i¤zian, ÷i+cª
uºii |-¬ila¤¬ + lªzui +i ¬+¬ ÷·si
uªt (ziiui t ( ªini +i ÷i+iª ¬¤¤+u +i
÷i¤lªi+ ÷i+iª ati (ziiui t )


(1) (2)


(3) (4)

78. Which of the following diagrams best
depict the relationship between
Professionals, Doctors and Engineers
(The sizes of circles do not indicate
relative sizes of above)

(1) (2)


(3) (4)

79. ·¤ia ¬ ¬aª¤i l¤¤ A, B v« C +i ¬aln¤+
¬-iª l¤¤ ¬ ¬¬ l¤¤ +i ¤lav ¬i ÷·si
uªt ¬ ¬aª¤i l¤¤ +i ·iªini +i ¤¸ºi
+ªui ti
leL;k fp=






79. Study the problem figures A, B and C
carefully. From the answer figures pick out
the figure which most appropriately
completes the series of problem figures
Problem Figures :






A B C
mÙkj fp= %
(1) (2) (3) (4)
A B C
Answer Figures :
(1) (2) (3) (4)
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Part-I/D/26 ( 20 )
80. tlª¤iºii ªi·¤ a l+ua l¬n t

(1) 21
(2) 20
(3) 23
(4) 24

80. The number of districts in the State of
Haryana is
(1) 21
(2) 20
(3) 23
(4) 24
81. ciª+ l«znªiºi ¤-¤¤ l(¤i ºii
(1) ·¬¸- ·
(2) ºi;¬ ·
(3) ·|(| ·
(4) -¬ ·

81. Concept of Task Analysis was given by
(1) Bloom
(2) Ryle
(3) Dewey
(4) Mage
82. 'ai-ci¤n ¤ici+in' ¬-+l-·iu t
(1) ~i¬i· -iººi ¬
(2) ·il·i¬|¤ ºi-¤i ¬
(3) ¬º· -i;·¬ ¬
(4) ¬|-«· ¬

82. 'Montreal Protocol' is related to
(1) Ozone depletion
(2) Nuclear weapons
(3) Land mines
(4) Sea-beds
83. ÷inilª+ lziªii ¬¤+ª +i ¤ªui« l+¤i ºii

(1) ¬i-iº| ~i¤i^ ·
(2) -i·¤l-¬ lºi-ii ~i¤i^ ·
(3) ^iªi¬ l«¬ ·
(4) rº-i^ ¬l-ln ·

83. Industrial Education Cess was proposed
by
(1) Kothari Commission
(2) Secondary Education Commission
(3) Gokhale Bill
(4) Hurtog Committee
84. ai¤ lnªi v+ zi·( + lnv ¤iª ÷-¤ zi·(
l(¤ ª¤ t+ |aa v+ zi·( l«¤ªiuiºii ÷ºi«i
l«nia t, ¬¬+i ¤¤a +il¬v
f·º:f¬·: –
(1) ~iriº
(2) l·ºiriº
(3) ¬il-·i
(4) -(-¤iriº

84. ai¤ lnªi v+ zi·( + lnv ¤iª ÷-¤ zi·(
l(¤ ª¤ t+ |aa v+ zi·( l«¤ªiuiºii ÷ºi«i
l«nia t, ¬¬+i ¤¤a +il¬v
f·º:f¬·: –
(1) ~iriº
(2) l·ºiriº
(3) ¬il-·i
(4) -(-¤iriº
85. Both he ...................... she can do this
project.
(1) as well as
(2) and
(3) but
(4) not only

85. Both he ...................... she can do this
project.
(1) as well as
(2) and
(3) but
(4) not only
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Part-I/D/26 ( 21 ) P. T. O.
86. la-ail+u ¤iª l¤¤i a ¬ uia l¤¤ ¬aia t
uºii v+ l¤¤ ÷-¤ ¬ l-i-a t+ ÷i¤+i l-i-a
( l«ªia ) l¤¤ +i ¤aai t





86.
Three of the four figures are alike in some
way or the other and one is different from
the rest. You have to choose the figure
which is different (odd)

87. la-a a ¬ +ia-¬i +ilzi+iª +ilzi+i +i
zil+u ·iª +tniui t
(1) rlºn¬(¬
(2) ^i-¬| ¬¤¬ººi
(3) ¬¸¤¬lºi¬i
(4) ¬··¬

87. Which of the following organelles is
termed as the power house of cell
(1) Chloroplast
(2) Golgi apparatus
(3) Mitochondrion
(4) Nucleus
88. la-a a +ia-¬i «+-¤¬ l÷¬i|a +i
¬i¤c«¤ª t
(1) ¤-¤¬-(·
(2) ¤-¤¬-¤·¬¬
(3) ¤-¤¬-¤i(º ·(i;-
(4) ¤·- ¤¬

88. Which of the following is Webpage
design software
(1) MS-Word
(2) MS-Excel
(3) MS-Power Point
(4) Front Page
89. ¬a 2007 a ÷i¬ia a tv 33« ªiªci¤ ªin
a tlª¤iºii +i +n ¤(+ ¤i-u tv ºi

(1) 102
(2) 82
(3) 80
(4) 78

89. Total number of medals won by Haryana
in the 33
rd
National Games held in Assam
in 2007 was
(1) 102
(2) 82
(3) 80
(4) 78
90. +i· v¤· lª+aª ¬-+l-·iu t
(1) ¬|l·¤º ¤i^il-^ ¬
(2) «i·· ¤i^il-^ ¬
(3) l-·-· ¤i^il-^ ¬
(4) -·il-¬ ¤i^il-^ ¬

90. B. F. Skinner is associated with
(1) Linear Programming
(2) Branched Programming
(3) Mixed Programming
(4) Mathetic Programming
Instructions (For Q. Nos. 91 to 95) :
Read the following extract carefully and answer the
questions that follow by choosing correct answer :
September is a month of memories. Perhaps
this is due to the smell of autumn, half acrid like
tanned leather, half of 'mellow-fruitfulness', the
nstructions (For Q. Nos. 91 to 95) :
Read the following extract carefully and answer the
questions that follow by choosing correct answer :
September is a month of memories. Perhaps
this is due to the smell of autumn, half acrid like
tanned leather, half of 'mellow-fruitfulness', the
(1) (2) (3) (4) (1) (2) (3) (4)
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Part-I/D/26 ( 22 )
ghosts of roses and apples on the shelves. And
smells are the great conjurors of memory. A whiff
of honey-suckle brings back to me, instantly, the
garden of my childhood, with the mother of the
family standing, water - can in hand, talking to me
across a thicket of Michaelmas daisies, with a veil
of ghats, playing between us, and the sun
flashing on her gold-rimmed spectacles. It is a
poignant scene, saved from the sadness by being
so sacred. All that from the sprig of a honey-
suckle : the annihilation of over half-a-century; or
perhaps the right word is distillation, for it leaves
behind a tiny phial to be stored in the mind,
whence it impregnates the personal universe.
ghosts of roses and apples on the shelves. And
smells are the great conjurors of memory. A whiff
of honey-suckle brings back to me, instantly, the
garden of my childhood, with the mother of the
family standing, water - can in hand, talking to me
across a thicket of Michaelmas daisies, with a veil
of ghats, playing between us, and the sun flashing
on her gold-rimmed spectacles. It is a poignant
scene, saved from the sadness by being so
sacred. All that from the sprig of a honey-
suckle : the annihilation of over half-a-century; or
perhaps the right word is distillation, for it leaves
behind a tiny phial to be stored in the mind,
whence it impregnates the personal universe.
91. Smells are called 'great conjurors' of
memory because they
(1) change them into something else
(2) surprise us with unfamiliar experiences
(3) call them apparently from nowhere
(4) make them seem like ghosts

91. Smells are called 'great conjurors' of
memory because they
(1) change them into something else
(2) surprise us with unfamiliar experiences
(3) call them apparently from nowhere
(4) make them seem like ghosts
92. The process set-in motion by the honey-
suckle is called distillation because
(1) it derives from the scent of flowers
(2) it silences everything for half a century
(3) it lingers unchanged in the authors mind
(4) it reduces fifty years in their essence

92. The process set-in motion by the honey-
suckle is called distillation because
(1) it derives from the scent of flowers
(2) it silences everything for half a century
(3) it lingers unchanged in the authors mind
(4) it reduces fifty years in their essence
93. The paragraph is mainly about
(1) gardens which the author remembers
(2) memories which make him sad
(3) events which recall his family
(4) smells which evoke memories

93. The paragraph is mainly about
(1) gardens which the author remembers
(2) memories which make him sad
(3) events which recall his family
(4) smells which evoke memories
94. Which word is closest in meaning to the
word 'impregnates'
(1) Dominates
(2) Pervades
(3) Conceives
(4) Shapes

94. Which word is closest in meaning to the
word 'impregnates'
(1) Dominates
(2) Pervades
(3) Conceives
(4) Shapes
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Part-I/D/26 ( 23 ) P. T. O.
95. The 'poignant scene' is saved from
sadness because it is
(1) recreated by the smell of honey-suckle
(2) associated with memories which the
author treasures
(3) connected vaguely with his religious
beliefs
(4) recalled from the very distant past

95. The 'poignant scene' is saved from
sadness because it is
(1) recreated by the smell of honey-suckle
(2) associated with memories which the
author treasures
(3) connected vaguely with his religious
beliefs
(4) recalled from the very distant past
96. l(¤ ª¤ zi·( + lnv ¬ti ¬¤¬ª ¤la¤
·¬w:º –
(1) ~ (2) ~¬
(3) ~¬ (4) ~¬-

96. l(¤ ª¤ zi·( + lnv ¬ti ¬¤¬ª ¤la¤
·¬w:º –
(1) ~ (2) ~¬
(3) ~¬ (4) ~¬-
97. ¬¬ ¬i÷ +i silcv ¬i luªs ÷ªiªi a lnªi
¬i÷ ¬ la+cua ¬-+-·i ¤(lziu +ªui ti
vPNk % cgqr vPNk :: ............... : .............
(1) ªiºi« ~·ln¬
(2) ¤ni(·| ¬i¤º(ir
(3) ¤ri·| ¤ri·
(4) ;·¤i ;¬n

97. Select pair that expresses the relationship
that as most similar to that of the
capitalised pair
GOOD : EXCELLENT :: ............. : ...............
(1) Bad : Immoral
(2) Caution : Careless
(3) Hill : Mountain
(4) Jealousy : Respect
98. ¬-iª l¤¤ ¬ ¬¬ l¤¤ +i ¤lav l¬¬+i
¬aª¤i l¤¤ + ¤zal¤-t (?) + ªºiia ¤ª
ªªia ¬ ·iªini ¤¸ªi tiui ti
leL;k fp= %








