cs (Main) Exrun:20 15

ｾＮＬＱｦ＿Ｚ｟ ﾷ＠ I
A•N111R'0 P0Efl GY
Paper---1

ｾｵｦｲ＠ friW : fhrr Fit

ｾ Ｍ 3fcf;· : 250
lime Allowed : Three Hours Maximum ｍｩｬｲｫｳ ｾ Ｚ＠ 250 ·

ｾＮ［ Ｍ ｾ Ｍ fffit· ｆ｣ｬｾｴ｜ｇ＠ ｾ＠

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1fTl1l1r ff ｾ＠ ｾ Ｍ ｾ＠
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jtktCflr ｾ＠ ｾＭ＠ rrr ｾ＠ ｾ Ｍ ttWr -err· fcmlr
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.
QUESTI ON PARER ·SPE€1F IC INSTRU CTIONS
Please read each of the followin g ｾｮｳｴｲｵ｣ｩｯ＠ carefully before attempti ng question s :
There are EIGHT questions divided in Two Sections and printed both in HINDI' and
in ENGLIS H;
Candidate has to attempt FIYE questions in all.·
Question Nos. 1 and 5 are compulsory and·out of the remaining, THREE are to.b'e. attempte
d-choosing at
least ONE from each Section.
The number of marks carried by a question/part is indicate d against it.
Answers !!JUSt be written in the medium authorized in the Admission·Certificate which must
be statedc learly
on the cover of this Question-cum-Answer (QCA) Booklet in the space provided; No ·marks·
will: be.' given
for answers written in a medium other than:the authorized. one.
Word limit in questions, wherever specified, should·be adhered to.
Attempts of questions shall be counted in .sequential order. Unless struck off, attempt of
｡ ﾷ ｱｾ･ｳｴｩｵｮ ｯ ｳｨ｡ｬ＠
be counted even if attemptedpartly. Any page:or portion ofthe.page left blank in.the Question
·cum-Answer
Booklet must be clearly struck off

1
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 '
·;

ｾＭＳＱＧ＠

SEC TIO N-A

ｾｒ｡ｩｴ＠ \itT ｾ＠ ｾ＠ 150 ｾ＠ .q. M ｾ＠ :-

Q. 1 ｐｴＱＰｾｦ＼｡｣＠ l:R ｾ｣ｱｦ｡ｲｩ＠
ds each : - Sxt0 =50
Write notes on the following in abo ut 150 wor

Q. I(a) ｾＨｦ､｣ｴ＠ Ｑｾ＠ I

10
Archaeological Anthropology.

Q. 1(b) W1T\if 3frt ｾｉ＠

10
Society and Culture.

Ｍ ｦＺｔ＠ I
Q. 1(c) ＳｐｉｒｾＱ＠ ＨｾＩ＠ ｾ
10 ..-
Incest Taboos.

Q. l(d) iiiiJ,IillfO"fl I
- 10
Horticulture.

ｾｦ｡ＤｴｬＡｃ＠ ｦＴｾＱｓｩＡｃｬＨｏｊｉ＠ ＨＴｾｈｦｴＬＮＩ＠ I

Q. l(e)
10
Historical Particularism.

ｾ＠ aTtt Ｈｴｩｾｦ｡ｃｬ＠ ｾ＠ ctn ｾ＠ ｾ＠ 1

Q. 2(a) lWfCf fcfcrnf ｾ＠
in Hum an Evolution.
15
Elucidate the biological and cultural factors
ｾ＠ ｾ＠ ｾ＠ q;l ｾ＠ 9CfiR Bff*ll41 m,
Q. 2(b) ｾｐｦ＠ ｾ＠ ｾ＠ -qft m 3frt ＨＧｴｬｩｾｃｦＭ＼ｉＢｐｒ＠
3Pll' . f4ifll6 Cllift ｾ＠ f46i)if1 (0( -« fcTi« 'SJCtiiT ｾ＠ q ?
3fR
,
riage, family and Socio-Political organization
How did Morgan explain the evolution of mar
his explanation ? 20
and how did other evolutionists disagree with

Q. 2(c) ｾ＠ 'CfftcRf;; * fqlSi)ifl<orr ｾ＠

ｾ＠ ｾ＠
ｾ＠ ｾ＠ r4e<:otctiG ＨｾｃｦｐｴＩ＠ aft\ ｲＴＱｦｬｊ･｣ｵｾ＠ ｾ｣ｩｬ＼Ｇｊ｜ｉｐｴ＠ ..s:t)

