Research Paper2

UGC NET 2021 Political Science Shift 2
Topic:‐ GP_Set6_A
1)
The following table embodies the details about t h e pr oduction a nd p1·ofit of two items I a nd ll
by seven different comp anies A-G . Cost of the total production of both items together by
seven compan ies is R.s. 25 cr ores. Based on th e data in the table, answer the question
Compa ny - wise P rodu ctio n and profit details
Company P el'Centage (%) of Total Ratio of production between P ercent (%) Pl'ofit
P rodu ction Items I and II E arn ed for
Items I Items II
A 15% 2:3 26 % 20%
B 11% 3:2 32% 35%
C 22% 4:1 20% 22%
D 08% 3:5 15% 25%
E 27% 5:3 28% 30%
F 05% 1:4 35% 25%
G 12% 1 :2 30% 24%
R Y iP-t>l'l ｾ＠ -j)j ＠ｾ cfBJ~ I ｾ＠ II efi"l BIB ｾＭｾ＠ｾ＠ A - G ｾ＠ｾ＠ｾ＠ ill'l'l efil -fucn:UJ ｾ＠ I

ffl ｾ＠ｾ＠ｾ＠ cR=§'3TI ｾ＠ｾ＠ m~-T ｾ＠ -€i ｾ＠ W'@ v. 25 ｾ＠ t I ｾ＠ ii ｾ＠ｾ＠ｾ＠ <ti
;:ffitfR qi; "!lV, <fil ｾ＠＠ｾ I
-:ni:q;:i'hm ｾ＠ :1r-.: l"ll'l:! on1 ~ ; :
ｾ＠ｾ＠ ~I~m:g ll ｾ＠ ill'l'l <A 5l kl~la\11

"\
eF! i:ifo~li'li'rl (%) <fi l'.!•:;:1f~<f,f~
qT,g I m=g II
A 15% 2:3 25% 20%
B 11 % 3:2 32% 35%
C 22 % 4:1 20% 22%
D 08 % 3:5 15% 25%
E 27 % 5:3 28% 30%
F 05 % 1 :4 35% 25%
G 12% 1 :2 30% 24%
Cost of produ ction of item I by co mpan y Fis wha t percent (%) of the cost of production of
item II by company D .
(1) 16% (2) 66.67%
(3) 33 .33% 4) 20 %
ｾ＠ F &RT ｾ＠ I if; ｾ＠ of;'r <:WR! ｾ＠ i:i@'{ln i:1 1 ｾ＠ D ｾ＠ｾ＠ II *ｾ＠ cli'I ｾ＠ "ITT ¥R"f if
ffKRt t?
(1) 16% (2) 66.67%
(3) 33.33% (4) 20 %
[Question ID = 4899][Question Description = Q01_GP_22NOV_S2_SHAAN]

1. 1 [Option ID = 19059]
2. 2 [Option ID = 19060]
3. 3 [Option ID = 19061]
4. 4 [Option ID = 19062]
2)
The following table embodies the details a bou t he pr oduction a nd p1·ofit of two items I a nd II
by seven different companies A-G. Cost of the total production of both items together by
seven compa n ies is R.s. 25 cr ores. Based on th e data in the table, answer the question
Compa ny - wise P rodu ction and profit details

Examrace Percentage(%) of Total
Company Ratio of production between P er cent (%) Pl'ofit www.examrace.com
P rodu ction Items I and II E arn ed for
It ems I Items II
A 15% 2:3 25% 20%
B 11% 3:2 32% 35%
C 22% 4:1 20% 22%
D 08% 3:5 15% 25%
E 27% 5:3 28% 30%
F 05% 1:4 3b% 25%
G 12% 1 :2 30% 24%
f?t1---1ifi:-t>d ｾ＠ ri ｾ＠ｾ＠ I ｾ＠ II efil BIB ｾ＠ - -3R'l11 ｾ＠ A - G ｾ＠ｾ＠ｾ＠ m'll efil ｾ＠ｾ＠ I

