Test Paper : I
: ______________________
Test Subject : GENERAL PAPER
Test Subject Code : A-00-01
Test booklet Code : Z Hall Ticket No. ___________________________
Name & Signature of Invigilator
Name : ____________________________________
Paper : I
Subject : GENERAL PAPER
Time : 1 Hour 15 Minutes
Number of Pages in this Booklet : 24
Instructions for the Candidates
1. Write your Hall Ticket Number in the space provided on the top of
this page.
2. This paper consists of sixty (60) multiple-choice type of questions,
out of which the candidate would be required to answer any fifty (50)
questions. In the event of the candidate attempting more than
fifty questions, the first fifty questions attempted by the candidate
would be evaluated.
3. At the commencement of examination, the question booklet will
be given to you. In the first 5 minutes, you are requested to
open the booklet and compulsorily examine it as below :
(i) To have access to the Question Booklet, tear off the paper
seal on the edge of this cover page. Do not accept a booklet
without sticker-seal and do not accept an open booklet.
(ii) Tally the number of pages and number of questions in
the booklet with the information printed on the cover
page. Faulty booklets due to pages/questions missing
or duplicate or not in serial order or any other
discrepancy should be got replaced immediately by a
correct booklet from the invigilator within the period
of 5 minutes. Afterwards, neither the Question Booklet
will be replaced nor any extra time will be given.
(iii) After this verification is over, the Test Booklet number
should be entered in the OMR Sheet and the OMR Sheet
Number should be entered on this Test Booklet.
4. Each item has four alternative responses marked (A), (B), (C)
and (D). You have to darken the circle as indicated below on the
correct response against each item.
Example : A B C D
where (C) is the correct response.
5. Your responses to the items are to be indicated in the OMR Answer
Sheet given to you. If you mark at any place other than in the
circle in the Answer Sheet, it will not be evaluated.
6. Read instructions given inside carefully.
7. Rough Work is to be done in the end of this booklet.
8. If you write your name or put any mark on any part of the Answer
Sheet, except for the space allotted for the relevant entries,
which may disclose your identity, you will render yourself liable
to disqualification.
9. You have to return the test question booklet and OMR Answer
Sheet to the invigilators at the end of the examination compulsorily
and must not carry it with you outside the Examination Hall.
10. Use only Blue/Black Ball point pen.
11. Use of any calculator or log table etc., is prohibited.
12. There is no negative marks for incorrect answers.
I#
Test Booklet Serial No.
OMR Sheet No. : ________________________________
Hall Ticket No.
(Figures as per admission card)
(In words)
Signature : ___________________________________
Maximum Marks : 100
Number of Questions in this Booklet : 60
A¿æýÅÆæÿ$¦ËMæü$ çÜ*^èþ¯èþË$
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2. D {ç³Ôèý² ç³{™èþÐèþ$$ AÆæÿÐðþO (60) ºçßýâñýO_eMæü {ç³Ôèý²Ë¯èþ$ MæüÍW E…¨. Ðésìý ¯èþ$…yìþ A¿æýÅǦ
HÐðþO¯é Äæý*¿ñýO (50) {ç³Ôèý²ËMæü$ çÜÐèþ*«§é¯é˯èþ$ Væü$Ç¢…^éÍ. A¿æýÅǦ Äæý*¿ñýO {ç³Ôèý²ËMæü¯é²
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çÜÇ^èþ*çÜ$Mø…yìþ.
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ç܅º…«¨…_ V>± Ìôý§é çÜ*_…_¯èþ ç܅QÅÌZ {ç³Ôèý²Ë$ ÌôýMæü´ùÐèþ#r Ìôý§é °f{糆
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(iii) ò³O Ñ«§æþ…V> çÜÇ^èþ*çÜ$Mö¯èþ² ™èþÆ>әèþ {ç³Ôé²ç³{™èþ… ç܅Qůèþ$ OMR ç³{™èþÐèþ$$ ò³O
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Ë$V> CÐèþÓºyézÆÿ$$. {糆{ç³Ôèý²Mæü$ çÜÆðÿO¯èþ {糆çܵ…§æþ¯èþ¯èþ$ G¯èþ$²Mö° Mìü…§æþ ™ðþÍí³¯èþ Ñ«§æþ…V>
OMR ç³{™èþÐèþ$$ÌZ {糆 {ç³Ôé² ç܅QÅMæü$ CÐèþÓºyìþ¯èþ ¯éË$Væü$ Ðèþ–™é¢ÌZÏ çÜÆðÿO¯èþ
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ç³NDž^éÍ.
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8. OMR ç³{™èþÐèþ$$ ò³O °È~™èþ çܦ˅ÌZ çÜ*_…^èþÐèþËíܯèþ ÑÐèþÆ>Ë$ ™èþí³µ…_ C™èþÆæÿ çܦ˅ÌZ
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1 A-00-01
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I# 2 A-00-01
*A0001* Z
GENERAL PAPER
f¯èþÆæÿ̌ý õ³ç³ÆŠÿ
Paper – I
õ³ç³ÆŠÿ – I
1. Identify any three factors which contribute 1. {糿êÐèþÐèþ…™èþÐðþ$O¯èþ »Z«§æþ¯èþMæü$ ™øyæþµyóþ Ðèþ$*yæþ$ A…Ôé˯èþ$
to effective teaching
Væü$Ç¢…^èþ…yìþ
(i) Art of communication (i) ¿êÐèþ {ç³çÜÆæÿ×ý Mæüâæý
(ii) Subject mastery (ii) ÑçÙÄæý$… ò³O ´ë…yìþ™èþŅ
(iii) Smart and handsome looks (iii) ™ðþÍÑV>, A…§æþ…V> Mæü°í³…^èþyæþ…
(iv) Rapport with students (iv) ѧéÅÆæÿ$¦Ë™ø çܙèþޅº…«§æþ…
(A) (i), (ii) and (iii)
(A) (i), (ii) Ðèþ$ÇÄæý$$ (iii)
(B) (i), (iii) and (iv)
(B) (i), (iii) Ðèþ$ÇÄæý$$ (iv)
(C) (i), (ii) and (iv)
(C) (i), (ii) Ðèþ$ÇÄæý$$ (iv)
(D) (ii), (iii) and (iv)
(D) (ii), (iii) Ðèþ$ÇÄæý$$ (iv)

2. Programmed instruction is based on the 2. A¿æýÅçܯèþ çÜ*{™éËò³O B«§éÆæÿç³yìþ¯èþ M>ÆæÿÅ{MæüÐèþ$Äæý$$™èþ

principles of learning which is known as »Z«§æþ¯èþ¯èþ$ CÌê A…sêÆæÿ$
(A) Software learning (A) Ý닜tÐóþƊÿ A¿æýÅçܯèþ…
(B) Motivation (B) {õ³Ææÿ×ý
(C) Reinforcement (C) ç³#¯èþÆæÿ¾Ë¯èþ…
(D) Systematic programming (D) {MæüÐèþ$º§æþ® M>ÆæÿÅ{MæüÒ$MæüÆæÿ×ý…
3. Sentence completion tests are objective 3. ÐéMæüÅ ç³NÆæÿ×ý °MæüçÙË$ ©°² Ðèþ*糯èþ… ^óþõÜ Ë„>ÙèþÃMæü
type of tests which measure °MæüçÙË$
(A) Recognition ability (A) Væü$Ç¢…^óþ ÝëÐèþ$Ææÿ¦Å…
(B) Sentence knowledge (B) ÐéMæüÅ gêq¯èþ…
(C) Association skill (C) ç܅çÜÆæÿY ¯ðþOç³#×ýŅ
(D) Recall ability (D) †ÇW fqí³¢Mìü ™ðþ^èþ$aMö¯óþ ÝëÐèþ$Ææÿ¦Å…

I# 3 A-00-01
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4. Teaching is best described as a 4. »Z«§æþ¯èþ¯èþ$ ÐèþÇ~…^èþyæþ…ÌZ D Ðèþ*r E™èþ¢Ðèþ$Ððþ$O¯èþ¨

(A) Occupation (A) E§øÅVæü… (occupation)

(B) Vocation (B) ç³° (vocation)

(C) Profession (C) Ðèþ–†¢ (profession)

(D) Career
(D) iÐèþ¯èþ{MæüÐèþ$… (career)

5. »Z«§æþ¯èþMæü$ {糫§é¯èþ ˄æüüŅ

5. The chief objective of teaching is

(A) E¯èþ² gêq¯é°² {ç³ÝëÆæÿ… ^óþÄæý$yæþ…

(A) Transmission of existing knowledge

(B) gêq¯é°² Mæü¯èþ$MøPÐèþyæþ… Møç܅ ѧéÅÆæÿ$¦ËÌZ

(B) Stimulate curiosity of students to
Mæü$™èþ*çßýÌê°² ÆóÿMðü†¢…^èþyæþ…
discover knowledge
(C) ³ç ȄæüËÌZ ѧéÅÆæÿ$¦Ë {糧æþÆæÿدèþ Ððþ$Ææÿ$V>Y E…yæþsê°Mìü
(C) Help children to do well in
™øyæþµyæþyæþ…
examinations
(D) ç³ÇÔZ«§æþ¯èþ¯èþ$ ÝûË¿æýÅç³Ææÿ^èþyæþ…
(D) To facilitate research

6. Äñý*Væü$ÅyðþO¯èþ A¿êÅçÜMæü$yæþ$
6. A “Good” learner is one who
(A) E´ë«§éÅÄæý$$Ë$ ^ðþõ³µ ÑçÙÄæý*˯èþ$ {Ôèý§æþ®V>
(A) Listens attentively to teachers ѯóþÐéyæþ$

(B) Has a questioning frame of mind (B) {ç³Õ²…^óþ «§øÆæÿ×ìý MæüÍW¯èþÐéyæþ$

(C) Spends considerable time in library (C) {Væü…£éËÄæý$…ÌZ Væü×ý±Äæý$Ððþ$O¯þè M>Ìê°² Væüyìþõ³Ðéyæþ$