ｾ＠ ｾ＠ -« fcRf VCf) f{ ?
r as expl anat ions of Cult ure Change ? 15
How do diffusionism and evolutionism diffe

ersality of family. 15
Define family and critically exam ine the univ
attt ｾ＠ ｾＬ＠ ･ｩｦｾＴＢＱｴＳｔ＠ ｾ＠ Gthr. ｴ｣ｾｅ｜Ｑ＠ (z1Vf)
Q.- J(b) wf ｾ＠ ｾ＠ ｾ＠ tr.nrrtt ｾ＠ ｾ＠
ｾ＠ -«aif:T ｾ＠ ｾ＠ ｾ＠ ?
ｾ＠ ｾ＠ tR ｾ＠ ｾ＠ 3rrtr fcRf 'SJCtiiT
ion
and 'Pro fane 'in Dur khei m's theory of relig
How do you rela te the concepts of 'Sac red'
15
with a focus on the role of tote m ?

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 • Q. 3(c) '!fl\$111 -q ＧＳｬｾ＼ｻｴｈｩ＠

Explain the basic features of 'Postmod emism' in Anthropology.

ｾ＠ 3TJmftq; ｾ＠ CflT ｾ＠ ｾｉ＠

20

Q. 4(a) . ｾ＠ ｾ＠ ｾ＠ 3lflJtR -q, ｾ＠ ｾ＠ t¢1 ＳＱＧｪｊｓｾＴｬ ｟ ｾｈｴｬ＠ ＨｑＺｾｴｬＩ＠ lR t1fiNtf441' lR

ＨｾｈＩ＠ aft1: ｾ＠ ＨｾＩ＠ ｾ＠ ｾ＠ CfiT ｅｴｾｬｦｩＱＨ［Ｂｊ｜＠ ｾ＠ ｾ＠

Critically examine the Formalists' and Substantivists' views on the applicability of economic
laws in the study of primitive societies. 20

Q. 4(b) ｾ｣ｴｦＴＱＨＧｩ＠ ｾＩ＠ alR ｣ｾｴｩＨＴｻｦｬ＠ ｾＩ＠ ｾ＠ afr-q aRrt ifiT .ｾ＠ ｾＮ＠ alR l$ ｾ＠ ｾ＠

fcti w m ｾ＠ ｾ＠ ｾＮ＠ ｾ＠ 3lflJtR -a '1(;"4 ..1 m ｾ＠ ?

Explain the difference between ernie and etic, and how does the difference derive from
the study of language ? 10

Q. 4(c) ｾ＠ tm ｾＮ＠ ｾ＠ ｾ＠ ｾ＠ ｾｬｲｊｏｴｩｦ＠ Ｑｾ＠ CflT c:;f{ ｾ＠ \Hftifli("Ji'f) '!1'4$111 -ij ﾷ ｾ＠ GRT

ｾ＠ qr ? m -e- ｾ＠ CfiT ｾﾷ＠ iR Ｇｳｲ･ｾＱ＼ｴｩｫｊｦｬ＠ VfiGT -« <ftiT ｾ＠ ｾ＠ ?

What made Geertz's Interpret ive Anthrop ology distinct from Turner's Symboli c
Anthropo logy? What does each of them mean by the terms 'Symbol ' and 'Symbol ic'?
20

ｾ｟ｱ＠

SECTIO N-B
Q. 5 ｦＮｬｊ［ｴｾｒ＼､＠ .q- ｾ＠ ｾ＠ 'tR ｾ＠ 150 ｾ＠ .q- ｾＧＴｶｦｬ＠ ｒＱｾ＠ .-
Write notes on the following in about 150 words each : - 10X5=50