98. Choose one figure in place of question
mark (?) from the answer figures which
complete the series of the problem figures
Problem Figures :




99. -iiªu + ¤iª l+aiªi ¤ª ¤iª aoi +i l+¬a
ªºiil¤u l+¤i
(1) ºi¬ºi¤i¤ ·
(2) ºi-i·¬i¤i¤ ·
(3) ·ii·¬ºi¤i¤ ·
(4) -i·i(i¤i¤ ·

99. Who founded four Mathas in the four
corners of India
(1) Shankaracharya
(2) Ramanujacharya
(3) Bhashkaracharya
(4) Madhavacharya
(1) (2) (3) (4)
A B C D
mÙkj fp= %
(1) (2) (3) (4)
A B C D
Answer Figures %
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Part-I/D/26 ( 24 )
100. si¤-÷·¤i¤+ ÷-ulø¤i t
(1) ;·¤- ·i-¬
(2) ¤l>¤i ·i-¬
(3) ~i¬-¤- ·i-¬
(4) (1) ~iº (3) ·i·i

100. Teacher-pupil interaction comes under
(1) Input component
(2) Process component
(3) Output component
(4) Both (1) & (3)
funsZ'k (iz'u la[;k 101 ls 105 rd ds fy,) :
f·-·f¬fº:0 ··0º": w: ·º:·~¸·w ~÷wº ¬- ~º
·:·::fº0 f(º 4º ~:·: w ¬-:º: ¬ - -,ì ¬-:º
=f·:
l-iªiiªi +i -iilu lª÷lª÷iai ¤a +i -iiªii ati
t+ ¤ti u+ l+ al+u + lnv -iª«ia +i ¬¤i¬ai
+ªai -ii ÷·ia ¬¤i¬ai a lªai ¬iui t+ ¤a +i|
¤ªª+iª ati ¤itui, ¤a ¬«ºii ¤a + lnv ti tiui
t+ -i+u |¬lnv ¤a +ªui t l+ l+ai ¤a l+v «t
ªt ti ati ¬+ui+ ¬+ ua l+¬i aaitª ¤i¡lu+
(z¤ +i (ªi+ª ¬¬ ¤ª ailtu ti ¬iu ti ui ua
l+¬i ¤n +i ¤i¤ai ati +ªu ÷iª a «t (z¤ ti
ua¬ +s aiªui t+ l¤ª -ii ¬¬ (z¤ +i (zia
u-tiª aa +i ÷ia( ¬ -iª (ui t+

funsZ'k (iz'u la[;k 101 ls 105 rd ds fy,) :
f·-·f¬fº:0 ··0º": w: ·º:·~¸·w ~÷wº ¬- ~º
·:·::fº0 f(º 4º ~:·: w ¬-:º: ¬ - -,ì ¬-:º
=f·:
l-iªiiªi +i -iilu lª÷lª÷iai ¤a +i -iiªii ati
t+ ¤ti u+ l+ al+u + lnv -iª«ia +i ¬¤i¬ai
+ªai -ii ÷·ia ¬¤i¬ai a lªai ¬iui t+ ¤a +i|
¤ªª+iª ati ¤itui, ¤a ¬«ºii ¤a + lnv ti tiui
t+ -i+u |¬lnv ¤a +ªui t l+ l+ai ¤a l+v «t
ªt ti ati ¬+ui+ ¬+ ua l+¬i aaitª ¤i¡lu+
(z¤ +i (ªi+ª ¬¬ ¤ª ailtu ti ¬iu ti ui ua
l+¬i ¤n +i ¤i¤ai ati +ªu ÷iª a «t (z¤ ti
ua¬ +s aiªui t+ l¤ª -ii ¬¬ (z¤ +i (zia
u-tiª aa +i ÷ia( ¬ -iª (ui t+
101. -i+u +i +¤i l««ziui t
(1) ·i·n ¬¤i¬·i ¬ºni ºrni r ;º(º ¬|
¤il·n ·r| rin||
(2) ·i·n ~¤· ¬¤i-¤ ¬ l¬¤ ¬« ¬¬ ¬º·
¬i n¤iº ºrni r|
(3) ·i·n ¬| ¤r l((ºini r l¬ (r ¤- l¬¤
l«·i ·r| ºr ¬¬ni|
(4) ·i·n ~¤·| ~i·n ¤º ¬i¤iº r|

101. -i+u +i +¤i l««ziui t
(1) ·i·n ¬¤i¬·i ¬ºni ºrni r ;º(º ¬|
¤il·n ·r| rin||
(2) ·i·n ~¤· ¬¤i-¤ ¬ l¬¤ ¬« ¬¬ ¬º·
¬i n¤iº ºrni r|
(3) ·i·n ¬| ¤r l((ºini r l¬ (r ¤- l¬¤
l«·i ·r| ºr ¬¬ni|
(4) ·i·n ~¤·| ~i·n ¤º ¬i¤iº r|
102. (ªci ÷iª (z¤ l+¬i ¤n +i ¤i¤ai +¤i
ati +ªu
(1) ¬·¬i l¬¬| ·i| ¤¬ ¬| ;·¬i ·r| ºr
¬in||
(2) (r l^·l^·i·i ·r| ¤irn|
(3) ··-i ~iº ·º¤ ¤¬ ·¸¬º ¤º -ilrn ri
¬in r ~iº ¬¬ ·º¤ ¬i ·ºi· n-riº -·
¬i ~i··· ¬ ·iº ·ni r|
(4) ·i·i - l·-(i·i ·ii( r|

102. (ªci ÷iª (z¤ l+¬i ¤n +i ¤i¤ai +¤i
ati +ªu
(1) ¬·¬i l¬¬| ·i| ¤¬ ¬| ;·¬i ·r| ºr
¬in||
(2) (r l^·l^·i·i ·r| ¤irn|
(3) ··-i ~iº ·º¤ ¤¬ ·¸¬º ¤º -ilrn ri
¬in r ~iº ¬¬ ·º¤ ¬i ·ºi· n-riº
-· ¬i ~i··· ¬ ·iº ·ni r|
(4) ·i·i - l·-(i·i ·ii( r|
103. ¤a +i ¬rz¤ +¤i tiui t
(1) ¤- ¬i ¬ªº¤ ¤-| ¬ ¬i-· l^·l^·i·i
r|
(2) ¤- ¬i ¬ªº¤ ¬¤riº ··i r|
(3) ¤- ¬i ¬ªº¤ ¬(¬ ¤- ¬º·i rini r|
(4) ¤- ¬i ¬ªº¤ ~i·l··n ri·i r|

103. ¤a +i ¬rz¤ +¤i tiui t
(1) ¤- ¬i ¬ªº¤ ¤-| ¬ ¬i-· l^·l^·i·i
r|
(2) ¤- ¬i ¬ªº¤ ¬¤riº ··i r|
(3) ¤- ¬i ¬ªº¤ ¬(¬ ¤- ¬º·i rini r|
(4) ¤- ¬i ¬ªº¤ ~i·l··n ri·i r|
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Part-I/D/26 ( 25 ) P. T. O.
104. ¤i¡lu+ (z¤ +i ÷ia( ¤i-u +ªa a (z¤
÷iª (ªci +i +¤i -i¸la+i tiui t
(1) ¤¸ln ~¤· ·¤-·¤ ª¤ l·ªiin| r, ··-i
l·riºni ºrni r|
(2) ··-i ¬··º ¤i¸ln¬ ·º¤i ¬ «rn
~i·l··n rini r|
(3) ¤i¸ln¬ ·º¤ ¬i ~i·· ¤i·n ¬º· -
·º¤ ~iº ··-i ·i·i l·-(i·i ·ii( ¬
-ilrn ri ¬in r|
(4) ··-i ¤¸ln ¬ ~··in ·º¤i ¬i ¤-| r|

104. ¤i¡lu+ (z¤ +i ÷ia( ¤i-u +ªa a (z¤
÷iª (ªci +i +¤i -i¸la+i tiui t
(1) ¤¸ln ~¤· ·¤-·¤ ª¤ l·ªiin| r, ··-i
l·riºni ºrni r|
(2) ··-i ¬··º ¤i¸ln¬ ·º¤i ¬ «rn
~i·l··n rini r|
(3) ¤i¸ln¬ ·º¤ ¬i ~i·· ¤i·n ¬º· -
·º¤ ~iº ··-i ·i·i l·-(i·i ·ii( ¬
-ilrn ri ¬in r|
(4) ··-i ¤¸ln ¬ ~··in ·º¤i ¬i ¤-| r|
105. l+¬ ¤+iª +i ¬¤i¬ai ÷·ia aiai ª| t
(1) -l·n ¬ l¬¤ ·i^(i· ¬| ¬¤i¬·i ¬º·i
~·i- -i·i ^¤i r|
(2) ¬¤i¬·i ¬ ·i^(i· ¤¬·· rin r|
(3) ¬|(· ¬i ¬ªi-¤ «·i· ¬i n·ii -· ¬|
ºiil·n ¬ l¬¤ ¬¤i¬·i ¬ªº| r|
(4) ¬¤i¬·i ¬ ¬|(·-·i· l-¬ ¬¬ni r|

105. l+¬ ¤+iª +i ¬¤i¬ai ÷·ia aiai ª| t
(1) -l·n ¬ l¬¤ ·i^(i· ¬| ¬¤i¬·i ¬º·i
~·i- -i·i ^¤i r|
(2) ¬¤i¬·i ¬ ·i^(i· ¤¬·· rin r|
(3) ¬|(· ¬i ¬ªi-¤ «·i· ¬i n·ii -· ¬|
ºiil·n ¬ l¬¤ ¬¤i¬·i ¬ªº| r|
(4) ¬¤i¬·i ¬ ¬|(·-·i· l-¬ ¬¬ni r|
106. Choose the correct abstract noun
(1) Sweet
(2) Sweetness
(3) Sweetened
(4) Sweetly

106. Choose the correct abstract noun
(1) Sweet
(2) Sweetness
(3) Sweetened
(4) Sweetly
107. ¤zal¤-t (?) + lnv ¬ti l«+-¤ +ui|v

A C F J O ?
(1) P
(2) Q
(3) U
(4) V
107. Select the right choice for question
mark (?)
A C F J O ?
(1) P
(2) Q
(3) U
(4) V
108. ¬aª¤i l¤¤i + ¤ºia (i ¬a¸t (2 l¤¤) a
ªºiil¤u ¬-+-·i/¬aiaui «¸l«v+ ¬¬i ÷i·iiª
¤ª ¬-iª l¤¤ a ¬ +i| v+ ¬l¤u l¤¤
ªiini ªºiia (?) + lnv ¤lav

leL;k fp= %







108. Find the relationship/analogy in the first
set (2 figures) of problem figures. Based
on the same analogy select the suitable
figure from answer figures to fit in the
blank space (?)
Problem Figures :