(D) Prepares well for examination (D) ç³È„æüMæü$ »êV> íܧæþ®Ðèþ$Äôý$ÅÐéyæþ$

I# 4 A-00-01
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7. One of the following behaviour does not 7. Mìü…¨ {ç³ÐèþÆæÿ¢¯èþËÌZ JMæüsìý ç³ÇÔZ«§æþ¯èþ ¯ðþO†Mæü °Äæý$Ðèþ*ÐèþãMìü
confirm to research ethics. Identify the A¯èþ$Væü$×ýÐðþ$O…¨ M>§æþ$
behaviour
(A) JMæ ü {Væ ü …£æ þ … ¯è þ $…yì þ ´ëÆ>{V>ç œ #˯è þ $
(A) Copying passages from a book along Mæü–™èþfq™èþË$ ^ðþí³µ ¯èþMæüË$ ^óþÄæý$yæþ…
with acknowledgement
(B) §æþ™é¢…Ôèý… çÜÐèþ$Ǧ…^èþ¯èþç³µsìýMóü ç³ÇÔZ«§æþMæü$yæþ$ ™é¯èþ$
(B) Arriving at a generalisation which the
çܙèþÅÐèþ$¯èþ$ Mö¯èþ² Ý뫧éÆæÿ×îýMæüÆæÿ×ê¯óþ²
researcher feels as truth even though
{糆´ë¨…^èþyæþ…
data do not support it
(C) Ýëíßý™èþÅ çÜÒ$„æü Ææÿ*Éìþç³Ææÿ^èþ° {´ëMæü˵¯èþ¯èþ$
(C) Formulating hypothesis which is not
Ææÿ*´÷…¨…^èþyæþ…
confirmed by review of literature
(D) Væü$×ê™èþÃMæü ç³ÇÔZ«§æþ¯èþÌZ Ýë…QÅMæü Ôéç܈ 糧æþ®™èþ$˯èþ$
(D) Using statistical techniques in
Eç³Äñý*W…^èþyæþ…
qualitative research
8. ç³Ç´ë˯é™èþÃMæü ^èþÆæÿÅËMæü$ Mìü…¨ ¸ùÆæÿ…ËÌZ JMæüsìý ¯óþÆæÿ$V>
8. One of the following forums will be directly
Üç …º…«¨…_¯èþ¨
relevant for administrative actions
(A) òÜÑ$¯éƊÿ
(A) Seminar

(B) M>¯èþ¹Æðÿ¯èþ$Þ
(B) Conference

(C) Workshop
(C) ÐèþƊÿPÚ닳

(D) Symposium (D) Üí …´ùhÄæý$…

I# 5 A-00-01
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9. Quality of a good thesis is judged by three 9. JMæü Äñý*VæüÅÐðþ$O¯èþ íܧ鮅™èþ ÐéÅçÜ ¯é×ýřèþ¯èþ$ Mìü…¨ ¯éË$Væü$
of the following four qualities
{ç³Ðèþ*×êÌZÏ Ðèþ$*yìþ…sìý™ø °Ææÿ~Æÿ$$…^èþÐèþ^èþ$a
(i) Coherence across objectives and

findings
(i) ˄>ÅË$ çœÍ™éË Ðèþ$«§æþÅ ´÷…¨Mæü

(ii) Consistency between data, analysis (ii) §æþ™é¢…Ôèý…, ÑÔóýÏçÙ×ý, ÐéÅRêůéË Ðèþ$«§æþÅ íܦÆæÿ™èþӅ
and interpretation
(iii) Ýëíßý™èþÅ çÜÐèþ${Væü çÜÒ$„æü
(iii) A comprehensive review of literature

(iv) Number of references cited in the

(iv) íܧ鮅™èþ ÐéÅç܅ÌZ õ³ÆöP¯èþ² ç܅{糨…ç³# Ææÿ^èþ¯èþË
thesis Üç …QÅ
(A) (i), (ii) and (iii)
(A) (i), (ii) Ðèþ$ÇÄæý$$ (iii)
(B) (i), (ii) and (iv)
(B) (i), (ii) Ðèþ$ÇÄæý$$ (iv)
(C) (ii), (iii) and (iv)
(C) (ii), (iii) Ðèþ$ÇÄæý$$ (iv)
(D) (i), (iii) and (iv)
(D) (i), (iii) Ðèþ$ÇÄæý$$ (iv)
10. Three of the following four attributes
10. Mìü…¨ ÐésìýÌZ ¯éË$W…sìýÌZ Ðèþ$*yæþ$˄æü×êË$ ç³ÇÔZ«§æþ¯é
characterise research. Identify the one

which is not an attribute of research ˄æü×êË$. ç³ÇÔZ«§æþ¯é ˄æü×ý… M>°§é°² Væü$Ç¢…^èþ…yìþ

(A) Research is purposive

(A) ç³ÇÔZ«§æþ¯èþ E§óþªÔèýÅç³NǙèþÐðþ$O¯èþ¨

(B) ç³ÇÔZ«§æþ¯èþ çœÍ™é˯èþ$ A°² ç܅§æþÆ>ÂËMæü*

(B) Findings of research can be
Ý뫧éÆæÿ×îýMæüDž^èþÐèþ^èþ$a
generalised for all contexts
(C) ç³ÇÔZ«§æþ¯èþ ™éÇPMæü…, ˄>ÙèþÃMæü…
(C) Research is logical and objective
(D) ç³ÇÔZ«§æþ¯èþ Q_e™èþÐðþ$O¯èþ §æþ™é¢…Ôèý… ò³O B«§éÆæÿç³yìþ
(D) Research is based on accurate data E…r$…¨

I# 6 A-00-01
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11. Match the following : 11. Mìü…¨ Ðésìý° f™èþç³Ææÿ^èþ…yìþ
I II I II
(a) Experimental (p) Continuity of (a) {ç³Äñý*Væü ³ç §æþ†® (p) JMæü M>ËÐèþÅÐèþ¨« ÌZ
Method observations
over time
°Ææÿ…™èþÆæÿ ³ç ÇÖ˯èþË$
(b) Descriptive (q) Internal (b) ÐèþÆæÿ¯~ þè ³ç §æþ†® (q) A…™èþÆæÿ™Y þè §æþ™é¢…Ôèý
Method criticism of data
ÑÐèþ$ÆæÿØ
(c) Historical (r) Stratified
Method sample
(c) ^éÇ{™þè Mæü ³ç §æþ†® (r) Üç È¢ Mæü–™èþ ¯èþÐèþ$*¯é
(d) Longitudinal (s) Equivalence of
Method groups (d) ©ÆæÿMƒ >Ë ³ç §æþ†® (s) Üç Ðèþ$*àË Üç Ðèþ$™èþӅ
(A) (aq), (br), (cs) and (dp) (A) (aq), (br), (cs) Ðèþ$ÇÄæý$$ (dp)

(B) (br), (cq), (dp) and (as) (B) (br), (cq), (dp) Ðèþ$ÇÄæý$$ (as)

(C) (cp), (dq), (as) and (br) (C) (cp), (dq), (as) Ðèþ$ÇÄæý$$ (br)

(D) (dq), (cp), (bs) and (ar) (D) (dq), (cp), (bs) Ðèþ$ÇÄæý$$ (ar)

12. Reorganise the following in an

12. çÜÆðÿO¯èþ {MæüÐèþ$…ÌZ Mìü…¨ Ðésìý° AÐèþ$Ææÿa…yìþ
appropriate sequence (i) §æþ™é¢…Ôèý ÑÔóýÏçÙ×ý, ÐéÅQÅ
(i) Analysis and interpretation of data (ii) ç³ÇÔZ«§æþ¯èþ °Ðóþ¨Mæü ™èþÄæý*È
(ii) Preparation of Research Report
(iii) çÜÐèþ$çÜÅ Væü$Ç¢…ç³#, G…í³Mæü
(iii) Identification and selection of a
problem
(iv) ç³ÇÔZ«§æþ¯èþ {ç³×êãM> °Æ>Ã×ý…
(iv) Formulation of a research design (v) §æþ™é¢…Ôèý õÜMæüÆæÿ×ý
(v) Collection of data (A) (iii), (iv), (i), (ii) Ðèþ$ÇÄæý$$ (v)
(A) (iii), (iv), (i), (ii) and (v)
(B) (iii), (iv), (i), (v) Ðèþ$ÇÄæý$$ (ii)
(B) (iii), (iv), (i), (v) and (ii)
(C) (iii), (v), (iv), (i) Ðèþ$ÇÄæý$$ (ii)
(C) (iii), (v), (iv), (i) and (ii)

(D) (iii), (iv), (v), (i) and (ii) (D) (iii), (iv), (v), (i) Ðèþ$ÇÄæý$$ (ii)