mill ｾ＠ｾ＠ zj-:n ~-m ifi ｾ＠ m~ ｾ＠ o€i ｾ＠ "ffT'@ ~- 25 ｾ＠ t I ｾ＠ ii fzy_ ｾ＠ｾ＠ 'li
;-mtm: qi; ｾ＠ "1fil 3m ｾ＠ I
ｾ＠ｾ＠ cTr,g I i:;ci m=g II mFI m'll ,$J 9@~ 1<li'I I

cf;T 9RP!lonl (%) >.f; BV-l~<fi"J ｾ＠
~ I ｾ＠ II
A 15% 2:3 25% 20%
B 11 % 3:2 32% 35%
C 22% 4:1 20% 22%
D 08% 3:5 15% 25%
E 27% 5:3 28% 30%
F 05% 1 :4 35% 25%
G 12% 1 :2 30% 24%
"What is th e total profi t earned by compan y G for items I a nd II together?
( 1) ~ 78 Lak.hs (2) ~1.6 2 cro1·es

(3) ~ 7.8 crores (4) ~16 .2 L akhs
( 1) '! . 78 BT© (2) <1 l .62~

(3) ~7.8 ~ (4) ｾ＠ 16. 2 ｾ＠

1. 1 [Option ID = 19063]
2. 2 [Option ID = 19064]
3. 3 [Option ID = 19065]
4. 4 [Option ID = 19066]
3)
The fo Umving table embodies the details abou the production a nd profit of two items I a nd II
by seven different companies A-G. Cost of the total production of both items together by
seven compan ies is Rs. 25 crOl:'es. Based on the data in the table, answer the question
Co mpa ny - wi se P rodu ction a nd profit details
Company Pel'Centage (%) of Total Ratio of p1mduction between Percent (%) P1·ofi
P rodu ction Items I and II Earn ed for
It ems I Items II
A 15% 2:3 25% 20%
B 11% 3:2 32% 35%
C 22% 4:1 20% 22%
D 08% 3:5 15% 25%
E 27% 5:3 28% 30%
F 05% 1:4 35% 25%
G 12% 1:2 30% 24%
Examrace www.examrace.com
...i•,111,Jl ... 11 J ｾ＠ -:i-ib- -;:;:;::rJ(\"'J --t::"T fun-m . .
ｾ＠ｾ＠ ~ Il;ci~II ｾ＠ <:'fM .fl J:l@~liJi'l l
eFl 51@!/li'li'U (%) ~ 1:!• ' A ~ < f i l ~
~ I ｾ＠ II
A 15% 2:3 25% 20%
B 11 % 3:2 32% 35%
C 22% 4:1 20% 22%
D 08% 3:5 15% 25%
E 27% 5 :3 28% 30%
F 05% 1 :4 35% 25%
G 12% 1 :2 30% 24%
"What is t h e r atio of the cost of production of item I by company A to the cost of production of
it em I by company D?
(1) 3:5 (2) 2:1
(3) 3 :1 (4 2:3
(1) 3:5 (2) 2:1

(3) 3 :1 (4) 2:3

1. 1 [Option ID = 19067]
2. 2 [Option ID = 19068]
3. 3 [Option ID = 19069]
4. 4 [Option ID = 19070]
4)
The foUowing table embodies the details about t he production and pi·ofit of t wo items I and II
by seven different companies A-G. Cost of the total production of bot h items together by
seven companies is R.s. 25 crores. Based on the data in the table, answer the question
Compan y - wi se Produ ction a nd profit details