A B C D
mÙkj fp= %
(1) (2) (3) (4)
A B C D
Answer Figures :
(1) (2) (3) (4)
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Part-I/D/26 ( 26 )
109. -iiªii + ÷i·iiª ¤ª ªi·¤i +i ¤aªoa l+¤i
ª¤i
(1) 1947 -
(2) 1951 -
(3) 1956 -
(4) 1966 -

109. The States were reorganised on
linguistic basis on
(1) 1947
(2) 1951
(3) 1956
(4) 1966
110. ªiªci¤ ¤io¤¤¤i ¤a«+ – 2005 +n (ui t

(1) ¬l>¤ ~l·i^-¬-ii ¤º
(2) ºi·-|¤ l(¬i¬ ¤º
(3) ·i^lº¬ni lºi-ii ¤º
(4) -i·(|¤ -¸-¤i ¤º

110. National Curriculum Frame-work – 2005
emphasises on
(1) Active Learner
(2) National Development
(3) Citizenship Education
(4) Human Values
111. a·¤ ¤iªiiºi ¤ª + niª ¤¤iª +ªu ºi
(1) ni« ¬ ~i¬iº
(2) ¬ir ¬ ~i¬iº
(3) ¬i· ¬ ~i¬iº
(4) ¤-·iº ¬ ¬i- ~i¬iº

111. The people of Mesolithic age used
(1) Copper tools
(2) Iron tools
(3) Gold tools
(4) Small stone tools
112. ªiªin l+n ¬-+l-·iu ºii
(1) lºi-ii ¬i ·iiºn|¤ l·¤¤ºi
(2) ·iiºn|¤ ·ii·ii~i ¤º «¬
(3) ~l·(i¤ ¤i·il-¬ lºi-ii
(4) -in·i¸l- ¬ ·¤iº

112. Gokhale's Bill is associated with
(1) Indian Control of Education
(2) Stress on Indian Languages
(3) Compulsory Primary Education
(4) Love for Mother Land
113. la-ail+u ¤nizi a ¤¤+u s-( +i ¤¤a
+il¬¤
-ì- ¬w· wf· w::·ì, wº ¬º¬ì ¬º ¬:¬·
,f, ~:·w ¬: ¬· ~-:, -(: f~,:ºì ¬:¬ ··
(1) ·iri
(2) ¬(¤i
(3) ¬iº-i
(4) ·i·i-iº|

113. la-ail+u ¤nizi a ¤¤+u s-( +i ¤¤a
+il¬¤
-ì- ¬w· wf· w::·ì, wº ¬º¬ì ¬º ¬:¬·
,f, ~:·w ¬: ¬· ~-:, -(: f~,:ºì ¬:¬ ··
(1) ·iri
(2) ¬(¤i
(3) ¬iº-i
(4) ·i·i-iº|
114. Fill in the correct Conjunction
He is not as clever ................... his
younger brother.
(1) than
(2) as
(3) so
(4) like

114. Fill in the correct Conjunction
He is not as clever ................... his
younger brother.
(1) than
(2) as
(3) so
(4) like
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Part-I/D/26 ( 27 ) P. T. O.
funsZ'k (iz'u la[;k 115 ls 119 rd ds fy,) :
f·-·f¬fº:0 ··0º": w: ·º:·~¸·w ~÷wº ¬- ~º
·:·::fº0 f(º 4º ~:·: w ¬-:º: ¬ - -,ì ¬-:º
=f·:
¤«--¤itiª (zi +i ¬iail¬+ v+ui + ¤ui+,
vlutil¬+ ·icai÷i + ¬iªii, ¬iª¡lu+ ¤uai +
¤tªi ÷iª ¬(-ii«ai÷i + ¤ª+ tiu t+ ¤«--¤itiªi
¤ª (zi +i lacci ¬iªui t, +i¬i t«i a ui¬ªi ÷i
¬iui t ÷iª ¬i«a +i v+ª¬ui a a«iaui ÷i ¬iui
t+ (zitªi, (i«ini, tini, ~i¡ªºi-¬-aiªcai,
ªªii+·ia, lø¬a¬, |( ÷il( taiª v¬ -¤itiª t
l¬a¬ taiª ¬iail¬+ ¬i«a a a¤i ¬-¬it-÷i«ª ÷i
¬iui t+ tini-(i«ini ¤ª lt-(÷i +i a¬naia ÷iª
|¬i| ¤a¤¸«+ +·ii| (u t, ¤ªª¤ª v+-(¸¬ª + ¬iºi
laoi| ÷iª ¬¤tiªi +i ÷i(ia-¤(ia +ªu t, |¬
¤+iª |( ÷iª lø¬a¬ ¤ª lt-(¸ ÷¤a a¬naia ÷iª
|¬i| -ii|¤i + ¤lu zi-i+iaaiv ¤+c +ªu t+ |¬
¤+iª |a ¤«--¤itiªi ¤ª ¬«¤ ¬«·ia - ¬a-ii« +i
¬-(ª ÷¤ l(ªii| (ui t+

funsZ'k (iz'u la[;k 115 ls 119 rd ds fy,) :
f·-·f¬fº:0 ··0º": w: ·º:·~¸·w ~÷wº ¬- ~º
·:·::fº0 f(º 4º ~:·: w ¬-:º: ¬ - -,ì ¬-:º
=f·:
¤«--¤itiª (zi +i ¬iail¬+ v+ui + ¤ui+,
vlutil¬+ ·icai÷i + ¬iªii, ¬iª¡lu+ ¤uai +
¤tªi ÷iª ¬(-ii«ai÷i + ¤ª+ tiu t+ ¤«--¤itiªi
¤ª (zi +i lacci ¬iªui t, +i¬i t«i a ui¬ªi ÷i
¬iui t ÷iª ¬i«a +i v+ª¬ui a a«iaui ÷i ¬iui
t+ (zitªi, (i«ini, tini, ~i¡ªºi-¬-aiªcai,
ªªii+·ia, lø¬a¬, |( ÷il( taiª v¬ -¤itiª t
l¬a¬ taiª ¬iail¬+ ¬i«a a a¤i ¬-¬it-÷i«ª ÷i
¬iui t+ tini-(i«ini ¤ª lt-(÷i +i a¬naia ÷iª
|¬i| ¤a¤¸«+ +·ii| (u t, ¤ªª¤ª v+-(¸¬ª + ¬iºi
laoi| ÷iª ¬¤tiªi +i ÷i(ia-¤(ia +ªu t, |¬
¤+iª |( ÷iª lø¬a¬ ¤ª lt-(¸ ÷¤a a¬naia ÷iª
|¬i| -ii|¤i + ¤lu zi-i+iaaiv ¤+c +ªu t+ |¬
¤+iª |a ¤«--¤itiªi ¤ª ¬«¤ ¬«·ia - ¬a-ii« +i
¬-(ª ÷¤ l(ªii| (ui t+
115. -iiªui¤ ¤«--¤itiªi ¤ª l«l-i-a ·iai + niª
v+ (¸¬ª + ¤lu ÷¤ai ¬(-ii«ai÷i +i
÷i(ia-¤(ia l+¬ ¤+iª +ªu t
(1) ^¬ l-¬¬º, ºi·i¬i-·i¤ ·¬º|
(2) ri¬|, ·|(i¬| ¤º lr··~i ¬i -¬¬-i·
~iº ;¬i; «·ii; ·n r n·ii ¤¬-·¸ ¬º ¬i
l--i;, ¬¤riº ~il· ·i- ¬ºn r ;¬|
¤¬iº, ;· ~iº l>¬-¬ ¤º lr··¸,
-¬¬-i·i ( ;¬i;¤i ¬i ºi·i¬i-·i¤ ·n
r|
(3) ·i¸-· ¬in r n·ii l¤¬l·¬ -·in r|
(4) ¤¬ ·¸¬º ¬ ·iº ¬i¬º ªii·i ªiin r|

115. -iiªui¤ ¤«--¤itiªi ¤ª l«l-i-a ·iai + niª
v+ (¸¬ª + ¤lu ÷¤ai ¬(-ii«ai÷i +i
÷i(ia-¤(ia l+¬ ¤+iª +ªu t
(1) ^¬ l-¬¬º, ºi·i¬i-·i¤ ·¬º|
(2) ri¬|, ·|(i¬| ¤º lr··~i ¬i -¬¬-i·
~iº ;¬i; «·ii; ·n r n·ii ¤¬-·¸ ¬º ¬i
l--i;, ¬¤riº ~il· ·i- ¬ºn r ;¬|
¤¬iº, ;· ~iº l>¬-¬ ¤º lr··¸,
-¬¬-i·i ( ;¬i;¤i ¬i ºi·i¬i-·i¤ ·n
r|
(3) ·i¸-· ¬in r n·ii l¤¬l·¬ -·in r|
(4) ¤¬ ·¸¬º ¬ ·iº ¬i¬º ªii·i ªiin r|
116. |a -¤itiªi ¤ª ¬«¤ ¬iail¬+ ¬i«a +i
+ia-¬i ¬-(ª ÷¤ l(ªii| (ui t
(1) r-iº ¬i-il¬¬ ¬|(· - ·¤i ¬-¬ir ~i
¬ini r|
(2) ¬« ¬-i¬ (i¬ ªiºi ºrn r n·ii ·¤i¤·
~i ¬ini r|
(3) ;· -¤iriºi ¤º ¬(¤ ¬i-il¬¬ ¬|(· -
¬(·i--¬-·ii( ¬i ¬··º ª¤ l·ªii; ·ni
r|
(4) ¬-i¬ - ¬|(· ¬| ¤¬º¬ni - ·(|·ni
~i ¬in| r|

116. |a -¤itiªi ¤ª ¬«¤ ¬iail¬+ ¬i«a +i
+ia-¬i ¬-(ª ÷¤ l(ªii| (ui t
(1) r-iº ¬i-il¬¬ ¬|(· - ·¤i ¬-¬ir ~i
¬ini r|
(2) ¬« ¬-i¬ (i¬ ªiºi ºrn r n·ii ·¤i¤·
~i ¬ini r|
(3) ;· -¤iriºi ¤º ¬(¤ ¬i-il¬¬ ¬|(· -
¬(·i--¬-·ii( ¬i ¬··º ª¤ l·ªii; ·ni
r|
(4) ¬-i¬ - ¬|(· ¬| ¤¬º¬ni - ·(|·ni
~i ¬in| r|
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Part-I/D/26 ( 28 )
117. ¬¤¤+u ªnizi a +ia-¬ ¤aªi -¤itiªi +i
l¬ø l+¤i ª¤i t
(1) º-ii«·i·
(2) ri¬|, ;·
(3) ·ºirºi
(4) l>¬-¬