I# 7 A-00-01
Z *A0001*
Read the following passage and answer
question numbers from 13 to 18 :
Often, as I (Nehru) wandered from meeting to
meeting, I spoke to my audience of this India
of ours, of Hindustan and of Bharata, the old
Sanskrit name derived from the mythical
founder of the race.
Sometimes as I reached a gathering, a
great roar of welcome would greet me : Bharat
Mata Ki Jai – ‘Victory to Mother India’. I would
ask them unexpectedly what they meant by that
cry, who was this Bharat Mata, Mother India,
whose victory they wanted ? My question would
amuse them and surprise them, and then, not
knowing exactly what to answer they would
look at each other and at me. I persisted in my
questioning. At last a vigorous Jat, wedded to
the soil from immemorial generations, would
say that it was the dharti, the good earth of India,
that they meant. What earth ? Their particular
village patch, or all the patches in the district
or province, or in the whole of India ? And so
question and answer went on, till they would
ask me impatiently to tell them all about it. I
would endeavour to do so and explain that India
was all this that they had thought, but it was
much more. The mountains and the rivers of
India, and the forests and the broad fields,
which gave us food, were all dear to us, but
what counted ultimately were the people of
India, people like them and me, who were
spread out all over this vast land. Bharat Mata,
Mother India, was essentially these millions of
people, and victory to her meant victory to these
people. You are parts of this Bharat Mata, I told
them, you are in a manner yourselves, Bharath
Mata and as this idea slowly soaked into their
brains, their eyes would light up as if they had
made a great discovery.
I#
Mìü…¨ ´ëu>Å°² ^èþ¨Ñ 13 ¯èþ$…yìþ 18 ÐèþÆæÿMæü$ VæüË {ç³Ôèý²ËMæü$
çÜÐèþ*«§é¯éË$ Æ>Äæý$…yìþ
™èþÆæÿ^èþ* JMæü çÜ¿æý ¯èþ$…yìþ JMæü çÜ¿æýMæü$ Ððþâæý*¢ B çÜ¿æýÌZÏ ¯é (¯ðþ{çßý*)
{ÔZ™èþËMæü$ Ðèþ$¯èþ D C…yìþÄæý* Væü$Dž_, íßý…§æþ$Ý뢯Œþ Væü$Dž_,
ç³#Æ>×êËÌZ D gê†Mìü Ðèþ$*Ëç³#Ææÿ$çÙ$yðþO¯èþ ÐèþÅMìü¢ ÐèþËÏ HÆæÿµyìþ¯èþ
ç܅çÜP­–™èþ ¯éÐèþ$… ¿êÆæÿ™èþ§óþÔèý… Væü$Dž_ ^ðþ´ëµ¯èþ$.
Mö°² ÝëÆæÿ$Ï ¯óþ¯öMæü çÜ¿æýMæü$ Ððþãϯèþ糚yæþ$ ¯éMæü$ ÝëÓVæü™èþ _çßý²…V>
"¿êÆæÿ™Œþ Ðèþ*™é Mîü gñýO' A° çÜ¿êçܧæþ$Ë$ ò³§æþªV> °¯é§æþ…^óþÝë¢Ææÿ$.
D °¯é§é°Mìü AÆæÿЦ þó $Ñ$r°, Ò$Ææÿ$ GÐèþÇ ÑfÄæý$… MøÆæÿ$™èþ$¯é²Æø
B ¿êÆæÿ™èþÐèþ*™èþ GÐèþÆæÿ° ÐéâæýÏ° Ayæþ$Væü$™é¯èþ$. Ðéâæý$Ï ¯é¯èþ$…yìþ
Cr$Ðèþ…sìý {ç³Ôèý² ÐèþçÜ$¢…§æþ° Fíßý…^èþÆæÿ$. ¯é {ç³Ôèý² ÐéâæýÏMæü$ х™èþ
VöË$µ™èþ$…¨, BÔèýaÆæÿŅ MæüÍWçÜ$¢…¨, ™èþÆ>әèþ H… çÜÐèþ*«§é¯èþ…
^ðþ´ëµÌZ çÜÇV>Y AÆæÿ¦…M>Mæü Ðéâæý$Ï JMæüâæýϯöMæüâæý$Ï ^èþ*çÜ$Mæü$…sêÆæÿ$, ¯é
ÐðþOç³# ^èþ*Ýë¢Ææÿ$. ¯óþ¯èþ$ ¯é {ç³Ôèý² Ayæþ$Væü$™èþ*¯óþ E¯é²¯èþ$. _ÐèþÇMìü
JMæü E™éÞçßýÐèþ…™èþ$yðþO¯èþ gêsŒý, A¯èþ…™èþ M>˅¯èþ$…yìþ ™èþÆæÿ™èþÆ>Ë$V>
¿æý*Ñ$° A…sìýò³r$tMö° E¯èþ²Ðéyæþ$ "¿æý*Ñ$' A° çÜÐèþ*«§é¯èþ…
^ðþ´ë¢yþæ $. Ðóþ$Ðèþ$¯èþ$Mæü$…r$¯èþ²¨ C…yìþÄæý* A¯óþ Üç $„óü{™èþ… A…sêyæþ$.
H… ¿æý*Ñ$ ? Ò$ FÇ ¯óþÌê ? Ò$ hÌêÏ A…™èþsê, Æ>çىÐèþ$…™èþsê,
Ìôý§é ¿êÆæÿ™èþ§óþÔèýÐèþ$…™èþsê E¯èþ² ¿æý*Ñ$ ¿êV>Ìê ? CÌê {ç³Ôèý²Ë*
fÐéº$Ë* ÝëVæü$™éÆÿ$$, _ÐèþÇMìü Ðéâæý$Ï AçÜß ç ý¯èþ…V> §é°² Væü$Dž_
çÜÑÐèþÆæÿ…V> ^ðþç³µÐèþ$° AyìþVóü…™èþÐèþÆæÿMæü*. ¯óþ¯èþ$ {ç³Äæý$™èþ²…
Ððþ$$§æþË$ò³yæþ™é¯èþ$. ¿êÆæÿ™èþ§óþÔèýÐèþ$…sôý C©, A©, Ðéâæý¯Ï þè $Mæü$¯óþ§æþ…™é,
M>± A…™èþMæü…sôý ^éÌê GMæü$PÐèþ Mæü*yé A°. ¿êÆæÿ™èþ§óþÔèý…ÌZ°
ç³ÆæÿәéË*, ¯èþ§æþ$Ë*, AyæþÐèþ#Ë*, Ðèþ$¯èþMæü$ †…yìþò³sôýt ÑÔéËÐðþ$O¯èþ
糅r ´÷ÌêË* A±² Ðèþ$¯èþMæü$ {í³Äæý$Ððþ$O¯èþÐóþ. M>± A°²…sìýMæü…sôý
Ðèþ$$QŅ ¿êÆæÿ™èþ {ç³fË$, D ÑÔéËÐðþ$O¯èþ ¿æý*Ñ$Ò$§æþ ÐéÅí³…_
E¯èþ² ¯éÌê…sìý, Ò$Ìê…sìý Ðéâæý$Ï. ¿êÆæÿ™èþ Ðèþ*™èþ A…sôý D ˄æüÌê¨
{ç³fË$. ¿êÆæÿ™èþÐèþ*™èþMæü$ fÄæý$… A…sôý D {ç³f˅§æþÇMîü fÄæý$….
¿êÆæÿ™èþÐèþ*™èþÌZ ¿êV>Ë$ Ò$Ææÿ$. JMæüÆæÿMæü…V> Ò$Æóÿ ¿êÆæÿ™èþÐèþ*™èþ. D
BÌZ^èþ¯èþ Ððþ$ËÏV> ÐéâæýÏ Ððþ$§æþâæýÏÌZ ¯ér$Mæü$ ´ùÄôý$rç³µsìýMìü H§ø JMæü
Vöç³µ ÑçÙÄæý*°² Mæü¯èþ$Mæü$P¯èþ²r$Ï ÐéâæýÏ Mæü¯èþ$²Ë$ ÐðþÍW´ù™éÆÿ$$.
8 A-00-01
*A0001* Z
13. Victory to ‘Bharat Mata’ means, victory to 13. "¿êÆæÿ™èþ Ðèþ*™é Mîü gñýO' A…sôý fÄæý$… ÒÇMìü
(A) People of the village (A) {V>Ðèþ$ {ç³fËMæü$
(B) All the people of India (B) ¿êÆæÿ™èþ {ç³f˅§æþÇMîü
(C) Millions of people (C) ˄æüÌê¨ {ç³fËMæü$
(D) Freedom fighters of India (D) ¿êÆæÿ™èþ Ýëәèþ…{™èþÅ ´ùÆ>r Äñý*«§æþ$ËMæü$
14. {V>Ðèþ$çÜ$¦Ë$ Mæü¯èþ$Mæü$P¯èþ² Vöç³µ ÑçÙÄæý$… HÑ$sìý ?
14. What was the great discovery made by the
villagers ? (A) ¿êÆæÿ™èþ Ðèþ*™èþ A…sôý Ðèþ$¯èþÐèþ$…§æþÆæÿÐèþ$*
(A) We are all Bharat Mata (B) Ðèþ*™èþ–¿æý*Ñ$ ¿êÆæÿ™èþÐèþ*™èþ
(B) Mother Earth is Bharat Mata (C) ç³ÆæÿәéË$, ¯èþ§æþ$Ë$, AyæþÐèþ#Ë$, ´÷ÌêË$
¿êÆæÿ™èþÐèþ*™èþ
(C) Mountains, rivers, forests and fields
are Bharat Mata (D) ¿êÆæÿ™èþ §óþÔèýç³# çÜ$„óü{™èþ… ¿êÆæÿ™èþÐèþ*™èþ
(D) The good earth of India is Bharat Mata 15. "¿æý*Ñ$' A…sôý HÑ$r° AyìþW¯èþ糚yæþ$ ÐéÇ fÐéº$ÌZÏ
15. When the villagers were questioned on
Mìü…¨ ÐésìýÌZ JMæüsìý Ìôý§æþ$
their concept of ‘Dharti’, one of the (A) {V>Ðèþ$ ¿æý* ¿êVæü…
following answers was not included
(B) hÌêÏÌZ° ¿æý* ¿êV>˱²
(A) Village patch
(C) ¿æý* Ðèþ*™èþ
(B) All patches of the district
(D) Ððþ$$™èþ¢… ¿êÆæÿ™èþ §óþÔèý…
(C) Mother Earth
(D) Whole of India 16. Ðèþ$¯èþMæü$ †…yìþ°^óþa ¿æý*Ñ$ ¿êVæü… H¨ ?
(A) ç³ÆæÿәéË$
16. Which part of Dharti gives us food ? (B) ¯èþ§æþ$Ë$
(A) Mountains (B) Rivers (C) AyæþÐèþ#Ë$
(C) Forests (D) Broad fields (D) ÑÔéËÐðþ$O¯èþ ´÷ÌêË$