Company Percentage(%) of Total Ratio of production between Per cent (%) P1·ofit
P roduction Items I and II Earned for
Items I Items II
A 15% 2:3 25% 20%
B 11% 3:2 32% 35%
C 22% 4:1 20% 22%
D 08% 3:5 15% 25%
E 27% 5:3 28% 30%
F 05% 1:4 35% 25%
G 12% 1 :2 30% 24%
Rl--iiP-M ｾ＠ -i'i ｾ＠ ~3TI I 3fl.: II ofi"l B"@ 3R"l'l - 3R'f'l ｾ＠ A - G ｾ＠＠ｾｾ＠ <:'fM q')""[ -fucn:lJl ｾ＠ I
mill ｾ＠ｾ＠ｾ＠ cR=g-31l ·~ 1!!ti m'el ｾ＠ e€i ¥'f ｾ＠ ~- 25 ｾ＠ t I ｾ＠ ii fzy_ TN: ｾ＠ t,
;mt.ITT. qi; ｾ＠ "1fil 3ffi: ｾ＠ I
ｾ＠ｾ＠ ~ I l;ci~ II ｾ＠ <:'fM .fl J:l@~liJi'l l

eFl 51@!/li'li'U (%) ｾ＠ 1:!'i'A ｾ＠ <fiT ｾ＠
~ I ｾ＠ II
A 15% 2:3 25% 20%
B 11 % 3:2 32% 35%
C 22% 4:1 20% 22%
D 08% 3:5 15% 25%
E 27% 5 :3 28% 30%
F 05% 1 :4 35% 25%
G 12% 1 :2 30% 24%
\Vb.at Examrace
is the s um total of the profit earned by company B on production of item I and th e www.examrace.com
profit earned by company A on the product ion of ite m II?
( 1) ｾ＠ 9. 78 Crores (2) ｾ＠ 97.8 Lakhs
(3) ｾ＠ 52 .8 Lakhs (4) t 30.65 Lakhs

ｾ＠ B -WU~ I ifi ~it<filW;TT<ll B"T'll 3:rR ｾａ＠ II ~ ~ B ｾ＠ -a-r~ ｾ＠ｾ＠
f<tn:fi um ｾ＠?
( 1) ~- 9.78~ (2) ~- 97.8 ｾ＠
(3) ~- 52.8 ｾ＠ (4) ~- 30.65 ｾ＠

1. 1 [Option ID = 19071]
2. 2 [Option ID = 19072]
3. 3 [Option ID = 19073]
4. 4 [Option ID = 19074]
5)
The fo Ho,ving table embodies the details abou t he production and pi·ofit of two items I and 11
by seven differ ent companies A- G. Cost of the total production of both items together by
seven compan ies is Rs. 25 Cl'Ol:'es. Based on th e dat a in t h e table, answer the question
Compan y - wi se P roduction a nd profit details
Compan y P e1·cent age (%) of Total Ratio of production between Per cent (%) Pl'ofit
P rodu ction Items I and II Earn ed for
Items I Items 11
A 15% 2:3 25 % 20 %
B 11% 3:2 32% 35%
C 22% 4:1 20% 22 %
D 08% 3:5 15% 25%
E 27% 5:3 28% 30%
F 05% 1: 4 35% 25%
G 12% 1:2 30% 24%
f?11--1if.-t>d ｾ＠ ri -e:i ｾ＠ I ｾ＠ II efil BIB ｾ＠ -~ ｾ＠ A - G ｾ＠ｾ＠ｾ＠ m'll efil ITTl:lJl ｾ＠ I

m ｾ＠ｾ＠ zj-;n ~-di ifi ｾｭ＠ｾ＠ o€t ｾ＠ ill'Tff ~- 25 ｾ＠ !1 ｾ＠ ii fzy_ ｾ＠ｾ＠ t.
;-mtm: tR ｾ＠ en! 3m ｾ＠ I
,-,
ｾ＠ｾ＠ ~ I l;<i~ II "j:[TR ｾ＠ .ft >1 @~1aa1
ｾ＠ 51RF!li"ICTI (%) ~ J:!•.::<T~<fil~
"qT,g I ｾ＠ II
A 15% 2:3 25% 20%
B 11 % 3:2 32% 35%
C 22 % 4:1 20% 22%
D 08 % 3:5 15% 25%
E 27 % 5 :3 28% 30%
F 05% 1 :4 35% 25%
G 12% 1 :2 30% 24%
¥/hat is t he sum total of t h e cost of production of item I by company A and t h e cost of

production of it em II by compan y B?
( 1) 2.6 Crores (2) 26 Lakh s
(3) 3.35 Crores (4) 33.65 Lakhs
<fillRl Ai;RT ｾ＠ I ifi ｾ＠ o€i mrra: -3ltt ｾ＠ BslR! ｾ＠ II ifi ｾ＠ <fir <:TIT@ ~ ~ ¥ f ｾ＠
ufu ~ ?
(1) ~. 2 .6 ~ (2) ~- 26 ｾ＠
(3) ~- 3.35 ｾ＠ (4) ~- 33.65 aTisI