117. ¬¤¤+u ªnizi a +ia-¬ ¤aªi -¤itiªi +i
l¬ø l+¤i ª¤i t
(1) º-ii«·i·
(2) ri¬|, ;·
(3) ·ºirºi
(4) l>¬-¬
118. ¤«--¤itiªi ¬ (zi +i l+a +iui +i ¤lª¤¤
lanui t
(1) rº ¤i·n ¬ -¤iriºi ¬i ¤ni ¤¬ni r|
(2) rº ¬-i¬ ¬ ·¤l·n¤i ¬i -¤iriº -·i·
¬i nº|¬i ¤ni ¤¬ni r|
(3) ¤(--¤iriºi - «·¤, (, ¬« ¤¬·· ºrn
r|
(4) ¤(--¤iriºi ¬ ·ºi ¬| ¬i-il¬¬ ¤¬ni,
¤lnril¬¬ ·i-·i~i ~iº ¬i-¸ln¬ ¤n·i
¬i ¤lº¤¤ l-¬ni r|

118. ¤«--¤itiªi ¬ (zi +i l+a +iui +i ¤lª¤¤
lanui t
(1) rº ¤i·n ¬ -¤iriºi ¬i ¤ni ¤¬ni r|
(2) rº ¬-i¬ ¬ ·¤l·n¤i ¬i -¤iriº -·i·
¬i nº|¬i ¤ni ¤¬ni r|
(3) ¤(--¤iriºi - «·¤, (, ¬« ¤¬·· ºrn
r|
(4) ¤(--¤iriºi ¬ ·ºi ¬| ¬i-il¬¬ ¤¬ni,
¤lnril¬¬ ·i-·i~i ~iº ¬i-¸ln¬ ¤n·i
¬i ¤lº¤¤ l-¬ni r|
119. ¤«--¤itiªi +i ¬a-¬i«a ¤ª +¤i ¤-ii«
¤÷ui t
(1) ¤(--¤iriºi ¬ ¬·-¬|(· - ·¤i¤· ~ini
r| ¬|(· ¬| ¤¬º¬ni - ·(|·ni ~i
¬in| r|
(2) ¤(--¤iriºi ¬ «i¬| r(i - ni¬^| ~i
¬in| r
(3) ¤(--¤iriºi ¬ ¬(¤ ¬-·ii( ¬i ¬··º ª¤
l·ªii; ·ni r|
(4) ¤(--¤iriºi ¬ ·ºi ¬| l-;| - ·¤i¤·
~ini r|

119. ¤«--¤itiªi +i ¬a-¬i«a ¤ª +¤i ¤-ii«
¤÷ui t
(1) ¤(--¤iriºi ¬ ¬·-¬|(· - ·¤i¤· ~ini
r| ¬|(· ¬| ¤¬º¬ni - ·(|·ni ~i
¬in| r|
(2) ¤(--¤iriºi ¬ «i¬| r(i - ni¬^| ~i
¬in| r
(3) ¤(--¤iriºi ¬ ¬(¤ ¬-·ii( ¬i ¬··º
ª¤ l·ªii; ·ni r|
(4) ¤(--¤iriºi ¬ ·ºi ¬| l-;| - ·¤i¤·
~ini r|
120. l(¤ ª¤ ati«ª +i ÷ºi ª¤ªc +ªa + lnv
¤iª l«+-¤ l(¤ ª¤ t+ ÷i¤+i ¬¤¤+u
l«+-¤ +i ¤¤a +ªai t
w:· w: ¬:¬¸ ,:·: –
(1) ¬-¬¸ ¬| ºi·¬ ·iiººi ¬º·i
(2) ri-¤i-¤· ri·i
(3) l·¤- -¸ªi ri·i
(4) ¬i- ¬i ^«¬º ¬-¬¸ «·i·i

120. l(¤ ª¤ ati«ª +i ÷ºi ª¤ªc +ªa + lnv
¤iª l«+-¤ l(¤ ª¤ t+ ÷i¤+i ¬¤¤+u
l«+-¤ +i ¤¤a +ªai t
w:· w: ¬:¬¸ ,:·: –
(1) ¬-¬¸ ¬| ºi·¬ ·iiººi ¬º·i
(2) ri-¤i-¤· ri·i
(3) l·¤- -¸ªi ri·i
(4) ¬i- ¬i ^«¬º ¬-¬¸ «·i·i
121. Put in the correct Pronoun
We scored as many goals as ...................
(1) ourself
(2) themselves
(3) them
(4) they

121. Put in the correct Pronoun
We scored as many goals as ...................
(1) ourself
(2) themselves
(3) them
(4) they
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Part-I/D/26 ( 29 ) P. T. O.
122. ¬i ¬aia zi·( ·,ì ti, ¬¬ silcv

(1) l¤ni
(2) -i
(3) «r·
(4) ¬i¬

122. Find the odd word that does not belong to
same category
(1) Father
(2) Mother
(3) Sister
(4) Mother-in-law
123.

¬-iª l¤¤ ¬ ¬¬ l¤¤ +i ¤lav l¬¬+i
¬aª¤i l¤¤ + ¤zal¤-t (?) + ªºiia ¤ª
ªªia ¬ ·iªini ¤¸ªi tiui ti
leL;k fp= %








123. Choose one figure in place of question
mark (?) from the answer figures which
complete the series of the problem figures
Problem Figures :







124. la-a a ¬ +ia-¬i ¤ª¬i«i ·,ì t
(1) ¬¸
(2) -·¬º
(3) l¤¤·|
(4) ^r -·ªi|

124. Which of the following is not a parasite
(1) Louse
(2) Mosquito
(3) Tick
(4) House Fly
125. zilªi+ u+ai+i ¬ªºiia ªºiil¤u t÷i

(1) 1984 -
(2) 1970 -
(3) 1982 -
(4) 1974 -

125. Institute of Educational Technology was
established in the year
(1) 1984
(2) 1970
(3) 1982
(4) 1974
126. a«iaua ¤ªu+ ¯|lº÷¤i ¤inilc+¬ – v ·¤¸
¤ia +++-¤¯ lnªii t
(1) ¬| º^ºi¬· ·
(2) l(-¬ ¬i¬i· ·
(3) ¤ºi(n l¬·ri ·
(4) ¬¬(n l¬r ·

126. The latest book 'India Politics – A View
from the Backbench' is written by
(1) C. Rangrajan
(2) Bimal Jalan
(3) Yashwant Sinha
(4) Jaswant Singh
127. la-a a +¤i -·º t
(1) P
30
= Q
1
= D
3

(2) P
70
= Q
2
= D
7

(3) P
50
= Q
2
= D
5

(4) P
25
= Q
1
= D
3


127. Which of the following is true
(1) P
30
= Q
1
= D
3

(2) P
70
= Q
2
= D
7

(3) P
50
= Q
2
= D
5

(4) P
25
= Q
1
= D
3

A B C D
mÙkj fp= %
(1) (2) (3) (4)
A B C D
Answer Figures :
(1) (2) (3) (4)
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Part-I/D/26 ( 30 )
Instructions (For Q. Nos. 128 to 132 ) :
Read the following extract carefully and answer the
questions that follow by choosing correct answer :
Two world wars within a generation and the
potentialities of nuclear warfare made the
establishment of an international order for the
preservation of world peace, a paramount
concern of western civilization. War has always
been abhorred as a scourge. As the rise of
territorial state transformed the Holy Roman
Empire from the actual political organisation of
Christendom into an empty shell and a legal
fiction, writers and statesman reflected more and
more on substitutes for the lost political unity of
the western world. Erasmus in sixteenth century,
Sully, Emeric and Hugo Grotius and William Penn
in the seventeenth century, and Abbe-de-Saint
and Rousseau, Bentham and Kant in the
eighteenth, were great intellectual fore-runners of
practical attempts undertaken to solve problems
in the nineteenth and twentieth centuries of
international peace.
Of these, the Holy Alliance, the Hague Peace
Conferences of 1899 and 1907, the League of
Nations and the United Nations need special
mention. These organisations and conferences
together with lesser endeavours tried to shape a
peaceful world, made possible by four factors –
spiritual, moral, intellectual and political which
started to converge at the beginning of the
nineteenth century and culminated in the theory
and practice of international affairs prevalent in
the period between the two wars.
Instructions (For Q. Nos. 128 to 132 ) :
Read the following extract carefully and answer the
questions that follow by choosing correct answer :
Two world wars within a generation and the
potentialities of nuclear warfare made the
establishment of an international order for the
preservation of world peace, a paramount
concern of western civilization. War has always
been abhorred as a scourge. As the rise of
territorial state transformed the Holy Roman
Empire from the actual political organisation of
Christendom into an empty shell and a legal
fiction, writers and statesman reflected more and
more on substitutes for the lost political unity of
the western world. Erasmus in sixteenth century,
Sully, Emeric and Hugo Grotius and William Penn
in the seventeenth century, and Abbe-de-Saint
and Rousseau, Bentham and Kant in the
eighteenth, were great intellectual fore-runners
of practical attempts undertaken to solve
problems in the nineteenth and twentieth
centuries of international peace.
Of these, the Holy Alliance, the Hague Peace
Conferences of 1899 and 1907, the League of
Nations and the United Nations need special
mention. These organisations and conferences
together with lesser endeavours tried to shape a
peaceful world, made possible by four factors –
spiritual, moral, intellectual and political which
started to converge at the beginning of the
nineteenth century and culminated in the theory
and practice of international affairs prevalent in
the period between the two wars.
128. Before emergence of territorial states,
what gave political unity to the western
world
(1) politicisation of Christianity
(2) common economic interests of states of
the western world
(3) reign of one single monarch in the whole
of the western world
(4) the Holy Roman Empire

128. Before emergence of territorial states,
what gave political unity to the western
world
(1) politicisation of Christianity
(2) common economic interests of states of
the western world
(3) reign of one single monarch in the
whole of the western world
(4) the Holy Roman Empire
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Part-I/D/26 ( 31 ) P. T. O.
129. What made the Western civilization feel
very much concerned for an internation
order for peace
(1) Two World Wars within a generation
(2) Immense potential of nuclear warfare
(3) Economic collapse during war
(4) Both (1) and (2)

129. What made the Western civilization feel
very much concerned for an internation
order for peace
(1) Two World Wars within a generation
(2) Immense potential of nuclear warfare
(3) Economic collapse during war
(4) Both (1) and (2)
130. The practical attempts undertaken in the
nineteenth and twentieth centuries to
solve the problems of international peace
were preceded by efforts of
(1) Erasmus in sixteenth century
(2) Sully, Emeric, Hugo Grotius and William
Penn in the seventeenth century
(3) Abbe-de-Saint, Rousseau, Bentham and
Kant in eighteenth century
(4) All the above three