Q. 5(a) ｾＨＱＴｬｓｉｏ＠ • I

Palaeolithic culture. 10

Q. 5(b) 51\R <fiT ｾｉ＠

Down's Syndrome. 10

Q. 5(c) ｾ＠ CfiT 31llflA m t¢r ＳＱｾｵｦ＠ ｾ＠ 1

i Longitudinal method of studying growth. 10
.. ｾ＠

Q. 5(d) {UJlPi ｾｦｴ＠ iR ｾ＠ qf{onJOt 1

Menopause and its impact. 10

Q. 5(e) ＳｦｬｾｩＤＱ＠ -q it.'([rf Ｎｾ Ｎ＠ ｳｮｾＱｦｩ｣ｴ＠ 1

DNA technology in Medicine. 10

3
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 Q. 6(a) ｾ＠ ｾｬ＼ｴ｣Ｇ＠
Describe the-salient characteristics and, geographical distribution of Homo erectus. 20
* ｾ＠ ｾ＠ 3lR Ｎｮｾｱ［＠ ｾ＠ ｾ＠ Cf0f1 ｾ＠ •
Q. 6(b) ｾ＠ "iflT ｾ＠ .q:; ｾ＠ ｾ＠ WcR ｾ＠ ｾ＠ CfiT ｾｊｬｦｩＱｓｃ＠ ｾ＠ ｾ＠ I

Critically examine Darwin's -theory of evolution in understanding evolution. 15

Q. 6(c) ｾ＠ ｾ＠ !1)01\::fl ｾｱＨｪ＠ lf\, \3Gif?(Of)' * ｾ＠ ｾ＠ Cfl@ ｾ Ｎ＠ Tfilf ｾｉ＠

Discuss chromosomal aberrations in man illustrating with examples. 15

. Q. 7(a) ｓＱＧｱｾ､ｩＴ＠ ｾ＿ｩｬＴｫｦＩ＠ · Cf\14\il\>'4 ＨﾫＡｾ｣ＩｃｩＴ＠ Cf4T ID0T ｾ＠ ? ｃｦ｜ＱＴ Ｍ ｓｉｾｇｏ＠ <fr ｾ＠ 3ft\ ｾ＠
ｾ＠ rutJ CfiT qof;:r- ｾ＠ I

What is-an anthropometric somatotYPe ? Describe Heath and Carter's method of somatotyping.
20

Q; 7(b) ｾ＠ ｾ［＠ . ｾ＠ ｾ＠ lR ｾｴｨｦｩｬＴＱｊ＠ ＳｦＢＱｾ＠ aTR ｇｴｬｩＩｾ＼ＧＱ＠ ｾｩＡｬＧＱＩ＠ CfiT

ｾﾥｩｬｦ Ｍ Ｑｱｩｦｬ＠ ｾ＠ ｾ＠ I

Critically ' examine the physiological responses -and acclimatization to cold climate in
Man. 15

Q. 7(c) ｬｻｱＨＧＱｾＴ Ｇ＠ * ｾ＠ ｾ＠ 3J1Cfrifl11T ｾ＠ Ｑｾ＠ "Cti'T ｾ＠ "ifil ｾｴＨＧｬ＠ ｾ＠ ｾ＠ t

Elucidate; the role: of Anthropology in selection and monitoringi of sports persons. 15

Forensic. Science can help in criminal investigations. Discuss. 20

Q. 8(b) ＳＱＩ｣ｩｾｬｦ＠ ＴＱＤｾ､ｬ＠ Ｈｾｩｬｦ＿Ｚｱ［＠ ｾｦＧｴ｜ｔｓＱＩ＠ ｾ＠ ｾ＠ ｾｉ＠ \3q9;Cfd \3GI$(UI ｾ＠ Cfl@ ｾ Ｎ＠

ｾ＠ ｾ＠ "ifiT ｾｦｩｬＨ＠ ｾｉ＠

Define genetic polymorphism. Give details of its types with suitable· examples. 15

ｾＮ＠ 8(c) 3lTtf ｭｾＭＳＱｩＩｱＮｬ｣ｴｻ＠ Ｈｾ［ｦＩｊｬｃｩ＠ Ｍ ｾ＠ Cf4T ｾ＠ ｾ＠ ? ｜ＳＴｾ＠ \3Gi$(ufr • ｾ＠ ｾ＠

ｾｉ＠
What do ' you understand by Immunogenetics ? Explain with suitable examples. 15

4
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 ｾＳｩｱ［Ｚ＠ 250

ｾＭｭ＠
Ｈｾ＠ ｾ＠ ｾ＠ ｾ＠ f.tJ001R:if{g(1 f.Rm q,l ｾ＠ ｭｱｴｪｊＢｦｾ｣Ｚｃｩ＠ ｾＩ＠

G) "@1S1il ｾ＠ ano ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠ G);i\ il ｾｉ＠