1. 1 [Option ID = 19075]
2. 2 [Option ID = 19076]
3. 3 Examrace
[Option ID = 19077] www.examrace.com
4. 4 [Option ID = 19078]
Topic:‐ GP_Set6_B
1) In which level of t eaching 'Seeing of' relationship' is prnmoted as a n objective?

(1) Memory level 2) Underst a nding level
(3) Reflective level (4) Autonomous developmen level
(1 2)
(3) (4)

1. 1 [Option ID = 19079]
2. 2 [Option ID = 19080]
3. 3 [Option ID = 19081]
4. 4 [Option ID = 19082]
2) Iden tify fr om the followin g s pectrum of t eaching methods which are called ;dialogic' .
(A) Team teaching and de monstr a t ion.

(B) Tutorials a nd case studies
(C) Group discus sions and int eractive presentati on
(D Simulation and r ole playing
(E) Co mput er Aided in struct ion and Pt·actica l t a sks
Choose the co l'rect answer from the op tions given below :

(1) (A) a nd (C) only (2) (B) a nd (D) only
(3) (B) a nd (C) only (4) (D) and (E) only
(A ffl8;!UT-<;<3 ｾ＠ ·~
(B -3ljfue.-iur "C;ci ｾ＠ "1~
(C ｾ＠ ~ · ｾ＠ 0jrl(j ,-,-1@l<l l- m=efci
(D) ~ ~ ~ R<m:
(1 ~ (A ~ (C) (2) ｾ＠ (B) 3lt.: (D)
(3) ｾ＠ (B) ｾ＠ (C) (4) m D) 3lt.: (E)

1. 1 [Option ID = 19083]
2. 2 [Option ID = 19084]
3. 3 [Option ID = 19085]
4. 4 [Option ID = 19086]
3)
Match List I with L ist II
List I List II
Key behaviouxs contribut ing t o effective Desc1·iptive fe tures
t eaching
(A Le sson cla1:·ity (I) Frequency with which students
understand and correctly complet e
exercises
(B ) Instructional Variety (II) The amount of time s tudents devote in
1eaming in the classroom
Examrace
(C) Engagement in lea rning process (III) Teacher s flexibility of the deliver y www.examrace.com
during the present ation of a lesson
(D ) Studen t s uccess rat e (IV) Dii·ect, a u dible oral delivery t o all
studen ts
Choos e t h e correct ans wer from the options gi ven belm,v:
(1) (A)-(IV), (B) -(III) , (C - II), (D -(I)

(2) (A) -(I), (B) -(I I) , (C -(III) , (D) -(IV)
(3) (A) -(I I). B) -(I), (C -(IV), (D) -(111)
(4) (A) -(Im, (B)-(IV), (C - I), (D) -(II)
~ -l ~m~~-II ? f i l ~ ~ :
~ -II
(A) iw; - ｾ＠
..._ ,., ｾ＠ -..,
ｾ＠ '-nJ BtJ CT~ I~ ｾ＠ W1 i:fiv'IT
(B) ｾＭｾ＠ (II) <f)&,1 -rt ｾ＠ "0D ｾ＠ %-g f.m1'{J<ti ｾ＠ｾ＠

ｾ＠ｾ＠ i:rr,n
(I II) GTo - ~ <€I 3lcITtl -if M&fli ｾ＠ ~-!,H-g@

<€I ~
(D) ｾ＠ - ｾ＠ - ｾ＠ (IV) ｾ＠ fu-mf~ efi1 mm, ｾ＠ｾ＠ ~-
"5R=g@
(1) (A) - IV). (B)-(III). (C -(II). (D)-(I)