17. How did people greet Nehru when he went 17. {ç³f˯èþ$§óþªÕ…_ {ç³ç܅W…^èþyé°Mìü ¯ðþ{çßý*
to address them ? They greeted him with Ððþãϯèþ糚yæþ$ Ðéâæý$Ï BÄæý$¯èþMìüÌê ÝëÓVæü™èþ… ^ðþ´ëµÆæÿ$
(A) Bharat Mata Ki Jai (A) ¿êÆæÿ™Œþ Ðèþ*™é Mîü gñýO
(B) Victory to Mother India
(C) Jai Bharat Mata Ki (B) ÑMæütÈ r$ Ðèþ$§æþƊÿ C…yìþÄæý*
(D) Victory to Bharat Mata (C) gñýO ¿êÆæÿ™Œþ Ðèþ*™é Mîü
(D) ÑMæütÈ r$ ¿êÆæÿ™Œþ Ðèþ*™é
18. Who was the person that gave the reply :
Bharat Mata means “Dharti” ? 18. ¿êÆæÿ™èþ Ðèþ*™èþ A…sôý "¿æý*Ñ$' A° Üç Ðèþ*«§é¯èþ… ^ðþ³í µ¯èþ ÐèþÅMìü¢
(A) everybody (B) a Jat (A) {糆 JMæüPÆæÿ* (B) JMæü gêsŒý
(C) a stranger (D) Nehru himself (C) JMæü BVæü…™èþMæü$yæþ$ (D) ¯ðþ{çßý*Äôý$

I# 9 A-00-01
Z *A0001*
19. Five persons P, Q, R, S and T were 19. P, Q, R, S, T A¯óþ AÆÿ$$§æþ$Væü$Ææÿ$ ÐèþÅMæü$¢Ë$ JMæü M>Ææÿ$ÌZ
travelling in a car. There were two ladies
in the group. Of the three who knew car {ç³Äæý*×ìýçÜ$¢¯é²Ææÿ$. ÒÇÌZ C§æþªÆæÿ$ ï܈Ë$. M>Ææÿ$ ¯èþyæþç³yæþ…
driving, one was a lady. There was one Ðèþ_a¯èþ Ðèþ$$Væü$YÇÌZ JMæüÆæÿ$ Üï .ˆ JMæü ¿êÆ>Å¿æýÆæÿË¢ f…r E…¨.
couple, of which only the wife could drive
the car. P is brother of S. Q, wife of S, drove D f…rÌZ ¿êÆæÿÅMæü$ Ðèþ*{™èþÐóþ$ M>Ææÿ$¯èþyæþç³yæþ…Ðèþ^èþ$a.
at the beginning. T drove at the end. P – S Mæü$ Ýù§æþÆæÿ$yæþ$. Q–S Mæü$ ¿êÆæÿÅ. BÐðþ$
Who was the other lady in the group ?
{´ëÆæÿ…¿æý…ÌZ M>Ææÿ$ ¯èþyìþ³í …¨. T _ÐèþÇÌZ M>Ææÿ$ ¯èþyìþ´ëyæþ$.
(A) T
D çÜÐèþ$*çßý…ÌZ Æðÿ…yæþÐèþ ï܈ GÐèþÆæÿ$ ?
(B) S
(A) T (B) S
(C) R
(D) Data inadequate (C) R (D) B«§éÆ>Ë$ AçÜÐèþ${Væü…

20. All the students are boys. All boys are

20. ѧéÅÆæÿ$¦Ë…§æþÆæÿ* »êË$Ææÿ$. »êË$Ææÿ…§æþÆæÿ* yé¯èþÞÆæÿ$Ï.
dancers. Which of the following inferences ò³O Æðÿ…yæþ$ õÜtsŒýÐðþ$…rÏÏ B«§éÆæÿ…V> Q_e™èþÐðþ$O¯èþ Fçßý@
definitely follows from the above two
statements ?
(A) yé¯èþÞÆæÿυ§æþÆæÿ* »êË$Ææÿ$
(A) All dancers are boys (B) »êË$Ææÿ…§æþÆæÿ* ѧéÅÆæÿ$¦Ë$
(B) All boys are students (C) yé¯èþÞÆæÿυ§æþÆæÿ* ѧéÅÆæÿ$¦Ë$
(C) All dancers are students (D) ѧéÅÆæÿ$¦Ë…§æþÆæÿ* yé¯èþÞÆæÿ$Ï
(D) All students are dancers
21. ©Ææÿƒ^èþ™èþ$Ææÿ{Ýë°² Ðèþ–™èþ¢Ðèþ$*, Ðèþ–™é¢°² ¼…§æþ$ÐèþN,
21. If a rectangle were called a circle, a circle ¼…§æþ$Ðèþ#¯èþ$ {†Mø×ýÐèþ$*, {†Mø×ê°² ^èþ™èþ$Ææÿ{çÜÐèþ$*
a point, a point a triangle and a triangle a
square, the shape of a wheel is A¯óþrrÏÆÿ$$™óþ JMæü ^èþ{Mæü… BM>Ææÿ…
(A) Rectangle (B) Circle (A) ©Ææÿƒ ^èþ™èþ$Ææÿ{ç܅ (B) Ðèþ–™èþ¢…
(C) Point (D) Triangle (C) ¼…§æþ$Ðèþ# (D) {†Mø×ý…
22. Manisha is eleventh from either end of a 22. JMæü »êÍMæüË ÐèþÆæÿ$çÜÌZ Ðèþ$±çÙ Gr$¯èþ$…yìþ ÌñýMæüPò³sìýt¯é
row of girls. How many girls are there in
that row ?
糧æþMö…yæþÐèþ¨. B ÐèþÆæÿ$çÜÌZ G…™èþÐèþ$…¨ »êÍMæüË$¯é²Ææÿ$
(A) 19 (B) 20 (A) 19 (B) 20