3aflG<ll< Chl ｾ＠ ｾ＠ m ｾ＠ ｾ＠ ｾ＠ ｾｉ＠
ｾ＠ 131'R s ｾＧ＿ｬｭｩｃｦＭｴＥｔＲＱ｣ｮｒ＠
ｾ＠ ｾＯ｜ｗｔ＠ ｾ＠ ｾ＠ f.r«<r 3iq; ｾｉ＠
m ｾ＠ ｾ＠ "3tft ｾ＠ ｬｴｾ＠ 1l fu"& ｾ＠ ｾ Ｌ＠ ｾ＠ $ ｾ＠ ｭＧＢｾ＠ 1l f<fi<n -rrn t, 3fR ｾ＠ ｬｴｾ＠ CfiT ＠ｾ
$ ｾＭ＠ Ｈｾｯ＠ tfio ｾｯＩ＠ ｾ＠ ｾ＠ ｾＧｇＱＺ＠ ｾ＠ ｾ＠ 'G1:fcfi<n ｾｉ＠ ｭｦｾ＠ ｬｴｾ＠ ｾ＠ 31r<f
M Ｑｴｾ＠ 1l fu"& ｾ＠ ｾ＠ 'G1: ｾ＠ 3iq; ｾ＠ "ff1Wl1
m cfi1 ｾ＠ ｾ＠ ｾ＠ ::sf@f{g(i t <hllfRT ｾ＠ ｾ＠
m ｾ＠ ｾ＠ cfi1 TfURT Sflli Ｑﾥｾ＼＠ cfi1 ｾ＠ 1 31Tfucf; ｾ＠ ｾ＠ ｾ＠ ｾ＠ m ｾ＠ ｾ＠ <h1 ｾ＠ llPffiT eft ｾ＠ ｾ＠ ｾ＠ "CfillT ｾ＠
TT<n "if ｉｾＭ＠ il ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠ ＳＱｾ＠ ｾ＠ ｾ＠ \WT Chl ｾＺ＠ CfiTl ｾｉ＠

ANTHROPOLOGY (PAPER-II)
ITime Allowed : Three Hours I I Maximum Marks : 250 j

QUESTION PAPER SPECIFIC INSTRUCTIONS

(Please read each of the following instructions carefully before attempting questions)
There are EIGHT questions divided in two Sections and printed both in HINDI and
in ENGLISH.
Candidate h as to attempt FIVE questions in all.
Question Nos. 1 and 5 are compulsory and out of the remaining, THREE are to be attempted
choosing at least ONE question from each Section.
The number of marks carried by a question/part is indicated against it.
Answers must be written in the medium authorized in the Admission Certificate which must
be stated clearly on the cover of this Question-cum-Answer (QCA) Booklet in the space
provided. No marks will be given for answers written in medium other than the authorized
one.
Word limit in questions, wherever specified, should be adhered to.
Attempts of questions shall be counted in sequential order. Unless struck off, attempt of a
question shall be counted even if attempted partly. Any page or portion of the page left blank
in the Question-cum-Answer Booklet must be clearly struck off.

C-AV2- 0-tBOUtB/27 1 [ P.T.O .

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1. f.l""lftif@o lR mlijl{ Ra:tfill4i ｾＮ＠ ｾ＠ ｾ＠ WTwr 15o ｾ＠ ｾ＠ -m :
Write short notes on the following in about 150 words each : 10x5=50

(a) ｾ＠ ｾ＠ ｾ＠ ｾ＠ \1H'illcft4 ｾ＠ ｾ＠ Ａ＾ｬｾｦｔｉ＼Ｇｍ＠

Relevance of tribal Panchsheel today

(b) ｾ＠ 1:% 3Wnl{ ｾ＠ ｾ＠ ｾ＠ 00 ｾ＠ ｾ＠ ｾ＠

Sacred complex as a dimension of Indian civilization

(c) ｾ＠ ｾ＠ ｾＱＴＰ＠ ＨｾＲｦＩ＠

South Indian Paleoliths

(d) ｾ＠ U\lf ｾ＠ om ｾＱｩｃｦｬ＠ ｾ＠

Panchayati Raj Institutions and Social Change

(e) mntr-fllR ｾ＠ 3lR 'i1"1'ill<ll4 ｾ＠

Rights over resources and tribal unrest

2. (a) lfrWrr ｯｭｾ＠ 571WfTichl ｾ＠ ｾｉｊｩｃｦｬ＠ 1i'Wil CfiT ｾｉ＠

Examine the social implications of media and communication technology. 20

(b) ｾ＠ ＧｩＱＢｾＦ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠ c:pffCfl{UI ｾ＠ Cffilfllch) ｾ＠ CfiT "{{flijll fcrcRuT ｾｉ＠