(2) (A)-(I). (B)-(II) , (C -(III). (D -(IV)
(3) (A)- II). B )-(I), (C) -(IV) . (D)-{III)
(4) (A) - III) . B)-(IV). (C -(I) . (D) -(II)

1. 1 [Option ID = 19087]
2. 2 [Option ID = 19088]
3. 3 [Option ID = 19089]
4. 4 [Option ID = 19090]
4)
Given below are two sta tements:
Statement I : P 1·omoting classroom dial ogue t h a t encourages students to examm e

alternatives is a n example of du·ect instruction.
Statement II : Probing refers to t each er statemen t s th at encourage students to elaborate an

answer.
I n the light of the above s t a t em ents. choose the cor rect answer from the options given below:
(1) Both Statement I and St a t emen t II are t r ue
(2) Both St atement I a n d St a t emen t II are fa lse
(3) Statement I is t rue but Statement II is false
(4) Stat ement I is fals e but Statement II is true
ofl'lR (I ) : ｾ＠ cfi1 ｾ＠ cfi1 i:ifi&f'JT ofl8 ｾ＠ｾ＠ 6c-B li%fl <f)8 cfK1T "fl8:IT cfi1 w:rTq ~a.'! ｾ＠ cfi1 ｾ＠
~i 1
(2) oft~ I~ II ~ ~ t I

1. 1 [Option ID = 19091]
2. 2 [Option ID = 19092]
3. 3 [Option ID = 19093]
4. 4 [Option ID = 19094]
5)
Given below a re two statements : One is labelled as Assertion (A a nd t he other is labelled as
Reason (R :
Assertion (A) : Innovations in evaluation system h ave t o amply safegual'd the reliability
and validity issu es of tools u sed.
Reasons (R) : The vel'y purpose of evaluation is frustrated . if the evaluation t ools do not
meet the r equirements of reliability and validity .
In the light of t he ab ove statements, ch oose the most appropriate a nswer from the options
given belo,v :
(1) Both (A) and (R.) are cor rect and R) is t he correct explanation of (A)
(2) Both (A) an d (R) are cor rect and R) is NOT th e cor rect expla nation of (A
(3) (A) is Cm'l'ect but (R, is not correct
(4) (A) is not correct but (R) is correct
-=flii' ｾ＠ <ti?.R" ｾ＠ｾ＠ t : ｾ＠ ~.:R" (Assel't ion A "ifi ｾ＠ ii fufu«r t a'r ｾ＠ｾ＠ <fiRllT (Reason R) ｾ＠
~if :
~(A) : W~-~ if ~ , ｾ＠ｾ＠ iii f-:1~c1e.f1lldl ｾ＠ ~ mil ~ tft filw..rf cfil ｾ＠

·i:iu·rii ｾ＠ efi8T tI
ofiR1JT (R): ~ ~ it sif@1 t JlTR ｾ＠ '1TurG fu~ •-rn11£Ja1 '3Til: itmn <Ft ~&11:m efi't
'ffe ｾ＠ <fiB tl
(1) (A) ~ (R) ~ ｾ＠ t 3ft{ (R), A) "fil ｾ＠ｾ＠ tI

(2) (A) ｾ＠ (R) ｾ＠ｾ＠ t ｾ＠ (R). (A) "fil ｾ＠ｾ＠ ,fr t I
(3) (A) -«ft t ｾ＠ (R) ｾ＠ｾ＠ tI

1. 1 [Option ID = 19095]
2. 2 [Option ID = 19096]
3. 3 [Option ID = 19097]
4. 4 [Option ID = 19098]
6)
In which of the followin g research me thods, process of hypothesis testing optimally
safeguards th e role of extraneou s variables?
( 1) E xpost Facto meth od (2) Exper imenta l met h od
(3) Historical met hod (4) Descriptive survey method
iM ｾ＠ 1T<fl m<q-f<ff~ ii ~ mfufu qf(<.fi,flH , llft~ m,:n ｾ＠ｾ＠ｾ＠ c!ml ｾ＠ｾ＠ p efir w:T~

wt ?
(1) fflm - ｾ＠ (2) 51'1~i• ii,;-•1"fi fufo
(3) l{@~IRtofi - fufu (4) Wi-.l(Ol k l-l ofi - ~ ~- fcifu