130. The practical attempts undertaken in the
nineteenth and twentieth centuries to
solve the problems of international peace
were preceded by efforts of
(1) Erasmus in sixteenth century
(2) Sully, Emeric, Hugo Grotius and William
Penn in the seventeenth century
(3) Abbe-de-Saint, Rousseau, Bentham
and Kant in eighteenth century
(4) All the above three
131. The factors responsible for solving
problems of law and order were
(1) purely economic
(2) purely cultural
(3) spiritual, moral, intellectual and political
(4) purely military

131. The factors responsible for solving
problems of law and order were
(1) purely economic
(2) purely cultural
(3) spiritual, moral, intellectual and political
(4) purely military
132. Which of these did not make and efforts
to solve problems of international peace
and order
(1) The Holy Alliance
(2) The Hague Peace Conference
(3) The League of Nations and the United
Nations
(4) Napoleon, Hitler and Mussolini

132. Which of these did not make and efforts
to solve problems of international peace
and order
(1) The Holy Alliance
(2) The Hague Peace Conference
(3) The League of Nations and the United
Nations
(4) Napoleon, Hitler and Mussolini
133. |¬ ¬a¤ ¬-¤l-i +i ÷l·i+iª v+
(1) ¬i·¸·| ~l·i¬iº -i¤ r
(2) -i·(|¤ ~l·i¬iº r
(3) -il¬¬ ~l·i¬iº r
(4) ¤i¸ln¬ ~l·i¬iº r

133. At present right to property is a
(1) Legal right
(2) Human right
(3) Fundamental right
(4) Natural right
134. 'aal¬ª cil¤ª nlaª' +i ¤-¤¤ l(¤i ºii

(1) ·l(¬ ·
(2) ·¬¸- ·
(3) -ilº¬· ·
(4) r··º¬· ·

134. The concept of 'Managing Teaching
Learning' was given by
(1) Davis
(2) Bloom
(3) Morrison
(4) Henderson
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Part-I/D/26 ( 32 )
135. 'ºiiªic +aci' ¬-+l-·iu t
(1) ¬··-¤·ºi ¬-«··ii ¬
(2) «i«º| -l-¬· l^ºi· ¬
(3) ^i·iºi -· r-¤i¬iº· ¬
(4) '¤-¬' - ~iºl-in (^ ¬ ¬i¤i ¬ ·i··ii(
«ºn· ¬

135. 'Thorat Committee' is related to
(1) Centre-State relations
(2) Demolition of Babri Masjid
(3) Godhara Train carnage
(4) Discrimination against reserved
category students at the AIIMS
136. ¯( ¬izin +ic+c¯ +i ª¤ai +i ºii
(1) ª¬i ·
(2) ·¬-i ·
(3) ·|(| ·
(4) r^¬ ·

136. "The Social Contract" was written by
(1) Rousseau
(2) Plato
(3) Dewey
(4) Haegal
137. la-ail+u zi·( a ¬ai¬ +i aia ¤¤a
+il¬v
~:º-~:º –
(1) ¬-·iiº¤
(2) n-¤ª·i
(3) «r(|lr
(4) ~·¤¤|·ii(

137. la-ail+u zi·( a ¬ai¬ +i aia ¤¤a
+il¬v
~:º-~:º –
(1) ¬-·iiº¤
(2) n-¤ª·i
(3) «r(|lr
(4) ~·¤¤|·ii(
Instructions (For Q. Nos. 138 to 147) :
Read the following extract carefully and answer the
questions that follow by choosing correct answer :
My first impression was that the strangers
eyes were of an unusually light blue colour. They
met mine for several blank seconds, vacant,
unmistakably scared. Startled and innocently
naughty, they were the eyes of a school boy
surprised in the act of breaking one of the rules.
Not, that I had caught him, apparently, at
anything except his own thoughts : perhaps, he
imagined I could read them. At any rate, he
seemed not to have heard or seen me crossing
the compartment, for he started violently at the
sound of my voice, so violently indeed, that his
nervous recoil hit me like repercussion. Instantly,
I took a pace backwards.
I was exactly as though we had collided with
each other bodily in a street. We were both
confused, both ready to be apologetic. Smiling,
anxious to reassure him. I repeated my question : 'I
wonder, Sir, if you could let me have a match ?'
Even now, he didn't answer at once. He
Instructions (For Q. Nos. 138 to 147) :
Read the following extract carefully and answer the
questions that follow by choosing correct answer :
My first impression was that the strangers
eyes were of an unusually light blue colour. They
met mine for several blank seconds, vacant,
unmistakably scared. Startled and innocently
naughty, they were the eyes of a school boy
surprised in the act of breaking one of the rules.
Not, that I had caught him, apparently, at
anything except his own thoughts : perhaps, he
imagined I could read them. At any rate, he
seemed not to have heard or seen me crossing
the compartment, for he started violently at the
sound of my voice, so violently indeed, that his
nervous recoil hit me like repercussion. Instantly,
I took a pace backwards.
I was exactly as though we had collided with
each other bodily in a street. We were both
confused, both ready to be apologetic. Smiling,
anxious to reassure him. I repeated my question : 'I
wonder, Sir, if you could let me have a match ?'
Even now, he didn't answer at once. He
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Part-I/D/26 ( 33 ) P. T. O.
appeared to be engaged in some sort of rapid
mental calculations, while his fingers, nervously
active, sketched a number of flurried gestured
expressions round his waistcoat, for all they
conveyed, he might have planned to undress, or
draw a revolver, or merely make sure, I hadn't
stolen his money. The moment of agitation
passed from his gaye like a cloud, leaving a clear
blue sky. At last he had understood what I
wanted : 'Yes, yes. Er-certainly. Of-course.
As he spoke he touched his left temple
delicately with his finger tips, coughed and
suddenly smiled. It was charming. It disclosed
the ugliest teeth I had ever seen, and were
broken like rocks.
'Certainly', he repeated. 'With pleasure.'
Delicately, with finger and thumb, he fished
from his waist coat pocket of his expensive-
looking grey suit, a gold spirit-lighter. His hands,
white and small, were beautifully manicured.
appeared to be engaged in some sort of rapid
mental calculations, while his fingers, nervously
active, sketched a number of flurried gestured
expressions round his waistcoat, for all they
conveyed, he might have planned to undress, or
draw a revolver, or merely make sure, I hadn't
stolen his money. The moment of agitation
passed from his gaye like a cloud, leaving a clear
blue sky. At last he had understood what I
wanted : 'Yes, yes. Er-certainly. Of-course.
As he spoke he touched his left temple
delicately with his finger tips, coughed and
suddenly smiled. It was charming. It disclosed
the ugliest teeth I had ever seen, and were
broken like rocks.
'Certainly', he repeated. 'With pleasure.'
Delicately, with finger and thumb, he fished
from his waist coat pocket of his expensive-
looking grey suit, a gold spirit-lighter. His hands,
white and small, were beautifully manicured.
138. The author wondered, perhaps he
imagined I could read his thoughts,
because
(1) they had been looking interestingly into
each others eyes.
(2) the author's request seemed to show
suspicion of the stranger.
(3) there were no external reasons for the
sudden guilty reaction.
(4) the stranger seemed to be ashamed of
what he had in mind.

138. The author wondered, perhaps he
imagined I could read his thoughts,
because
(1) they had been looking interestingly into
each others eyes.
(2) the author's request seemed to show
suspicion of the stranger.
(3) there were no external reasons for the
sudden guilty reaction.
(4) the stranger seemed to be ashamed of
what he had in mind.
139. The stranger's first reaction, when
addressed by the author, was to
(1) look at him blankly
(2) make a sudden move
(3) pretend to be day dreaming
(4) adopt an innocent attitude

139. The stranger's first reaction, when
addressed by the author, was to
(1) look at him blankly
(2) make a sudden move
(3) pretend to be day dreaming
(4) adopt an innocent attitude
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Part-I/D/26 ( 34 )
140. In the first paragraph which two of the
following seems to the author, the
likeliest reasons for the strangers violent
reaction.
(I) Had been unaware of the authors
approach.
(II) Was in fear of being physically
attacked.
(III) Had thought he was alone in the
compartment.
(IV) Experienced some feeling of guilt in
his mind.
(1) (I) and (IV) only
(2) (II) and (III) only
(3) (II) and (IV) only
(4) (III) and (IV) only

140. In the first paragraph which two of the
following seems to the author, the
likeliest reasons for the strangers violent
reaction.
(I) Had been unaware of the authors
approach.
(II) Was in fear of being physically
attacked.
(III) Had thought he was alone in the
compartment.
(IV) Experienced some feeling of guilt in
his mind.
(1) (I) and (IV) only
(2) (II) and (III) only
(3) (II) and (IV) only
(4) (III) and (IV) only
141. The author's pace backwards was
essential because
(1) as an apologetic movement
(2) a polite withdrawal
(3) a defensive gesture
(4) an automatic reaction

141. The author's pace backwards was
essential because
(1) as an apologetic movement
(2) a polite withdrawal
(3) a defensive gesture
(4) an automatic reaction
142. Which of these lines clearly indicate
completely the stranger to a mischievious
school boy
(1) disturbed by a request
(2) caught in some act
(3) pretending to be innocent
(4) taken aback when found to be observed

142. Which of these lines clearly indicate
completely the stranger to a
mischievious school boy
(1) disturbed by a request
(2) caught in some act
(3) pretending to be innocent
(4) taken aback when found to be observed
143. 'Flurried' means
(I) Agitated
(II) Jerky
(III) Vague
(IV) Hasty
(1) (I) and (III) only
(2) (III) and (IV) only
(3) only (I)
(4) (I) and (IV) only

143. 'Flurried' means
(I) Agitated
(II) Jerky
(III) Vague
(IV) Hasty
(1) (I) and (III) only
(2) (III) and (IV) only
(3) only (I)
(4) (I) and (IV) only
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Part-I/D/26 ( 35 ) P. T. O.
144. The moment of agitation passed from the
strangers gaze because
(1) he realized that he had not been
robbed.
(2) saw that he was not going to be
attacked.
(3) recognised the author's harmless
motive.
(4) perceived what it was that he was being
asked for.