ｾ＠ ＠ｾ ｾ＠ ｾ＠ ｾ＠ ｬ＾ｩｾｦｔｴｃ､＠ ｾｉ＠
Briefly describe the classical models of ethnic and linguistic classification of
Indian population. Discuss its relevance today. 15

(c) \lffif ｾ＠ tTTfflCfl ［ＭＪＺｱｾＦｉｃｦｬ＠ ｾ＠ 'ffilR 3l'R CfRfi ｾＳｔｉ＠ ｾ＠ ｾ＠ ｾｉ＠

Discuss the problems faced by religious minorities in India. 15

3. (a) ｾ＠ ｾ＠ ｾ＠ \lffif ｾ＠ ｭｦ｣ｩｾ＠ ｾ＠ ｾ＠ 'i1"1'illcftll ｾ＠ ｾ＠ ｾ＠ Ｓｬ［ＺＨＡｾｓｦｩｊｏｉ＠ ＨｾＩ＠ ｾ＠ ｾ＠

ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠ m ｾ＠ llif?lCflcq t1
Discuss how constitutional provisions in India have built-in mechanisms for
dealing with the problem of land alienation in tribal areas. 20

(b) Ｍｱｾ＠ ＠ｾ ｾ＠ lR ｾＭｷｬ＠

\lffif ｾ＠ ｾ＠ 1i\11Cf <.fi't ｾ＠ ｾｉ＠ 'i1"1'illcftt4 ｾＳｦｬ＠
Discuss the impact of Hinduism on the status of tribal women in Central India. 15

(c) ｾｬｱｦｴｩｃ＠ ｾ＠ ｾ＠ itffi ｾｬｦＮＡｃ＠ ｾ＠ CfiT fcrcRuT ｾｉ＠ Ａ＼ｬｾｦＮｃ＠ ｾ＠ ｾ＠ ｾｬｱｩｒＱｃｦ＠ ｾ＠

ｾｃｦｩｬ ｾｬ＠
Describe the paleoanthropological fossil finds from Siwalik hills. Examine the
contribution of Siwalik fossils to paleoanthropological knowledge. 15

C- AV2-0-930U93 I 27 2
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4. (a) 'lffiO <fit ｾＭｭｦｩｬ｣ｴ＾｛＠ ｾＭｩｴ＠ fli51c:lfllct>ol <fit BCfll."q"ll 3TR ｾ＠ 511Bf11ct>dl CfiT
fll''l11:1l"l"lkl0lCfl "llttaJUT ｾｉ＠
Critically examine the concept of communalism and its relevance for multi-
religious and multiethnic polity of India. 20

(b) '51"1'511cl'i4 fcrcf;m ｾＭｩｴ＠ ｦｩｴｾ＠＼ CfiT ｾｦ＼ｭｴＮＺ｣＾ｬ｡ｊｕｔ＠ ｾｉ＠

Examine in detail the role of anthropology in planning for tribal development. 15

(c) <i_o ｾｯ＠ "Q;o it ＧＳＱ｜ｦｬｻｾｑｱ＠ 3TR 'lffiO it ｾ＠ ｾﾷ＠ '51"1'511RI41 ｾ＠ ｾ＠ 'mam'J'I"Cfl <i{c:\TJq (si'llfcR:q
ｾｍｩｦｬＺｴｈＩＧ＠ <fit tliOlll:'l">I"'OikiOJCfl WRT ｾｉ＠
Critically compare 'Affirmative Action' of USA and 'Protective Discrimination'
for Scheduled Tribes in India. 15