1. 1 [Option ID = 19099]
2. 2 [Option ID = 19100]
3. 3 [Option ID = 19101]
4. 4 [Option ID = 19102]
7)
Which of the following belon g to the category of t rne experimental design?
(A) One group pre test post test des ign

(B) Two gr oups r an do mized subjects post test only design
(C) T wo gr oups static design.s

(D) R a ndomised gr oups pre t est post test design
(E One gr oup time series design
Choose the correct answer from the options given below :
(1) (A) an d (B) only (2) (B) and (C) only

(3) (B an d (D) only (4) D) and (E) only
(1) ｾ＠ (A -3fu (B) (2) ｾ＠ (B) 3lR C
(3) ｾ＠ (B) ｾ＠ (D ) (4) ｾ＠ D) 3lR (E )

1. 1 [Option ID = 19103]
2. 2 [Option ID = 19104]
3. 3 [Option ID = 19105]
4. 4 [Option ID = 19106]
8)
Match List I with List II
Examrace List I List II www.examrace.com

St eps of resear ch Precau tions neede d
(A) Pt·oblem fmmulation (I) Appropriateness of techniques u sed
(B ) H ypothesis makin g (II) Ensur ing internal validity optimally

(C) Research design (III) Unambiguou s labelling of variables
being related
(D) Data an alysis (IV) Focused issues in t erms evidences
Choose the co rrect answer from the options given below :
(1) (A)-(II). (B)-(I), (C) -(IV) , (D) -(III)
(2) (A) -(I). B)-(I I) , (C -(III), (D - IV)
(3) (A)-(IV). {B)-(III). (C) - II) , (D)-(I)
(4) (A)-(III) . (B) -(IV) , (C)- I), (D) -(II)
~-I ~ -II
(A ) wwnmfl!J (I ) "j:f<lfIT ef;t Tflli ｾ＠ eRI 3 q ~
(II) ｾＣｉ＠ ~l-i f?'3laa1
(C) "!ill'Q ｾ＠
(D w-~
-=f'R ｾ＠ 111:; ｾ＠ -q U -gfi 3rlPf•l "'q<Ff ｾ＠ :
(1) (A)- II) .. (B) -(I) . (C) -(IV) , (D)-{III)
(2) (A) -(I), (B) -(II), (C) -(II I) , (D) -(IV)
(3) (A)-(IV) , (B)-(III), (C) -(II) , (D)-(I)
(4) A) -(III). B) -(IV). (C)-(I), (D) -(II)

1. 1 [Option ID = 19107]
2. 2 [Option ID = 19108]
3. 3 [Option ID = 19109]
4. 4 [Option ID = 19110]
9) Given belmv are two statements :
Stat ement I : Use of I CT in research is a super imposition which should be discouraged .
Statement II : Resea.1:·ch ethics and its observance h as to be a mandatory requirement.
In the light of the above stat ements, choose the correct answer from the options given below:
(1) Both Statement I and St at ement II are tl'Ue
(2) Both Statement I and Statement II a re false
(3) Statement I is true but Statement II is false
Stat ement I is false but Statement II is true