(C) 21 (D) 22 (C) 21 (D) 22

I# 10 A-00-01
*A0001*
23. A student who completes any graduate
studies course shall develop three of the
following four essential attributes. They are
(i) A questioning frame of mind
(ii) Skills of survey techniques
(iii) Good communication skills
(iv) Sensitivity to social problems
(A) (i), (ii) and (iii) (B) (ii), (iii) and (iv)
(C) (iii), (iv) and (i) (D) (i), (iv) and (ii)
24. The best economic method of Data
Processing is
(A) Batch processing
(B) Transaction processing
(C) Distributed processing
(D) Real time processing
25. Effective classroom communication of a
teacher depends upon three of the
following four qualities. They are
(i) Content mastery
(ii) Clarity in language teaching
(iii) Consistency in presentation
(iv) Completing portions in time
(A) (i), (ii) and (iii) (B) (i), (ii) and (iv)
(C) (ii), (iii) and (iv) (D) (iii), (iv) and (i)
26. Three of the following four attributes of a
teacher will become barriers in effective
communication. Identify them
(i) Pronunciation of the teacher
(ii) Caste status of a teacher
(iii) Facial expressions of the teacher
(iv) Choice of words
(A) (i), (ii) and (iii) (B) (ii), (iii) and (iv)
(C) (iii), (iv) and (i) (D) (i), (ii) and (iv)
I#
Z
23. {V>yæ þ $ÅÄô ý $sŒ ý MøÆæ ÿ$Þ ç ³ NÇ¢ ^ó þ í Ü ¯è þ {ç ³ † ѧéÅȦ
Mìü…¨ ¯éË$Væü$ BÐèþÔèýÅMæü ˄æü×êÌZÏ Ðèþ$*yìþ…sìý° AÀÐèþ–¨®
^óþçÜ$MøÐéÍ. AÑ
(i) {ç³Õ²…^óþ «§øÆæÿ×ìý
(ii) çÜÆóÿӄæü×ý 糧æþ®™èþ$ÌZÏ ¯ðþOç³#×ýŅ
(iii) Ðèþ$…_ ¿êÐèþ {ç³Mæür¯èþ ÝëÐèþ$Æ>¦ÅË$
(iv) ÝëÐèþ*hMæü çÜÐèþ$çÜÅË ç³rÏ çܵ…§æþ¯èþ çÜÓ¿êÐèþ…
(A) (i), (ii) Ðèþ$ÇÄæý$$ (iii)
(B) (ii), (iii) Ðèþ$ÇÄæý$$ (iv)
(C) (iii), (iv) Ðèþ$ÇÄæý$$ (i)
(D) (i), (iv) Ðèþ$ÇÄæý$$ (ii)
24. yóþsê {´ëòÜí܅Væü$ÌZ A™èþŅ™èþ ´÷§æþ$ò³O¯èþ 糧æþ®†
(A) »êÅ^Œþ {´ëòÜí܅VŠü
(B) {sê¯éބæü¯Œþ {´ëòÜí܅VŠü
(C) yìþ[íÜtº*ÅsñýyŠþ {´ëòÜí܅VŠü
(D) ÇÄæý$̌ý sñýO… {´ëòÜí܅VŠü
25. ™èþÆæÿVæü† Væü¨ÌZ E´ë«§éÅÄæý$$° {糿êÐèþÐèþ…™èþÐðþ$O¯èþ ¿êÐèþ
{ç³çÜÆæÿ×ý D Mìü…¨ ¯éË$Væü$ Væü$×êËÌZ Ðèþ$*yìþ…sìý ò³O
B«§éÆæÿç³yìþ E…r$…¨
(i) ÑçÙÄæý$ ´ë…yìþ™èþŅ
(ii) »Z«§æþ¯é¿êçÙÌZ çܵçÙt™èþ
(iii) ´ëu>ŅÔèý {糧æþÆæÿدèþÌZ ´÷…¨Mæü
(iv) °È~™èþ ÐèþÅÐèþ«¨ÌZ ´ëu>ŅÔéË$ ç³NÇ¢ ^óþÄæý$yæþ…
(A) (i), (ii) Ðèþ$ÇÄæý$$ (iii)
(B) (i), (ii) Ðèþ$ÇÄæý$$ (iv)
(C) (ii), (iii) Ðèþ$ÇÄæý$$ (iv)
(D) (iii), (iv) Ðèþ$ÇÄæý$$ (i)
26. {糿êÐèþÐèþ…™èþÐðþ$O¯èþ ¿êÐèþ {ç³çÜÆæÿ×ýÌZ E´ë«§éÅÄæý$$°Mìü Mìü…¨
¯éË$Væü$ ˄æü×êËÌZ Ðèþ$*yæþ$ Ayæþz…Mæü$Ë$, AÑ
(i) E´ë«§éÅÄæý$$° E^éaÆæÿ×ý
(ii) E´ë«§éÅÄæý$$° Mæü$˅ çßZ§é
(iii) E´ë«§éÅÄæý$$° Ðèþ$$QMæüÐèþãMæüË$
(iv) 糧éË G…í³Mæü
(A) (i), (ii) Ðèþ$ÇÄæý$$ (iii)
(B) (ii), (iii) Ðèþ$ÇÄæý$$ (iv)
(C) (iii), (iv) Ðèþ$ÇÄæý$$ (i)
(D) (i), (ii) Ðèþ$ÇÄæý$$ (iv)
11 A-00-01
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27. Match the following behaviours of 27. Mìü…¨ E´ë«§éÅÄæý$$Ë {ç³ÐèþÆæÿ¢¯èþ˯èþ$ ÐéÇ
teachers with their communication-type ¿êÐèþ{ç³Mæür¯èþ 糧æþ®™èþ$˙ø çÜÇV> f™èþ ^óþÄæý$…yìþ
Behaviours Type {ç³ÐèþÆæÿ¢¯èþË$ 糧æþ†®
(a) Teacher asks a (p) Symbolic (a) E´ë«§éÅÄæý$$yæþ$ (p) {糡M>™èþÃMæü
question
(b) Teacher writes a (q) Digital
{ç³Ôèý² Ayæþ$Væü$™éyæþ$
(b) ¯èþËϺËÏ ò³O (q) yìþhřý
diagram on the E´ë«§éÅÄæý$$yæþ$
black board ç³r…XÝë¢yæþ$
(c) Teacher shows a (r) Written (c) E´ë«§éÅÄæý$$yæþ$ (r) ÍS™èþ ç³NÆæÿÓMæü
CD to children í³ËÏËMæü$ JMæü íÜyìþ
(d) Teacher beckons (s) Oral ^èþ*í³Ýë¢yæþ$
a student to draw a (d) E´ë«§éÅÄæý$$yæþ$ (s) Ðèþ˜SMæü
graph on the black
board
ѧéÅǦ° ¯èþËϺËÏ
(A) (aq), (br), (cs) and (dp) ò³O JMæü {V>‹œ
(B) (ar), (bs), (cp) and (dq) XÄæý$Ðèþ$° òÜOVæü ^óþÝë¢yæþ$
(C) (as), (br), (cq) and (dp) (A) (aq), (br), (cs) Ðèþ$ÇÄæý$$ (dp)
(D) (ap), (bq), (cr) and (ds) (B) (ar), (bs), (cp) Ðèþ$ÇÄæý$$ (dq)
(C) (as), (br), (cq) Ðèþ$ÇÄæý$$ (dp)
28. The technique adopted to find out the level
(D) (ap), (bq), (cr) Ðèþ$ÇÄæý$$ (ds)
of acceptability of an individual by
members of a group is 28. JMæü çÜÐèþ$*çßý…ÌZ° çÜ¿æý$ÅË$ JMæü ÐèþÅMìü¢° çÜÐèþ$ƅ^óþ
(A) Personality testing Ýë¦Æÿ$$° ™ðþË$çÜ$MøÐèþyé°Mìü AÐèþ˅¼…^óþ 糧æþ®†
(B) Projective techniques (A) ÐèþÅMìü¢™èþÓ ç³È„æü
(C) Psychometry (B) {糄óüç³Mæü 糧æþ®™èþ$Ë$
(C) Ðèþ$¯ø ÑÔóýÏçÙ×ê™èþÃMæü Ñ$†
(D) Sociometry
(D) Ýë…íœ$Mæü Ñ$†
29. Some of the following constraints are 29. MæüâêÔéËÌZ¯èþ*, ÑÔèýÓѧéÅËÄæý$…ÌZ¯èþ* ™ö͙èþÆæÿ…
faced by first generation learners in
college and university. Identify them. A¿êÅçÜMæü$Ë$ G§æþ$ÆöP¯èþ² Mö°² AÐèþÆø«§éË$ Mìü…§æþ
E¯é²Æÿ$$. Ðésìý° Væü$Ç¢…^èþ…yìþ
(i) Sub-optimal command over English
Language (i) B…VæüÏ¿êçÙò³O ™èþW¯èþ…™èþ A«¨M>Ææÿ… ÌôýMæü´ùÐèþyæþ…
(ii) 糧éË E^éeÆæÿ×ýÌZ ÑÀ¯èþ²™èþ
(ii) Divergences in pronunciation of words
(iii) ç܅¿êçÙ×ýÌZÏ {MìüÄæý*Ö˅V> E…yæþMæü ´ùÐèþyæþ…
(iii) Not being pro-active in conversations
(iv) ™èþW¯èþ…™èþ G™èþ*¢, ºÆæÿ$ÐèþN ÌôýMæü ´ùÐèþyæþ…
(iv) Not having proper height and weight
(A) (i), (ii) Ðèþ$ÇÄæý$$ (iii)
(A) (i), (ii) and (iii)
(B) (ii), (iii) and (iv) (B) (ii), (iii) Ðèþ$ÇÄæý$$ (iv)
(C) (iii), (iv) and (i) (C) (iii), (iv) Ðèþ$ÇÄæý$$ (i)
(D) (iv), (i) and (ii) (D) (iv), (i) Ðèþ$ÇÄæý$$ (ii)

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30. Who among the following distinguished 30. Mìü…¨ çÜ${ç³íܧæþ® ѧéӅçÜ$ËÌZ MæüÐèþ$*Å°MóüçÙ¯Œþ Ôéç܈ í³™èþV>
scholars is considered as the father of
communication science ?
¿êх糺yóþ ÐèþÅMìü¢ GÐèþÆæÿ$ ?
(A) B. F. Skinner (A) ¼.G‹œ. íÜP¯èþ²ÆŠÿ
(B) Jerome Bruner (B) gñýÆøЌþ$ {º*¯èþƊÿ
(C) Wilbur Schramm (C) Ñ˾Ɗÿ {ÚëЌþ$
(D) Kurt Lewin (D) MæüƊÿt ÌñýѯŒþ
31. Match the following activities : 31. Mìü…¨ Mæü–™éÅ˯èþ$ f™èþç³Ææÿ^èþ…yìþ
I II I II
(a) Print media (p) Kuchipudi (a) Ðèþ$${§þæ ×ê Ðèþ*«§þæ ÅÐèþ*Ë$ (p) Mæü*_ç³Nyìþ ¯èþ–™èþŅ
Dance
(b) GÌñý[M>t°MŠü Ðèþ*«§þæ ÅÐèþ*Ë$ (q) ™ðþË$Væü$ ÐéÆ>¢ ³ç {†Mæü
(b) Electronic (q) Telugu
(c) gê¯èþ³ç §æþ Ðèþ*«§þæ ÅÐèþ*Ë$ (r) IGNOU
media News Paper
sñýÍM>¯èþ¹Æðÿ°Þ…VŠü
(c) Folk media (r) Tele conferencing
(d) f¯èþ Ðèþ*«§þæ ÅÐèþ*Ë$ (s) Ò«¨ ¯érM>Ë$
by IGNOU

(d) Mass media (s) Street plays (A) (aq), (br), (cs), (dp)

(A) (aq) (br) (cs) (dp) (B) (ar), (bp), (cq), (ds)
(B) (ar) (bp) (cq) (ds) (C) (aq), (br), (dp), (cs)
(C) (aq) (br) (dp) (cs) (D) (aq), (br), (cp), (ds)
(D) (aq) (br) (cp) (ds)
32. 2 GB RAM, 3MB RAM A¯èþ²Ñ Mæü…ç³NÅrƊÿ
32. 2 GB RAM, 3MB RAM, are common terms ÝëÐèþ$Æ>¦üÅ°² ç³ÇÖͅ^óþ ç܅§æþÆæÿ…ÌZ Ðéyóþ Ý뫧éÆæÿ×ý
used while checking on the efficiency of a
ç³Ç¿êçÙË$. RAM A…sôý
computer. RAM means

(A) Read All Materials

(A) ÈyŠþ B̌ý Ððþ$sîýÇÄæý$̌ýÞ
(B) Random Access Materials (B) Æ>…yæþЌþ$ Äæý*MðüÞ‹Ü Ððþ$sîýÇÄæý$̌ýÞ
(C) Random Access Memory (C) Æ>…yæþЌþ$ Äæý*MðüÞ‹Ü Ððþ$Ððþ$$È
(D) Reliable Access Memory (D) ÆðÿÍÄæý$º$̌ý Äæý*MðüÞ‹Ü Ððþ$Ððþ$$È

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33. You need to send an executive summary 33. MæüâêÔéË Ñ§æþÅÌZ IíÜsìý Ò$§æþ 120 õ³iË °Ðóþ¨MæüÌZ
of 12 pages of a report of 120 pages on 12 õ³iË GMìüjMæü*ÅsìýЌþ ÝëÆ>…Ôé°² D Ææÿ…Væü…ÌZ° 20
ICT in college education to 20 experts in
Ðèþ$…¨ °ç³#×ý$ËMæü$ ±Ðèþ# C&Ððþ$Æÿ$$̌ý §éÓÆ> 糅´ëÍ.
the field by E-Mail. Identify the appropriate
Mìü…¨ Ýù´ë¯éË çÜÐèþ$$_™èþ {MæüÐèþ*°² Væü$Ç¢…^èþ…yìþ
sequence from the following steps