144. The moment of agitation passed from the
strangers gaze because
(1) he realized that he had not been
robbed.
(2) saw that he was not going to be
attacked.
(3) recognised the author's harmless
motive.
(4) perceived what it was that he was being
asked for.
145. 'Recoil' indicates that the stranger
(1) jerked back abruptly
(2) withdrew into his thoughts
(3) tried to hide something
(4) prepared to defend himself

145. 'Recoil' indicates that the stranger
(1) jerked back abruptly
(2) withdrew into his thoughts
(3) tried to hide something
(4) prepared to defend himself
146. The author was confused because he
had
(1) been affected by physical shock
(2) not expected so violent a reaction
(3) anticipated no difficulty in getting a light
(4) not meant to start a conversation

146. The author was confused because he
had
(1) been affected by physical shock
(2) not expected so violent a reaction
(3) anticipated no difficulty in getting a light
(4) not meant to start a conversation
147. Word closest in meaning to 'conveyed' is
(1) Transferred
(2) Indicated
(3) Signalled
(4) Illustrated

147. Word closest in meaning to 'conveyed' is
(1) Transferred
(2) Indicated
(3) Signalled
(4) Illustrated
148. la-a ncª ·iªini a ÷ªni +¤i ÷ivªi

ABCD : WXYZ :: EFGH : ...................
(1) STVU
(2) STOU
(3) STUE
(4) STUV

148. What comes next in the following letter
series
ABCD : WXYZ :: EFGH : ...................
(1) STVU
(2) STOU
(3) STUE
(4) STUV
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Part-I/D/26 ( 36 )
149. ·¤ia ¬ ¬aª¤i l¤¤ A, B, C v« D +i
¬aln¤+ ¬-iª l¤¤ ¬ ¬¬ l¤¤ +i ¤lav
¬i ÷·si uªt ¬ ¬aª¤i l¤¤ +i ·iªini +i
¤¸ºi +ªui ti
leL;k fp= %








149. Study the problem figures A, B, C and D
carefully. From the answer figures pick
out the figure which most appropriately
completes the series of problem figures
Problem Figures :






150. aªn l¤¤-+ni l+¬+ ¬a¤ a ¤ªa ¬iai
¤ª ¤t¤i ºii
(1) ~¬«º ¬
(2) r-i¤¸ ¬
(3) ¬ri^|º ¬
(4) ºiir¬ri ¬

150. Mughal painting reached its climax
during the reign of
(1) Akbar
(2) Humayun
(3) Jahangir
(4) Shahjahan
151. la-a a l+¬ ¤i-ui+ +i ª-¬ ÷l·i+ua t
(1) ¬·-¤i·ni¬
(2) -|-¤i·ni¬
(3) ¬|-¤i·ni¬
(4) --·i;·

151. Which of the following scores have
maximum Range
(1) Z-score
(2) T-score
(3) C-score
(4) Stanine
152. -iiªui¤ ¬¬( a tlª¤iºii + l+ua ¬¬(
¬(ª¤ ¤lulal·i-« +ªu t

(1) 5
(2) 10
(3) 15
(4) 20

152. How many members of Parliament
represents Haryana in the Indian
Parliament
(1) 5
(2) 10
(3) 15
(4) 20
153. | ¬i ¬i | ¬-+l-·iu t
(1) -(i-·¤ lºi-ii ¬
(2) ¤¤i(ººi lºi-ii ¬
(3) ¤i·il-¬ lºi-ii ¬
(4) -lr¬i lºi-ii ¬

153. ECCE is associated with
(1) Health Education
(2) Environmental Education
(3) Primary Education
(4) Woman Education
A B C D
mÙkj fp= %
(1) (2) (3) (4) (1) (2) (3) (4)
A B C D
Answer Figures %
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Part-I/D/26 ( 37 ) P. T. O.
154. +--¤¸cª a ÷i|· ¬i· l¤¤ la-alnlªiu +i
+ai tiui t
(1) >il-¤-
(2) ¬ir ~i·¬i;·
(3) l¬l¬¬i
(4) l¬l¬¬i·

154. The IC chips used in computers are made
of
(1) Chromium
(2) Iron oxide
(3) Silica
(4) Silicon
155. l(¤ ª¤ ¬«aiai a ¬ ¤za«i¤+ +i ¤¤a
+il¬v
(1) ¬i;
(2) ~¤·i
(3) ¬i
(4) ¬i·

155. l(¤ ª¤ ¬«aiai a ¬ ¤za«i¤+ +i ¤¤a
+il¬v
(1) ¬i;
(2) ~¤·i
(3) ¬i
(4) ¬i·
156. .................... ! what a good catch.
(1) Alas
(2) Oh
(3) Ah
(4) Bravo

156. .................... ! what a good catch.
(1) Alas
(2) Oh
(3) Ah
(4) Bravo
funsZ'k (iz'u la[;k 157 ls 161 rd ds fy,) :
f·-·f¬fº:0 ·~f·0 4ª::: w: ·º:·~¸·w ~÷wº ¬- ~º
·:·::fº0 f(º 4º ~:·: w ¬-:º: ¬ - -,ì ¬-:º
=f·:
+s niª -ii·¤«i(i tiu t ÷iª ¬+ +s -ii·¤
+ ¬tiª si÷+ª +a ¬ l«ªu ti ¬iu t+ v¬ niª
¬ai¬ + lnv +in t+ « +-ii +÷i +ia ati +ª
¤iu+ +÷i-+÷i ªii¬, +÷-+÷ ÷il«ª+iª ÷iª +÷-+÷
laaiºi-+i¤ +aziin niªi + µiªi ti ¬-i« ti ¬+u
t+ ta ÷¤ai +(l·i ÷iª ¤lu-ii uºii +i¤-ªiaui +
+n ¤ª ¬ti aiª ¤ª ¤n ¬+u t, l+u l+ai +loa
~a + ÷¤a nª¤ u+ ati ¤t¤ ¬+u+ +loa
¤lª~a +ªa + +i( ¤i| ª| ¬¤nui taiª aa +i
÷nil++ ÷ia( ¬ -iª (ui t+ ¤l( ta ÷¤a
+i¤ a ÷¤lªiu ~a ati +ªu ui taiªi aa ·nila
+i ÷a-i« +ªui t+

funsZ'k (iz'u la[;k 157 ls 161 rd ds fy,) :
f·-·f¬fº:0 ·~f·0 4ª::: w: ·º:·~¸·w ~÷wº ¬-
~º ·:·::fº0 f(º 4º ~:·: w ¬-:º: ¬ - -,ì ¬-:º
=f·:
+s niª -ii·¤«i(i tiu t ÷iª ¬+ +s -ii·¤
+ ¬tiª si÷+ª +a ¬ l«ªu ti ¬iu t+ v¬ niª
¬ai¬ + lnv +in t+ « +-ii +÷i +ia ati +ª
¤iu+ +÷i-+÷i ªii¬, +÷-+÷ ÷il«ª+iª ÷iª +÷-+÷
laaiºi-+i¤ +aziin niªi + µiªi ti ¬-i« ti ¬+u
t+ ta ÷¤ai +(l·i ÷iª ¤lu-ii uºii +i¤-ªiaui +
+n ¤ª ¬ti aiª ¤ª ¤n ¬+u t, l+u l+ai +loa
~a + ÷¤a nª¤ u+ ati ¤t¤ ¬+u+ +loa
¤lª~a +ªa + +i( ¤i| ª| ¬¤nui taiª aa +i
÷nil++ ÷ia( ¬ -iª (ui t+ ¤l( ta ÷¤a +i¤ a
÷¤lªiu ~a ati +ªu ui taiªi aa ·nila +i ÷a-i«
+ªui t+
157. ¬i«a a +÷i ¬¤nl··i¤i +¬ ¬-i« ti ¬+ui
t
(1) ¬|(· - «·| ¬¤¬l··i¤i ¬- ¬ l(ºn ri·
¬ ¬·i( ri ¬¬n| r|
(2) ¬|(· - «·| ¬¤¬l··i¤i ¬l-· ¬-, «l,
( ¤ln·ii ¬ r| ¬·i( r|
(3) ¬|(· - «·| ¬¤¬l··i¤i ·ii·¤(i·| ri· ¤º
¬·i( r|
(4) ¤ªiº «l, ·i| ¬¤¬l··i¤i l«·i ¤lº¬- ¬
l·¬i ¬¬n| r|

157. ¬i«a a +÷i ¬¤nl··i¤i +¬ ¬-i« ti
¬+ui t
(1) ¬|(· - «·| ¬¤¬l··i¤i ¬- ¬ l(ºn
ri· ¬ ¬·i( ri ¬¬n| r|
(2) ¬|(· - «·| ¬¤¬l··i¤i ¬l-· ¬-, «l,
( ¤ln·ii ¬ r| ¬·i( r|
(3) ¬|(· - «·| ¬¤¬l··i¤i ·ii·¤(i·| ri·
¤º ¬·i( r|
(4) ¤ªiº «l, ·i| ¬¤¬l··i¤i l«·i ¤lº¬- ¬
l·¬i ¬¬n| r|
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Part-I/D/26 ( 38 )
158. ¤lª~a +ªa ÷iª a +ªa ¬ taiª ¬i«a ¤ª
+¤i ¤-ii« ¤÷ui t
(1) ¤lº¬- ¬º· (i¬i ·¤l·n ~¤· ¬-¤ ¬i
¤i·n ¬º ¬ni r, ¤º·n ¤lº¬- · ¬º· ¬
r- ¬¤¬ni ·r| l-¬n||
(2) ¤lº¬- ¬º· ¤i · ¬º· ¬ r-iº ¬|(·
¤º ¬i; ªii¬ ¤·ii( ·r| ¤·ni|
(3) l«·i -r·n ¬ ·i| ¬¤¬ni l-¬n| r|
(4) ·ii·¤ - rini r ni ¬-¤ ¬| ¤il·n ri
¬in| r|

158. ¤lª~a +ªa ÷iª a +ªa ¬ taiª ¬i«a ¤ª
+¤i ¤-ii« ¤÷ui t
(1) ¤lº¬- ¬º· (i¬i ·¤l·n ~¤· ¬-¤ ¬i
¤i·n ¬º ¬ni r, ¤º·n ¤lº¬- · ¬º· ¬
r- ¬¤¬ni ·r| l-¬n||
(2) ¤lº¬- ¬º· ¤i · ¬º· ¬ r-iº ¬|(·
¤º ¬i; ªii¬ ¤·ii( ·r| ¤·ni|
(3) l«·i -r·n ¬ ·i| ¬¤¬ni l-¬n| r|
(4) ·ii·¤ - rini r ni ¬-¤ ¬| ¤il·n ri
¬in| r|
159. +÷-+÷ +i¤ +ªa + lnv ¬«il·i+ ÷i«z¤+
+¤i t
(1) «·-«· ¬i¤ ¬º· ¬ l¬¤ ·ii·¤(i·| ri·i
¬(il·i¬ ~i(º¤¬ r|
(2) «·-«· ¬i¤ ¬i ¬º· ¬| ¬-¤·i ¬º·i|
(3) ¬- ¬º· ¬ l(ºn ri ¬i·i ~i(º¤¬ r|
(4) «·-«· ¬i¤ ¬º· ¬ l¬¤ ¬-ºi|¬ ri·i
¬(il·i¬ ~i(º¤¬ r|