(4) Examrace www.examrace.com
1. 1 [Option ID = 19111]
2. 2 [Option ID = 19112]
3. 3 [Option ID = 19113]
4. 4 [Option ID = 19114]
10)
Given below al'e t,vo statements : One is labelled as Assertion (A a nd the othel' is labeUed as
Reason (R) :
Assertion (A) : Format and styles of r eferencing in a resea1·ch thesis a re fornial

re quirements.
Reasons (R) : Fornial requirements a nd their obser van ce help promote standard ization
and objectivity..
In the ligh t of th e above statements, ch oose t h e most appropriate an swer f:r om the options
given belo,v :
(1) Both {A) a nd (R) are true and (R) is the correct explanation of (A )
(2) Both (A) a nd (R) are t rue an d (R) is N OT the correct explanation of (A)
(3) (A) is tr ue but (R) is false
( 4) (A) is false but (R) is t rue
- 3 i ~ (A) : -3~.::rR" -:mtl-~'Q' if ｾ＠ｾ＠ｾ＠ <fiT ｾ＠ 3414-i:l lRi'fi ..:!-l lct :( 4<hd l~ ｾ＠ I
'.efi"RUT (R): 3{14 -i:J lfo'ti ~ lcl ~ll <hd l-3TI ｾ＠ｾ＠ｾ＠ it 4 1-i<til<fi(OI ｾ＠ cl½!,H8,;l l ｾ＠ ~'<R 1l
ｾ＠ fi'rffifl t I
(1) (A) -3ltt (R) ~ l1ti" t ｾ＠ (R). ( A ) ~ ~ ~ t 11
(2) (A) .3'.ftt R) ~ l1ti" t ｾ＠ (R), (A ) ~ ~ ~ ,ti tI

(3) (A) ｾ＠ t ｾ＠ (R) ｾ＠ｾ＠ tI
(4) {A)~~ t ｾ＠ (R) "Bit t1

1. 1 [Option ID = 19115]
2. 2 [Option ID = 19116]
3. 3 [Option ID = 19117]
4. 4 [Option ID = 19118]
11)
vVhen the attitude of the communication towards self is positive but t owards other s it is
negative, the communi cator is said to be
(1) Self confiden t (2) Lackin g in self confiden ce and
a u th enticity
(3) Self-conceited (4) Communicating withou t confidence a nd
·without optimi sm
(1) ;;:u,,- 1-1 focl 14l (2) 0-lk4N'( c..li!:l 1;':i- $114lTUl<f>,;ll <fiT ｾ＠
(3) ｾ＠ (4) WN IA<;il-1 -(;ci &l l~l lr.UG,({%,;1 ｾ＠

1. 1 [Option ID = 19119]
2. 2 [Option ID = 19120]
3. 3 [Option ID = 19121]
4. 4 [Option ID = 19122]
12) If the action desired in the message 1s satisfactor ily performed or the information 1s
faithfu lly received. it is said that,
(1) Co mmunication loop has been clos ed 2 Comnm n ication h as just begun
(3) Co mmunica ion is su ccessful (4) Communication process is smooth
. .... • "'\ ,r . "\ f "'\ l"I ｾ＠ｾ＠ f l"I "\ r. ....,, "'\

.:wT<: !,li;~lljl:1 1'( 1@" l:1 ...f11tlt' i @T "lJ "i'fiP-l' <flT ｾ＠ :§3TT Qi {!Gff " B r o ~ 7. ~-:I IA~~h• ｾ＠ｾ＠ｾ＠ｾ＠ (fl
;m ｾ＠ tt
. . ｾ＠ 4 . " " 3,3'.ff ｾ＠
(1) ｾＭｾ＼ＺＬ＠ (2) Bc!TG; 3NT ｾ＠ Qi
(3) ｾｴ＠ (4) Bcllc;-~ f.:rcu'4 t I

1. 1 [Option ID = 19123]
2. 2 [Option ID = 19124]
3. 3 [Option ID = 19125]
4. 4 [Option ID = 19126]
13)
Given below are two statements:
Statement I : Society plays a key part in the sh aping of communication process.
Statement II : Communication is concerned with t he production, distribution and formation

of public knowledge in society.
In the light of the above statements, choos e t h e most a ppropr iate a n swer from the options
given below:
(1) Both Statement I and Statement II a r e correct

(2) Both Statement I and Statement II a r e in correct
(3) Statement I is correct but Statement II is incor rect
(4) Statement I is inconect but Statement II is cor rect
ｾ＠ (I) : BlffJf, ｾ＠ｾ＠ efil m<fiR ｾ＠ -ii ｾ＠ｾ＠ <f>T ~ "'I ｾ＠ tI