(i) E-Mail Id
(i) C&Ððþ$Æÿ$$̌ý Iyìþ
(ii) Asê^ŒþÐðþ$…sŒý
(ii) Attachment
(iii) ò܅yŠþ
(iii) Send
(iv) Mæü…´ùgŒý
(iv) Compose

(A) (i), (ii), (iii) and (iv) (A) (i), (ii), (iii) Ðèþ$ÇÄæý$$ (iv)

(B) (iv) , (i), (ii) and (iii) (B) (iv) , (i), (ii) Ðèþ$ÇÄæý$$ (iii)

(C) (iii), (iv), (i) and (ii) (C) (iii), (iv), (i) Ðèþ$ÇÄæý$$ (ii)

(D) (iv), (ii), (i) and (iii)

(D) (iv), (ii), (i) Ðèþ$ÇÄæý$$ (iii)

34. Information Technology is the generic 34. Mìü…¨ {ç³Äñý*f¯é˯èþ$ °ÆæÿÓíßý…^óþ §é° Ý뫧éÆæÿ×ý ¯éÐèþ$…
name performing the following functions C¯èþ¹ÆóÿÃçÙ¯Œþ sñýM>²Ëi
(A) Data storage (A) §æþ™é¢…Ôèý… °Ë$Ðèþ
(B) Data retrieval (B) §æþ™é¢…Ôé°² †ÇW ´÷…§æþyæþ…
(C) Data communication (C) §æþ™é¢…Ôèý {ç³ÝëÆæÿ×ý
(D) All of above (D) ò³OÐèþ±²
35. Information is stored in a computer in 35. Mæü…ç³NÅrƊÿÌZ çÜÐèþ*^éÆ>°² C…§æþ$ÌZ °Ë$Ðèþ ^óþÝë¢Ææÿ$
(A) Random Access Memory (A) Æ>…yæþЌþ$ Äæý*MðüÞ‹Ü Ððþ$Ððþ$$È
(B) CD-ROM (B) íÜyìþ & BƊÿKG…
(C) Read Only Memory (C) ÈyŠþ K±Ï Ððþ$Ððþ$$È
(D) All of above (D) ò³OÐèþ±²

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36. There are 600 students in a college. 325
are boys and 275 are girls, each
represented by a big circle, out of which
50 boys and 40 girls are from rural areas,
represented by a small circle. Which of the
following diagram best represents the
distribution in the college ?
(A)
(B)
(C)
(D)
OR
For visually handicapped candidates :
36. Data in tables of a research report show
that 20 out of 60 students in the first year
of B.A. class of a college are girls. On a
particular day of visit it is observed that 12
students are absent of whom 08 are girls.
Attendance behaviour is poorer among girls
than others. This observation is a case of
(A) Deductive logic
(B) Transductive logic
(C) Inductive logic
(D) Inferential logic
I#
Z
36. JMæü MæüâêÔéËÌZ 600 ѧéÅÆæÿ$¦Ë$¯é²Ææÿ$. 325 Ðèþ$…¨
»êË$Ææÿ$, 275 Ðèþ$…¨ »êÍMæüË$. »êË$Ææÿ$, »êÍMæüËMæü$
JMöPMæüP Ðèþ–™èþ¢… {糆°«¨. »êË$ÆæÿÌZ 50 Ðèþ$…¨,
»êÍMæüËÌZ 40 Ðèþ$…¨ {V>Ò$×ý {´ë…™é°Mìü ^ðþ…¨¯èþÐéÆæÿ$.
ÒÇ° Ðèþ$ÆöMæü _¯èþ² Ðèþ–™èþ…¢ ™ø Üç *_…^èþyæþ… fÇW…¨. Mìü…¨
ç³sêËÌZ MæüâêÔéËÌZ° ѧéÅÆæÿ$¦Ë ÐéÅí³¢° A™èþ$řèþ¢Ðèþ$…V>
{糧æþÇ؅^óþ ç³r… H¨ ?
(A)
(B)
(C)
(D)
Ìôý§é
§æþ–íÙtÌZ糅 E¯èþ² ѧéÅÆæÿ$¦Ë Møç܅
36. JMæü ç³ÇÔZ«§æþ¯èþ °Ðóþ¨MæüÌZ° ç³sìýtMæüÌZÏ° §æþ™é¢…Ôèý… JMæü
MæüâêÔéËÌZ° ¼.H. {ç³£æþÐèþ$ ™èþÆæÿVæü† ^èþ¨Ðóþ 60 Ðèþ$…¨
ѧéÅÆæÿ$¦ÌZÏ 20 Ðèþ$…¨ »êÍMæüË° ^ðþç³#¢…¨. MæüâêÔé˯èþ$
ç܅§æþÇ؅_¯èþ JMæü {糙óþÅMæü ¨¯é¯èþ 12 Ðèþ$…¨ ѧéÅÆæÿ$¦Ë$
VðüOÆ>áfÆæÿÆÿ$$¯èþr$Ï A…§æþ$ÌZ 08 Ðèþ$…¨ »êÍMæüÌñýO¯èþr$Ï
VæüÐèþ$°…^èþyæþ… fÇW…¨. C™èþÆæÿ$ËÌZ Mæü…sôý »êÍMæüËÌZ
àfÆæÿ$ {ç³ÐèþÆæÿ¯¢ þè ÌZ糿æý*Æÿ$$çمx V> E…¨. D VæüÐèþ$°Mæü¯èþ$
©°Mìü ç܅º…«¨…_¯èþ A…Ôèý…V> Væü$Ç¢…^èþÐèþ^èþ$a.
(A) °VæüÐèþ$¯èþ ™èþÆæÿP… (Deductive logic)
(B) {sꯌþÞyæþMìütЌþ ™èþÆæÿP…
(C) BVæüÐèþ$¯èþ ™èþÆæÿP… (Inductive logic)
(D) C¯èþ¹Æðÿ°ÛÄýæ $̌ý ™èþÆæÿP…
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37. Of the total energy consumption in India, 37. ¿êÆæÿ™èþ§óþÔèý… Ðð þ $$™è þ ¢ … ѧæ þ $ŨӰÄñ ý *Væ ü …ÌZ
domestic consumption is in the range of Væü–àÐèþçÜÆ>ËMæü$ Ñ°Äñý*Væü… D ç³Ç«¨ÌZ E…r$…¨
(A) 10 to 15 percent (A) 10 ¯èþ$…yìþ 15 Ôé™èþ…

(B) 25 to 40 percent (B) 25 ¯èþ$…yìþ 40 Ôé™èþ…

(C) 40 to 60 percent (C) 40 ¯èþ$…yìþ 60 Ôé™èþ…

(D) 60 to 70 percent (D) 60 ¯èþ$…yìþ 70 Ôé™èþ…

38. Mìü…¨ ÆøV>ËÌZ M>Ë$ÚëÅ°Mìü ç܅º…«§æþ… Ìôý° ÆøV>°²

38. Identify from the following the disease
which is independent of pollution
Væü$Ç¢…^èþ…yìþ

(A) Tuberculosis
(A) „æüÄæý$
(B) {»ê…MðüOsìý‹Ü (ÆöÐèþ$$Ãç³yìþò܅)
(B) Bronchitis
(C) fuæÿÆæÿ{Væü…¤ ç܅º…«§æþÐðþ$O¯èþ ç³#…yæþ$
(C) Peptic ulcer
(D) V>Å{Ýùt G…rÆðÿsO ýì ܋
(D) Gastroenteritis
39. ¿æý*Vøâæý ™é糅 ò³ÆæÿVæüyé°Mìü (Global warming)
39. Identify the fossil fuels from the following õßý™èþ$Ðèþ#ÌñýO¯èþ Mìü…¨ÐésìýÌZ ÕÌêf C…«§æþ¯éÌôýÑ ?
contributors to global warming
(i) »ŸVæü$Y
(i) Coal
(ii) ^èþÐèþ$$Ææÿ$
(ii) Oil
(iii) çÜçßýf ÐéÄæý$$Ðèþ#
(iii) Gas
(iv) iÐèþ ÐèþÅÆæÿ¦ C…«§æþ¯éË$
(iv) Bio-waste
(A) (i), (ii) Ðèþ$ÇÄæý$$ (iii)
(A) (i), (ii) and (iii)
(B) (ii), (iii) Ðèþ$ÇÄæý$$ (iv)
(B) (ii), (iii) and (iv)
(C) (iii), (iv) Ðèþ$ÇÄæý$$ (i)
(C) (iii), (iv) and (i)

(D) (i), (ii) and (iv) (D) (i), (ii) Ðèþ$ÇÄæý$$ (iv)

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40. Match the following : 40. Mìü…¨ Ðésìý° f™èþç³Ææÿ^èþ…yìþ
I II I II
(a) Hydro-Electric (p) Depleting (a) fË Ñ§æþ$řŒþ ÔèýMìü¢ Ðèþ¯èþÆæÿ$ (p) Ðèþ$$yìþ çÜÆæÿ$Mæü$Ë
source of source of
Ðèþ¯èþÆæÿ$ ™èþWY´ùÐèþyæþ…
Energy raw material
(b) ÝûÆæÿÔèýMìü¢ (q) Äæý$*°sŒý «§æþÆæÿ
(b) Solar Energy (q) Expensive per
unit cost QÆæÿ$a GMæü$PÐèþ
(c) Thermal Energy (r) Difficult to get
(c) £æþÆæÿÃ̌ý ѧæþ$řŒþ (r) Ðèþ$$yìþ
raw materials çÜÆæÿ$Mæü$Ë$
(d) Nuclear Energy (s) Sustainable Üç …´ë…¨…^èþyæþ…
source MæüçÙt…
(A) (aq) (br) (cs) (dp) (d) A×ý$ ѧæþ$řŒþ (s) ç³Ç´ùíٙèþ
(B) (ar) (bs) (cp) (dq) Ðèþ¯èþÆæÿ$
(C) (aq) (bs) (cp) (dr) (A) (aq), (br), (cs), (dp)
(D) (ar) (bp) (cs) (dq) (B) (ar), (bs), (cp), (dq)
(C) (aq), (bs), (cp), (dr)
41. Identify the chief sources of pollution from
the following : (D) (ar), (bp), (cs), (dq)
(A) Autorickshaws, lorries and coal 41. Mìü…¨ ÐésìýÌZ {糫§é¯èþ M>Ë$çÙÅ M>ÆæÿM>˯èþ$ Væü$Ç¢…^èþ…yìþ
operated trains
(A) BsZDŽ>Ë$, ÌêÈË$, »ŸVæü$Y Ðéyóþ ÆðÿOâæý$Ï
(B) Food, air and water
(B) BàÆæÿ…, V>Í, ±âæý$Ï
(C) Uncovered sewage tracks, tank-beds
of stagnant ponds and public wells (C) Ðèþ$*™èþË$ Ìôý° Ðèþ$$ÇMìü M>Ë$ÐèþË$, ±Ææÿ$ °Í_ E¯èþ²