159. +÷-+÷ +i¤ +ªa + lnv ¬«il·i+ ÷i«z¤+
+¤i t
(1) «·-«· ¬i¤ ¬º· ¬ l¬¤ ·ii·¤(i·| ri·i
¬(il·i¬ ~i(º¤¬ r|
(2) «·-«· ¬i¤ ¬i ¬º· ¬| ¬-¤·i ¬º·i|
(3) ¬- ¬º· ¬ l(ºn ri ¬i·i ~i(º¤¬ r|
(4) «·-«· ¬i¤ ¬º· ¬ l¬¤ ¬-ºi|¬ ri·i
¬(il·i¬ ~i(º¤¬ r|
160.
+¬i ¬¤nui taiª aa +i ÷ia-( ¬ -iª
(ui t
(1) l«·i ¤lº¬- ¬ ¤i·n ¬¤¬ni r-iº -·
¬i ~i··· ¬ ·iº ·n| r|
(2) ·ii·¤ ¬ l-¬| ¬¤¬ni r-iº -· ¬i
~i·l··n ¬º ·n| r|
(3) ¬l-· ¤lº¬- ¬º· ¬ «i· ¤i; ^;
¬¤¬ni r-iº -· ¬i ~i¬il¬¬ ~i···
¬ ·iº ·n| r|
(4) ¬- l«·i l¬¤ l-¬| ¬¤¬ni ~i··· ·n|
r|

160.
+¬i ¬¤nui taiª aa +i ÷ia-( ¬ -iª
(ui t
(1) l«·i ¤lº¬- ¬ ¤i·n ¬¤¬ni r-iº -·
¬i ~i··· ¬ ·iº ·n| r|
(2) ·ii·¤ ¬ l-¬| ¬¤¬ni r-iº -· ¬i
~i·l··n ¬º ·n| r|
(3) ¬l-· ¤lº¬- ¬º· ¬ «i· ¤i; ^;
¬¤¬ni r-iº -· ¬i ~i¬il¬¬ ~i···
¬ ·iº ·n| r|
(4) ¬- l«·i l¬¤ l-¬| ¬¤¬ni ~i··· ·n|
r|
161. l+¬ ¤+iª + niª ¬ai¬ + lnv +in t
(1) ¬i¤ºn ¬i^ ¬-i¬ ¬ l¬¤ «in r|
(2) ·ii·¤(i·| · ri¬º ¬- ¬º· (i¬ ¬i^
«in r|
(3) ~¤·| «l, ~iº ¤ln·ii ¬ «¬ ¤º ¤¬·
(i¬ ¬i^ «in r|
(4) ¬-r|· ¬i^ ¬-i¬ ¬ l¬¤ «in r|

161. l+¬ ¤+iª + niª ¬ai¬ + lnv +in t
(1) ¬i¤ºn ¬i^ ¬-i¬ ¬ l¬¤ «in r|
(2) ·ii·¤(i·| · ri¬º ¬- ¬º· (i¬ ¬i^
«in r|
(3) ~¤·| «l, ~iº ¤ln·ii ¬ «¬ ¤º ¤¬·
(i¬ ¬i^ «in r|
(4) ¬-r|· ¬i^ ¬-i¬ ¬ l¬¤ «in r|
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Part-I/D/26 ( 39 ) P. T. O.
162. la-a a ¬ +ia-¬i ÷iªªi ·i¸a¤ia +ªa «in,
«+in uºii ·i¸a¤ia a +ªa «in lªzu +i
¬+¬ ÷·si uªt (ziiui t ( ªini +i ÷i+iª
¬¤¤+u +i ÷i¤lªi+ ÷i+iª ati (ziiui t )

(1) (2)



(3) (4)


162. Which of the following diagrams best
depict the relationship between Smokers,
Lawyers and Non-smokers (The sizes of
circles do not indicate relative sizes of
above)

(1) (2)



(3) (4)

163. ·¤ia ¬ ¬aª¤i l¤¤ A, B v« C +i ¬aln¤+
¬-iª l¤¤ ¬ ¬¬ l¤¤ +i ¤lav ¬i ÷·si
uªt ¬ ¬aª¤i l¤¤ +i ·iªini +i ¤¸ºi
+ªui ti
leL;k fp=







163. Study the problem figures A, B and C
carefully. From the answer figures pick out
the figure which most appropriately
completes the series of problem figures
Problem Figures :






164. ¬l«·iia ¬(ª¤i +i

(1) ¬·ni ,iºi ¤-¤-i ª¤ ¬ l·(il¤n l¬¤i
^¤i
(2) l(l·i·· ºi¬·|ln¬ ·¬i ,iºi -·i·|n
l¬¤i ^¤i
(3) ·iiºn|¤ lº¤i¬ni ¬ ºii¬¬i ,iºi -·i·|n
l¬¤i ^¤i
(4) ¤i·n|¤ l(·ii· ¬·ii ,iºi l·(il¤n l¬¤i
^¤i

164. The members of Constituent Assembly
were
(1) directly elected by people

(2) nominated by various political parties

(3) nominated by the rulers of the Indian
States
(4) elected by the provincial assemblies
165. |-an t

(1) ;¬·-il·¬ ¤l·n ¬ ¬-«l··in ¤¤
(2) ¬¤·iºi n¤ - ¤¤, ¬¸¤·i ~iº --i¬ ¬i
¬iºi«iº
(3) ¬-·¤¸-º ,iºi ¬¸¤·i~i ¬i ¬iºi«iº
(4) ¬¤ºi·n ¬i; ·r|

165. E-Mail is a
(1) Mail concerning electronic device
(2) Transaction of letters, messages and
memos over a communication network
(3) Transaction of messages within a
computer
(4) None of these
A B C
mÙkj fp= %
(1) (2) (3) (4)
(4)
A B C
Answer Figures :
(1) (2) (3) (4)
(4)
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Part-I/D/26 ( 40 )
166. ¬i«l¤+ ªª-«i+ªiºi la¤a +i ¤ªuu+ui t

(1) ¬·¬º
(2) ^l¬l¬¤i
(3) ·¤¸-·
(4) ¬i¤ºl·¬¬

166. The universal law of gravitation was
propounded by
(1) Kepler
(2) Galileo
(3) Newton
(4) Copernicus
167. 'v÷¸¬c' v+ t
(1) ºil-i¬ ·¸º·ºi·
(2) ·¸º-·i lºi-ii ¤º ¤-n¬
(3) ºil-i¬ ¬¤^r
(4) ¬-·¤¸-º ¤i^i-

167. EDUSAT is a/an
(1) Educational T.V.
(2) Book on Distance Learning
(3) Educational Satellite
(4) Computer Programme
168. (i ª| ni+il+u + lnv ¤iª l«+-¤ l(¤ ª¤
t, ¬l¤u l«+-¤ +i ¤¤a +il¬v
,:·,:º f~º·:· w ,:0 =ìw· ~:0 –
(1) l¤¬· ¤-i (i¬ ¤i·i ~·¬| ·-¬ ¬ rin
r
(2) l¤¬· ¤-i (i¬ ¤i·i ¬«¬i ~·¬ ¬^n
r
(3) ^ºi(i· r| ^ºi ¬| ¤r¤i· ¬º ¬¬ni r
(4) -ri· «·· (i¬ ·¤l·n¤i ¬| ¤ln·ii «¤¤·
- r| l·ªii; · ¬in| r

168. (i ª| ni+il+u + lnv ¤iª l«+-¤ l(¤
ª¤ t, ¬l¤u l«+-¤ +i ¤¤a +il¬v
,:·,:º f~º·:· w ,:0 =ìw· ~:0 –
(1) l¤¬· ¤-i (i¬ ¤i·i ~·¬| ·-¬ ¬ rin
r
(2) l¤¬· ¤-i (i¬ ¤i·i ¬«¬i ~·¬ ¬^n
r
(3) ^ºi(i· r| ^ºi ¬| ¤r¤i· ¬º ¬¬ni r
(4) -ri· «·· (i¬ ·¤l·n¤i ¬| ¤ln·ii
«¤¤· - r| l·ªii; · ¬in| r
169. Let us divide the money .................. us
two.
(1) within
(2) in
(3) before
(4) among

169. Let us divide the money .................. us
two.
(1) within
(2) in
(3) before
(4) among
170. ¬¬ l-i-a (l«ªia) ¬ª¤i +i silcv ¬i ¬¬
¬a¸t a ·,ì ÷iui ti
(1) 14
(2) 7
(3) 36
(4) 28

170. Find the odd number that does not
belong to same category

(1) 14
(2) 7
(3) 36
(4) 28
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Part-I/D/26 ( 41 ) P. T. O.
171. +i¤i uª¤ 'X' l¤l-tu v+ ªiº÷ t ¬i a¸n
«i¤i t+ ¤t a¸n «i¤i ¤iª ªiº÷i (1), (2),
(3) uºii (4) a ¬ l+¬i v+ ªiº÷ a s¤i t÷i
t+ ¬¬ ªiº÷ +i ¤t¤ilav



171. There is one block on left hand side
marked 'X' which has the basic design.
This basic design is hidden/embedded in
some position in one of four blocks
marked (1), (2), (3) and (4). Find out that
block



172. +-( ¬ª+iª +i ªi¬ª« +ª +i ¬+¬ aª¤
uiu t
(1) ~i¤¬º
(2) ¬i¤iººi· -·¬
(3) ¬··|¤ ~i«¬iº| ¬º
(4) ¬|-iºi-¬

172. Among the tax revenues of the Union
Government, the most important source is
(1) Income tax
(2) Corporation tax
(3) Union excise duties
(4) Custom duty
173. aiªcªi nlaª +i ¤-¤¤ l(¤i ºii

(1) -ilº¬· ·
(2) ·¬¸- n·ii ·¬i¬ ·
(3) l-¬·º ·
(4) rº- ·

173. Concept of Mastery Learning was
proposed by
(1) Morrison
(2) Bloom & Block
(3) Skinner
(4) Hunt
174. «uaia a -iiªu +i +ª ¤¤i¬ +ª uºii ¬i·
÷i· ¤i· + ÷a¤iu + ÷i·iiª ¤ª ¤i¤i ª¤i t
(1) 8%
(2) 12%
(3) 16%
(4) 32%

174. India's tax effort measured as tax to GDP
ratio is at present around

(1) 8%
(2) 12%
(3) 16%
(4) 32%
175. v¬ ÷i| ci | t
(1) --- ;·--|-¤¸- ~i¤ -|¤º ¤¬¬ºi·
(2) --- ;·--|-¤¸- ~i¤ -l··¬¬ ¤¬¬ºi·
(3) ¬-¬i;- ;·--·ºi·¬ -¬|l(¬·
;·-¤lº-·-
(4) --l-l--¬¬ ;·--|-¤¸- ~i¤ -l·^
¤¬¬ºi·-¬