ｾＭｂ＠ I SECTION--B

5. ｾＸｒＱｦｵｬｯ＠ ＠ｾ ｾ＠ WT'11T 150 ｾ＠ it it : "ll< m!W R:tl'lfUI4i ｾＮ＠

Write short notes on the following in about 150 words each : 1Qx5=50

(a) ＢＱｾ＠ 'lffiO <fit 511 ｾ＠ Rl t:1fB Cfl ｾＱ＼Ｎ＠ Cfl(11

Prehistoric Rock Art of Central India

(b) ｾ＠ 3ffi ｉｏｊｾ､ｬ＠ ＨｾｦｻＱＢＩ＠

Islam and Matriliny

(c) ｾ＠ ｾ＠ ｾ＠ ｴｬｩｏｾｃｦＭ＠ ｾ｡ｊｕｔ＠

Socioeconomic characteristics of shifting cultivators

(dJ ＧＵＱＰｒｉｾ＠ 1l< ｾＭ＠ ＼ｮｇＭｾ＠

Elwin-Ghurye Debate on Tribes

(e) ｾｩｴ＠ {IZ+llql(1 ＼ｦｩｴｾ＠

Role of Governor in Fifth Schedule Areas

6. (a) ｾ＠ "Cfll ｾｩｴ＠ miOl ＳＱｾ＠

fliiOliMCfl ｾ＠ ｾ＠ ｾ＠ CfiT llttaJUT ｾｉ＠
Examine the contribution of village studies towards the understanding of
Indian social system. 20

{b) 'lffiO it "!l"l"tfiuT ＳＱｾ＠ "ll< ｾ｣ｄｃｦｬＨｕｉ＠ ｾ＠ "Sf\TJq <fit ｾ＠ ｾｉ＠

Discuss the impact of globalization on village economy in India. 15

(c) 'lffiO ｩｴｾ＠ Ｂｻｬｾ＠ ｾ＼ｦｩｴ＠ ｾｉ＠

Discuss the significance of Harappan Civilization sites from India. 15

3 [P.T.O.
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7. (a) ｾ＠ tt ll 'iiH'lliJlll ｾ＠ ll ｾ＠ ｾ＠ fC!Cfll(11("1iCfl "CfllCif ll OllCfm;{ ｾ＠ ｾ＠ 3l@r ll ｦｒＭｾ＠
ｾｭ＠ ｾ＠ ＳｩＱＨＧＢｾ Ｇ＠ ｾ＠ t' (11i1(1'ti!'11("1iCf) ｾ＠ ｾ＠ 1
Recently non-government organizations have been critiqued for interfering with
developmental process in tribal heartland! Critically comment. 20

(b) fC!Cfll(11("1iCf) Cfll4iititil ｾ＠

［ｬＮＱｦ＼ＺｾＴ＠ｱ 'll'i'lllcllll ｾ＠ ll ｾ＠ ＨＱｩｾｃｦｬ＠ ｾｉ＠
Discuss the nature of social change in tribal India under the impact of
developmental programmes. 15

(c) ｾ＠ ｾ＠ ｾ＠ ＳＱｾ＠ lll:!;l1o l:Bo ｾ ｾ ｉｾ＠ fcR:nU "41: fi«n;fi

ＨＱｩｾｃｨ＠ Ｍ ｾＺｉｒＢｨｬ＠ ｾ＠ "5Jmcf COT "Y"ttaJUT ｾ ｉ＠
Discuss the contribution of M. N. Srinivas to the study of Indian society.
Examine the influence of British social anthropologists on his ideas. 15

8. (a) ｾ＠ Ｑ Ｑｦ｣ｴｾａｉＮｬ＠ ｾ＠ 1 1r41("1iCfldl 'B ｾ＠ ｾ＠ ｾ＠ t? 'E1f<£ifdCfl{OI ｾ＠ <8Cfl("'4"11 ｾ＠ ｾ＠ SICfllllf("llCfldl

ｾ＠
.
il ｾ＠ ｾ＠ fcfi<n 211?
What do you understand by dynamics of caste mobility? How did the concept
of Sanskritization contribute to its functionality? 20

(b) ｾＭ＠ ｾ＠ (1ictr4Cfl ｾ＠ <8Cfl("'4"11 ｾ＠ (11iCflldl"1 ｾ＠ il ｾ＠ SII'E1MCfld l COT (11i1(1li!"11("1iCfl

"GilaJUT ｾｉ＠
Critically examine the concept of tribe-caste continuum and it s relevance in
contemporary India. 15

(c) 'l1"1'511Jlll ｾ＠ il f.:n::;r ｭｾ＠ ｾ＠ ｾ＠ ｾ＠ ＨＱ Ｑ ＱｩｾｃｨＭＨｦ＼ﾣｒｴ Ｂｨ Ｌ＠ ＳＱｔｦ ｾ＠ ｾ＠ Ｑｩﾷ［ｾ Ｌ ｾｉｒ Ｂｨ＠ ｾｭ＠
ｾ＠
Discuss the sociocultural, economic and psychological constraints responsible
for low literacy in tribal areas. 15

***

C-AV2-0-66U6/27 4 SB6- 870

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