(D) Hotels, hospitals and cremation ^ðþÆæÿ$Ðèþ# VæüÆ>ÂË$, FÇ»êÐèþ#Ë$

grounds (D) çßZrâæý$Ï, BçÜ$ç³{™èþ$Ë$, ÔèýÐèþ§æþçßý¯èþ ÐésìýMæüË$

42. The slogan ‘A tree for each child’ was
coined for
(A) Social Forestry Programme
(B) Clean Air Programme
(C) Social Conservation Programme
(D) Environmental Protection Programme
42. ""{糆 ³í ËÏÐéyìþMîü JMæü ^ðþr$t' A¯èþ² °¯é§é°² HÆæÿµÆæÿ^èþyé°Mìü
M>Ææÿ×ý…
(A) ÝëÐèþ*hMæü AyæþÐèþ#Ë M>ÆæÿÅ{MæüÐèþ$…
(B) çÜÓ^èþeÐðþ$O¯èþ V>Í M>ÆæÿÅ{MæüÐèþ$…
(C) ÝëÐèþ*hMæü ç܅Ææÿ„æü×ý M>ÆæÿÅ{MæüÐèþ$…
(D) ç³Æ>ÅÐèþÆæÿ×ý ç³ÇÆæÿ„æü×ý M>ÆæÿÅ{MæüÐèþ$…

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43. In a certain code CLOCK is KCOLC. How 43. JMæü {糙óþÅMæü MøyŠþÌZ CLOCK – KCOLC AÐèþ#™èþ$…¨
is STEPS written in the same code ?
A§óþ MøyŠþÌZ STEPS ¯èþ$ GÌê Æ>Ýë¢Ææÿ$ ?
(A) SPEST (B) SPSET
(C) SPETS (D) SEPTS (A) SPEST (B) SPSET

(C) SPETS (D) SEPTS

44. In the sequence of numbers
5, 8, 13, X, 34, 55, 89, .... 44. 5, 8, 13, X, 34, 55, 89,.... A¯èþ²
the value of X is ç܅QÅË ÐèþÆæÿ$çÜÌZ X ÑË$Ðèþ
(A) 20 (B) 21 (A) 20 (B) 21
(C) 23 (D) 29 (C) 23 (D) 29

45. The letters in the first set have certain 45. Ððþ$$§æþsìý òÜr$tÌZ° A„æüÆ>ËMæü$ JMæü ç܅º…«§æþ… E…¨. B
relationship. On the basis of this Üç …º…«§þæ … Ò$§æþ B«§éÆæÿ³ç yìþ Æðÿ…yæþÐèþ òÜr$tÌZ° A„æüÆ>˯èþ$
relationship, make the right choice for çÜÇV> G…í³Mæü ^óþÄæý$…yìþ
the second set
BF : GK : : LP : ?
BF : GK : : LP : ?
(A) JK (B) QU
(A) JK (B) QU
(C) VW (D) RQ
(C) VW (D) RQ
46. ™èþMìüP¯èþ 糧éË f™èþË Mæü…sôý À¯èþ²Ððþ$O¯èþ 糧éË f™èþ¯èþ$
46. Select the pair of words which is different Væü$Ç¢…^èþ…yìþ
from the others
(A) §æþ–Éæþ, Ðèþ$–§æþ$
(A) Hard and soft
(B) EçÙ~, ֙èþË
(B) Hot and cold
(C) Ðèþ^èþ$a, ^óþÆæÿ$
(C) Come and arrive
(D) J糚, ™èþ糚
(D) Right and wrong
47. JMæü ç³È„æüÌZ 25% A¿æ ý ÅÆæ ÿ $¦ Ë $ Væ ü ×ì ý ™è þ …ÌZ
47. In an examination 25% of the candidates A¯èþ$¡¢Æÿæ $~ËÄæý*ÅÆæÿ$, 12% B…Væü…Ï ÌZ A¯èþ$¡¢Æÿæ $~ËÄæý*ÅÆæÿ$.
failed in Mathematics and 12% in English.
If 10% of the candidates failed in both the 10% ѧéÅÆæÿ$¦Ë$ Æðÿ…yæþ$ Ü ç »ñýMj üæ $tÌZϯþè * A¯èþ$¡¢Æÿæ $~ ÌñýO 292
subjects and 292 passed in both the Ðèþ$…¨ Æðÿ…yæþ$ çÜ»ñýjMæü$tÌZϯèþ* E¡¢Ææÿ$~ÌñýO¯èþrÏÆÿ$$™óþ Ððþ$$™èþ¢…
subjects, the total number of candidates
appeared in the examination was
ç³È„æü Æ>íܯèþ A¿æýÅÆæÿ$¦Ë ç܅QÅ
(A) 300 (A) 300

(B) 400 (B) 400

(C) 460 (C) 460
(D) 500 (D) 500

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48. If 5472 = 9, 6342 = 6 and 7584 = 6, what is 48. 5472 = 9, 6342 = 6, 7584 = 6 AÆÿ$$™óþ
9236 ?
9236 = ?
(A) 2
(A) 2
(B) 3
(C) 4 (B) 3

(D) 5 (C) 4

(D) 5
49. Identify any three common problems of
distance education courses from the 49. §æþ*Ææÿ ѧéÅMøÆæÿ$ÞË$ G§æþ$ÆöP¯óþ Ðèþ$*yæþ$ Ý뫧éÆæÿ×ý
following :
çÜÐèþ$çÜÅ˯èþ$ Mìü…¨Ðésìý ¯èþ$…yìþ Væü$Ç¢…^èþ…yìþ
(i) Study materials are not easily
available (i) A«§æþÅÄæý$¯èþ ÝëÐèþ${W ™óþÍMæüV> Ë¿æýŅ M>Mæü´ùÐèþyæþ…

(ii) Study centres are not adequately
equipped
(iii) Academic guidance and counselling
by expert teams is inadequate
(iv) There is no regular personal contact
with teachers
(ii) A«§æþÅÄæý$¯èþ Móü…{§éË$ ™èþW¯èþ…™èþV> Ý뫧æþ¯èþ ç܅糆¢
MæüÍW E…yæþMæü ´ùÐèþyæþ…
(iii) °ç³#×ý$Ë frÏ §éÓÆ> ѧéřèþÃMæü Ðèþ*ÆæÿY§æþÆæÿدèþ…,
çÜËàË$ ™èþW¯èþ…™èþ Ë¿æýŅ M>Mæü´ùÐèþyæþ…
(iv) A«§éÅç³Mæü$˙ø {MæüÐèþ$º§æþ®Ððþ$O¯èþ ÐèþÅMìü¢Væü™èþ ç܅º…«§æþ…

(A) (i), (ii) and (iii)

ÌôýMæü´ùÐèþyæþ…
(B) (ii), (iii) and (iv) (A) (i), (ii) Ðèþ$ÇÄæý$$ (iii)

(C) (iii), (iv) and (i) (B) (ii), (iii) Ðèþ$ÇÄæý$$ (iv)

(D) (i), (ii) and (iv) (C) (iii), (iv) Ðèþ$ÇÄæý$$ (i)
(D) (i), (ii) Ðèþ$ÇÄæý$$ (iv)
50. Corporate Governance in Higher
Education means 50. E¯èþ²™èþ ѧæþÅÌZ M>ÆöµÆóÿsŒý ´ë˯èþ A…sôý
(A) Governance of Colleges/Universities (A) MæüâêÔéËË$/ÑÔèýÓѧéÅËÄæý*˯èþ$ ç³Ç{ÔèýÐèþ$Ë
by Corporate Houses (industries) Äæý*fÐèþ*¯éÅË$ °ÆæÿÓíßý…^èþyæþ…
(B) Participation of university faculty in (B) MæüâêÔéËË$/ÑÔèýÓѧéÅËÄæý*Ë ´ë˯èþÌZ
governance of Colleges/Universities ÑÔèýÓѧéÅËÄæý$ »Z«§æþ¯é íܺ¾…¨ ¿êVæüÝëÓÐèþ$Ņ
(C) Inclusion of Corporate Houses as (C) MæüâêÔéËË$/ÑÔèýÓѧéÅËÄæý*Ë ´ëËMæü ç܅çܦËÌZ
members on governing councils of
³ç Ç{ÔèýÐèþ$Ë Äæý*fÐèþ*¯éÅËMæü$ Üç ¿æýřèþӅ Mæü͵…^èþyæþ…
Colleges/Universities
(D) MæüâêÔéËË$/ÑÔèýÓѧéÅËÄæý*ËMæü$ ´ëÇ{ÔéÑ$Mæü
(D) Financing of Universities/Colleges by
Corporate Houses ç܅çܦË$ BǦMæü Ðèþ¯èþÆæÿ$Ë$ Mæü*Ææÿayæþ…