175. SITE is
(1) State Institute of Teacher Education
(2) State Institute of Technical Education
(3) Satellite Instructional Television
Experiment
(4) Statistical Institutes of Training
Educationals
176. la-alnlªiu ª¤ai + lnv ª¤ai+iªi + ¤iª
l«+-¤ l(¤ ª¤ t+ ¬l¤u ª¤ai+iª +i ¤¤a
+il¬v
·:·-·:f¬·ì –
(1) ¬··· ¬-iº
(2) ¬¤ºi¬º ¤¬i·
(3) ºi-·iiº| l¬r 'l··¬º'
(4) ¤·-i¬º

176. la-alnlªiu ª¤ai + lnv ª¤ai+iªi + ¤iª
l«+-¤ l(¤ ª¤ t+ ¬l¤u ª¤ai+iª +i
¤¤a +il¬v
·:·-·:f¬·ì –
(1) ¬··· ¬-iº
(2) ¬¤ºi¬º ¤¬i·
(3) ºi-·iiº| l¬r 'l··¬º'
(4) ¤·-i¬º
X (1) (2) (3) (4) X (1) (2) (3) (4)
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Part-I/D/26 ( 42 )
177. Choose the correct adverb
(1) diplomacy
(2) diplomat
(3) diplomatic
(4) diplomatically

177. Choose the correct adverb
(1) diplomacy
(2) diplomat
(3) diplomatic
(4) diplomatically
178. ¤zal¤-t (?) + lnv ¬ti l«+-¤
+ui|v
96 16 10 30 18 ? 34
(1) 36
(2) 68
(3) 58
(4) 60

178. Select the right choice for question
mark (?)
96 16 10 30 18 ? 34
(1) 36
(2) 68
(3) 58
(4) 60
179. ¬-iª l¤¤ ¬ ¬¬ l¤¤ +i ¤lav l¬¬+i
¬aª¤i l¤¤ + ¤zal¤-t (?) + ªºiia ¤ª
ªªia ¬ ·iªini ¤¸ªi tiui ti
leL;k fp= %






179. Choose one figure in place of question
mark (?) from the answer figures which
complete the series of the problem figures
Problem Figures :




180. «l(+ ¬-¤ui +i aª¤ ÷¬ª -iiªui¤ |luti¬
¤ª ºii
(1) ¬-¸n ¬i l(¬i¬
(2) ·ºi· ¬i l(¬i¬
(3) ¬iln¤i ¬| ¬-ª¤ni
(4) ¤¬ ·¸¬º ¬i¬ ¬i ·l·-¬iºi

180. The chief impact of Vedic culture on
Indian History was the
(1) Growth of Sanskrit
(2) Progress of Philosophy
(3) Consolidation of Castes
(4) Rise of an other worldly outlook
181. la-a a +ia-¬i (izila+ ÷a¬·iia +i l«l·i
·,ì t
(1) -··
(2) ¬º¬·iºi
(3) l(º¬·iºi
(4) ~·n·ºi·

181. Which of the following is not a method of
Philosophical investigation
(1) Speculation
(2) Synthesis
(3) Analysis
(4) Introspection
(1) (2) (3) (4)
A B C D
mÙkj fp= %
(1) (2) (3) (4)
A B C D
Answer Figures :
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Part-I/D/26 ( 43 ) P. T. O.
182. l¬·i ·iici ¬-¤ui +i uªt ¬-¤ui ¤i¤i ¬iui
t
(1) ¬-º -
(2) ¤i;·i (¤|·) -
(3) ;l¬·- (l-¬) -
(4) ¤ ¬·i|

182. The Indus Valley Civilization type was
found in
(1) Sumer
(2) China
(3) Egypt
(4) All of these
183. t÷ª v« ¤cª l«+-¤ l+¬ +i¤-¬¸¤i a ÷iu
t
(1) ¤iº-- ¬¸¤|
(2) ;·¬- ¬¸¤|
(3) ·º¤ ¬¸¤|
(4) -¸-¬ ¬¸¤|

183. Header and Footer options comes under
which menu
(1) Format
(2) Insert
(3) View
(4) Tools
184. la-alnlªiu zi·(i a ¬ ÷ziq «uai «in
zi·( +i ¤t¤ila¤
(1) ·ºi(-·ii
(2) -lr·º
(3) ¬riº
(4) ¬-¤in

184. la-alnlªiu zi·(i a ¬ ÷ziq «uai «in
zi·( +i ¤t¤ila¤
(1) ·ºi(-·ii
(2) -lr·º
(3) ¬riº
(4) ¬-¤in
185. Past Participle form of verb 'break'
(1) break
(2) broke
(3) broken
(4) Both (2) and (3)

185. Past Participle form of verb 'break'
(1) break
(2) broke
(3) broken
(4) Both (2) and (3)
186. ¬¬ ¬i÷ +i silcv ¬i luªs ÷ªiªi a lnªi
¬i÷ ¬ la+cua ¬-+-·i ¤(lziu +ªui ti
L;kgh % dkxt ............... : ................
(1) ¬¬- ¤l·¬¬
(2) ¤·- ¤l·-^
(3) ªil·¤i º¤i-¤-¬
(4) ¬i«· ¬i^¬ «i¬ ·(i;- ¤·

186. Select a pair that express the relationship
that is most similar to that of the
capitalised pair
INK : PAPER :: .............. : .................
(1) Pen : Pencil
(2) Paint : Painting
(3) Chalk : Blackboard
(4) Carbon Paper : Ball Point Pen
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Part-I/D/26 ( 44 )
187. ·¤ia ¬ ¬aª¤i l¤¤ A, B, C v« D +i
¬aln¤+ ¬-iª l¤¤ ¬ ¬¬ l¤¤ +i ¤lav
¬i ÷·si uªt ¬ ¬aª¤i l¤¤ +i ·iªini +i
¤¸ºi +ªui ti
leL;k fp= %









187. Study the problem figures A, B, C and D
carefully. From the answer figures pick
out the figure which most appropriately
completes the series of problem figures
Problem Figures :






188. -iiªu +i ¬«¤ºia +ina «ini l¤-a (÷ina
÷iªi) +ai ºii
(1) 1913 -
(2) 1931 -
(3) 1933 -
(4) 1937 -

188. The first talkie film in India (Alam Ara) was
made in
(1) 1913
(2) 1931
(3) 1933
(4) 1937
189. a(ª+i÷ ¤ª lªºiu +¬¬ +i ¬¤¤iª tiui t
(1) ·i-i ¬¤·iºi -
(2) ¬^rºi -
(3) ·i-i ¤i¬l¬^ (n¤iº ¬º·) -
(4) ·i·| ¬| ¤-¬ ¤·i ¬º· -

189. Buses on motherboard are used for
(1) Data Communication
(2) Storage
(3) Data Processing
(4) Clock Pulse Generation
190. l(¤ ª¤ ¤iª zi·(i a v+ zi·( u(-i« t,
¤¤a +il¬v
(1) ~^¬|
(2) ¬¬¸¬
(3) ¬-
(4) r¸|

190. l(¤ ª¤ ¤iª zi·(i a v+ zi·( u(-i« t,
¤¤a +il¬v
(1) ~^¬|
(2) ¬¬¸¬
(3) ¬-
(4) r¸|
191. Which of these nouns have two plural
forms
(1) Studio
(2) Knife
(3) Hero
(4) Curriculum

191. Which of these nouns have two plural
forms
(1) Studio
(2) Knife
(3) Hero
(4) Curriculum
A B C D
mÙkj fp= %
(1) (2) (3) (4)
A B C D
Answer Figures %
(1) (2) (3) (4)
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Part-I/D/26 ( 45 ) P. T. O.
192. ¤zal¤-t (?) + lnv ¬ti l«+-¤ +ui|v

AD, EH, IL, ? QT, UX
(1) AY
(2) VB
(3) CW
(4) MP

192. Select the right choice for question
mark (?)
AD, EH, IL, ? QT, UX
(1) AY
(2) VB
(3) CW
(4) MP
193. ¬-iª l¤¤ ¬ ¬¬ l¤¤ +i ¤lav l¬¬+i
¬aª¤i l¤¤ + ¤zal¤-t (?) + ªºiia ¤ª
ªªia ¬ ·iªini ¤¸ªi tiui ti
leL;k fp= %







193. Choose one figure in place of question
mark (?) from the answer figures which
complete the series of the problem figures
Problem Figures :




194. '¬iªia +i ªiaui +lq t +ti ºii

(1) --· ·
(2) «l¬·i- ·
(3) l«· ·
(4) -º-· ·

194. 'Intelligence is an ability of learn' was
proposed by
(1) Stern
(2) Bukingham
(3) Binet
(4) Terman
195. la-alnlªiu zi·( a ¤-¤¤ +ui|¤
·f·º¬ –
(1) ¬ (2) ¤¬
(3) ;¤¬ (4) ~·

195. la-alnlªiu zi·( a ¤-¤¤ +ui|¤
·f·º¬ –
(1) ¬ (2) ¤¬
(3) ;¤¬ (4) ~·
196. Tell the type of the underlined word
The holiday was declared by the Principal
himself.
(1) Emphatic Pronoun
(2) Demonstrative Adjective
(3) Demonstrative Pronoun
(4) Relative Pronoun

196. Tell the type of the underlined word
The holiday was declared by the Principal
himself.
(1) Emphatic Pronoun
(2) Demonstrative Adjective
(3) Demonstrative Pronoun
(4) Relative Pronoun
(1) (2) (3) (4)
A B C D
mÙkj fp= %
(1) (2) (3) (4)
A B C D
Answer Figures :
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Part-I/D/26 ( 46 )
197. ¤ºia vlzi¤a ªin t÷i ºii
(1) -·|¬i -
(2) -i·¤i -
(3) ¬¬ini -
(4) ·; l·-¬| -

197. The first Asian Games were held at
(1) Manila
(2) Tokyo
(3) Jakarta
(4) New Delhi
198. ª¬i +i ¬ti ¬ª¤i l+uai t
(1) ~i-
(2) ·¤iºr
(3) ·i
(4) ·¬

198. ª¬i +i ¬ti ¬ª¤i l+uai t
(1) ~i-
(2) ·¤iºr
(3) ·i
(4) ·¬
199. Give one word for many :
One who pretends to have a great deal of
knowledge
(1) wiseman
(2) wiseacre
(3) writhe
(4) venison

199. Give one word for many :
One who pretends to have a great deal of
knowledge
(1) wiseman
(2) wiseacre
(3) writhe
(4) venison
200. la-a a +ia-¬i ¤ªuui+ªºi ªil¤+¬
¬i¤c«¤ª t
(1) ¤-¤¬-(·
(2) ¤-¤¬-¤·¬¬
(3) ¤-¤¬-¤i(º ·(i;-
(4) ¤·- ¤¬

200. Which of the following is a presentation
graphics software
(1) MS-Word
(2) MS-Excel
(3) MS-Power Point
(4) Front Page


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