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51. The famous statement ‘Tolerance, Humanism 51. "çÜçßý¯èþ…, Ðèþ*¯èþÐèþ™èþӅ, ÝëÆæÿÓf°Mæü AÀ{´ëÄæý$…' A¯èþ²Ñ
and Universal Reason’ are the values
ÑÔèýÓѧéÅËÄæý$ ѧæþÅMæü$ {糡MæüÌñý¯O þè ÑË$Ðèþ˯èþ² {ç³Üí §æþ® ÐéMæüŅ
symbolised by University Education was
made by DÄæý$¯èþ¨
(A) Mahatma Gandhi (A) Ðèþ$à™éÃV>…«©
(B) Dr. D.C. Kothari
(B) yé. yìþ.íÜ. Möu>Ç
(C) Jawaharlal Nehru
(C) fÐèþçßýÆ>Ï̌ý ¯ðþ{çßý*
(D) Rabindranath Tagore
(D) Ææÿ½…{§æþ¯é£Šþ sêVøƊÿ
52. Identify the pure discipline of knowledge
52. A¯èþ${ç³Äæý$$Mæü¢ gêq¯þè ÔéQ˙ø ´ùÍa¯èþ³ç šyæþ$ Ôèý$§æþЮ þð $O¯þè MóüÐèþË
as against applied disciplines

(A) Medical Education

gêq¯èþ ÔéQ

(B) Technical Education (A) ÐðþO§æþÅѧæþÅ

(C) Management Education (B) Ýë…Móü†Mæü ѧæþÅ
(D) General Education
(C) Ðóþ$¯óþgŒýÐðþ$…sŒý ѧæþÅ
53. ICSSR means (D) Ý뫧éÆæÿ×ý ѧæþÅ
(A) Indian Centre for Science and Society
53. ICSSR A…sôý
Research
(A) C…yìþÄæý$¯Œþ ò܅rƊÿ çœÆŠÿ òÜO¯ŒþÞ A…yŠþ Ý÷òÜOsîý ÈòÜƊÿa
(B) Indian Council of Social Sciences
Research (B) C…yìþÄæý$¯Œþ Mú°Þ̌ý B‹œ ÝùçÙ̌ý òÜO¯ðþÞ‹Ü ÈòÜƊÿa
(C) Indian Conference of Social Sciences (C) C…yìþÄæý$¯Œþ M>¯èþ¹Æðÿ¯ŒþÞ B‹œ ÝùçÙ̌ý òÜO¯ðþÞ‹Ü ÈòÜƊÿa
Research
(D) C…yìþÄæý$¯Œþ Mú°Þ̌ý çœÆŠÿ òÜO¯ŒþÞ, Ý÷òÜOsîý A…yŠþ
(D) Indian Council for Science, Society
and Rehabilitation Çà¼ÍsôýçÙ¯Œþ

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54. NAAC means
(A) National Assessment and
Accreditation Council
(B) National Assessment and
Accreditation Centre
(C) National Aviation and Aeronautics
Centre
(D) National Accreditation and
Accountability Council
55. Which of the following sources of data
can be classified as a primary source of
data ?
(A) Data available in UGC reports
(B) Data collected by interviews of UGC
experts
(C) Data available from socio-cultural
tables of census of India, 2011
(D) Data on Educated unemployment
available in Directorate of
Employment and Training
56. External and internal criticism of data is a
standard measure engaged for validation
of data in
(A) Historical Research
(B) Philosophical Research
(C) Descriptive Research
(D) Experimental Research
57. Identify the parameter which does not
measure central tendency among the
following parameters
(A) Statistical mean
(B) Arithmetic mean
(C) Mode
(D) Average deviation
I#
Z
54. NAAC A…sôý
(A) ¯óþçÙ¯èþ̌ý Aò܋ÜÐðþ$…sŒý A…yŠþ A{MðüyìþsôýçÙ¯Œþ Mú°Þ̌ý
(B) ¯óþçÙ¯èþ̌ý Aò܋ÜÐðþ$…sŒý A…yŠþ A{MðüyìþsôýçÙ¯Œþ ò܅rƊÿ
(C) ¯óþçÙ¯èþ̌ý HÑÄôý$çÙ¯Œþ A…yŠþ HÆø¯ésìýMŠüÞ ò܅rƊÿ
(D) ¯óþçÙ¯èþ̌ý A{MðüyìþsôýçÙ¯Œþ A…yŠþ AMú…r¼Ísîý Mú°Þ̌ý
55. {Mìü…¨ §æþ™é¢…Ôèý Ðèþ¯èþÆæÿ$ÌZÏ §æþ™é¢…Ôèý {´ë£æþÑ$Mæü Ðèþ¯èþÆæÿ$V>
ÐèþÈYMæüDž糧æþW¯èþ¨
(A) Äæý$$híÜ °Ðóþ¨MæüÌZÏ Ë¿æýÅÐèþ$Äôý$Å §æþ™é¢…Ôèý…
(B) Äæý$$híÜ °ç³#×ý$Ë C…rÆæÿ*ÓüÅË §éÓÆ>
õÜMæüDž_¯èþ §æþ™é¢…Ôèý…
(C) ¿êÆæÿ™èþ f¯èþVæü×ý¯èþ, 2011 ÝëÐèþ*hMæü&Ýë…çÜP­–†Mæü
ç³sìýtMæüË ¯èþ$…yìþ Ë¿æýÅÐèþ$Äôý$Å §æþ™é¢…Ôèý…
(D) E´ë«¨, Մæü×ý ç܅^éËMæü$Ë M>Æ>ÅËÄæý$… ¯èþ$…yìþ
Ë¿æýÅÐèþ$Äôý$ŠѧéÅÐèþ…™èþ$ÌñýO¯èþ °Ææÿ$§øÅVæü$ËMæü$
ç܅º…«¨…_¯èþ §æþ™é¢…Ôèý…
56. §æþ™é¢…Ôèý… Äñý$$MæüP »êçßýÅ, A…™èþÆæÿY™èþ ÑÐèþ$ÆæÿØ D §æþ™é¢…Ôèý
Ðèþ$*ÎÅMæüÆæÿ×ýÌZ {´ëÐèþ*×ìýMæü MöËÐèþ*¯èþ…
(A) ^éÇ{†Mæü ç³ÇÔZ«§æþ¯èþ
(B) ™èþ™èþ¢üÓÔéç܈ ç³ÇÔZ«§æþ¯èþ
(C) ÐèþÆæÿ~¯é™èþÃMæü ç³ÇÔZ«§æþ¯èþ
(D) {ç³Äñý*V>™èþÃMæü ç³ÇÔZ«§æþ¯èþ
57. Mìü…¨ ³ç Æ>Ñ$™èþ$ÌZÏ Móü…{©Äæý$ {ç³Ðèþ–†¢° MöËÐèþ° ³ç Æ>Ñ$†°
Væü$Ç¢…^èþ…yìþ
(A) Ýë…QÅMæü Ðèþ$«§æþÅÐèþ$…
(B) A…Mæü Ðèþ$«§æþÅÐèþ$…
(C) »êçßý$âæýMæü…
(D) çÜVæür$ Ñ^èþ˯èþ…
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58. Which of the following is not a measure of

58. Mìü…¨ ÐésìýÌZ ÐéÅ糯èþ Ðèþ*ç³Mæü… M>°¨
dispersion ?
(A) ^èþ™èþ$Æ>¦…Ôèý Ñ^èþ˯èþ…
(A) Quartile Deviation
(B) {´ëÐèþ*×ìýMæü Ñ^èþ˯èþ…
(B) Standard Deviation (C) MæüMæü$§æþ™èþ
(C) Kurtosis (D) MðüO õÜPüÓƊÿ
(D) Chi-square 59. JMæü ç³ÇÔZ«§æþ¯èþ A«§æþÅÄæý$¯èþ… Møç܅ ÑÔèýӅ (universe)
A…sôý {V>Ò$×ý, ç³rt×ý {´ë…™èþ MæüâêÔéËÌZÏ ^èþ§æþ$Ðèþ#Mæü$¯óþ
59. The Universe for a research study
ÑÑ«§æþ ÝëÐèþ*hMæü çÜÐèþ$*àËMæü$ ^ðþ…¨¯èþ 60000 Ðèþ$…¨
comprises of 60000 students from rural
»êË »êÍMæüË$. A™èþ$řèþ¢Ðèþ$ {糆 ^èþÄæý$¯èþ (sampling)
and urban colleges, boys and girls,
糧æþ®†° Væü$Ç¢…^èþ…yìþ
students of various social groups. Identify
(A) E§óþªÔèýÅ ç³NÆæÿÓMæü {糆^èþÄæý$¯èþ… (purposive
the best method of sampling.
sampling)
(A) Purposive sampling
(B) çÜ¢ÈMæü–™èþ {糆^èþÄæý$¯èþ…
(B) Stratified sampling (stratified sampling)

(C) Quota sampling (C) Møsê {糆^èþÄæý$¯èþ…

(D) Stratified random sampling (Quota sampling)

(D) çÜ¢ÈMæü–™èþ Äæý*§æþ–_eMæü {糆^èþÄæý$¯èþ…

60. Identify the verbal test from the given
(stratified random sampling)
standard tests used in educational
60. ѧéÅ ç³ÇÔZ«§æþ¯èþÌZ Eç³Äñý*W…^óþ {´ëÐèþ*×ìýMæü °MæüçÙÌZÏ
research
Ô鼪Mæü °MæüçÙ¯èþ$ Væü$Ç¢…^èþ…yìþ.
(A) Make a Picture Story Test (MAPS)
(A) »ŸÐèþ$ÃË Mæü£æþ¯èþ$ ™èþÄæý*Ææÿ$ ^óþõÜ ç³È„æü (MAPS)
(B) Koh’s Block Design Test (B) Mø »êÏMŠü yìþgñýO¯Œþ ç³È„æü
(C) Attitude scale (C) ÐðþOQÇ Ðèþ*ç³°
(D) Raven’s Progressive Matrices (D) Æ>Ððþ¯Œþ {´ù{VðüíÜЌþ Ðèþ*{†MæüË$
___________________

I# 22 A-00-01
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Space for Rough Work

I# 23 A-00-01
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Space for Rough Work

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