<f,1l.fl (II) : ｾ＠ WITT! ｾ＠ ~ -ｾ＠ -f.r:TTUJ ｾ＠ｾ＠ｾ＠ fc@i::ui it mm ~'tra t I
ｾ＠ <ti~ ｾ＠ｾ＠ -ii, ~~'Tl;~ -ii B ｾ＠ｾ＠ｾ＠ <fiT ｾ＠ｾ＠ '
(1) ef.~ I mi:: II zy;rr i:itd I
(2) oft~ I mi:: IT <iFii Tfm i I

(3) ef.~ I ~ ＠ｾ efi'lR IIT'fmt I t
1. 1 [Option ID = 19127]
2. 2 [Option ID = 19128]
3. 3 [Option ID = 19129]
4. 4 [Option ID = 19130]
14)
'Many Voices , one world : Communicat ion a nd Society :
Today and Tomo1·row' (U ESCO). known as the MacBride comrnission , is about:
(A) The needs of developing countries
(B Industrial growth
(C Disar mament and world peace
(D) Balance informat ion flow
(E) International understanding
Choose th e coi-rect ansi., er from the options given below :
(1) (A). (D ), (E) only (2) (A), (B ), and (C) only
(3) (A ) . (C), and (D) oruy (4) (A , (B), and (D) only
(B ) ｾ＠
ft'i}W; 7rt; ~iiitmft~ofil ~ ~ :
(1) ｾ＠ (A), D) ｾ＠ (E) (2) m A ), (B ) ｾ＠ (C)
(3) m (A . (C) 3W: (D (4) m (A ). (B) 3fu D)

1. 1 [Option ID = 19131]
2. 2 [Option ID = 19132]
3. 3 [Option ID = 19133]
4. 4 [Option ID = 19134]
15)
Given below a1·e t., o .statements : One i.s labelled as Assertion (A) a nd the other i.s labelled as
Reason (R) :
Assertion (A) : Thos e who receive the mess age a nd get t hemselves influenced by them in
the process, are designated as audience.
Reasons (R An in dividual m many. who listen. watch or read t he messages are called
audience .
In the light of the above statements, choose t h e most a ppropr iate an swer from t he options
given below :
(1) Both (A) a nd (R) are conect and (R) is t he cor1·ect explanation of (A)
(2) Both (A) a nd (R) are correct and (R) is NOT t he correct expla n ation of (A)
(3) (A) is conect but (R) is n ot correct
(4) (A) is not cor rect bu t (R) is correct
::fti\ <?r <.fi?..R ｾ＠ｾ＠ t : ｾ＠ ~ - R (Asse1·tion A) ｾ＠ｾ＠ ii fu-fu@ t ｾ＠ｾ＠ｾ＠ l:fiRllT Reason R) ｾ＠
~if
ｾ＠ (A) :
'efiRUT (R):
(1) (A) ｾ＠ (R) ｾ＠ "l1tt t ｾ＠ (R), (A)~ ｾ＠ｾ＠ tI

(2) (A) 3:rtt (R) ｾ＠ｾ＠ t ｾ＠ (R . (A)~ ｾ＠ｾ＠ ,ti t I
(3) (A) mft %ｾ＠ (R) B"eft -::itf ! I
(4) (A) mft ｾ＠ t ｾ＠ (R) "Htf tI

1. 1 [Option ID = 19135]
2. 2 [Option ID = 19136]
3. 3 [Option ID = 19137]
4. 4 [Option ID = 19138]
16)
A sum of n1oney at compound inte rest doubles itself in 15 years, It \vill become eight t imes
of itself in :
(1) 45 years (2) 48 year s
(3) 54 years (4) 60 years
ｾ＠ｾ＠ tr.:ief.t um 15 q1if -it ｾ＠ｾ＠ cg srn m::mm i 1 ｾ＠ｾ＠ 3TTQ cg 3TT3 "Tfi ｾ＠ cm it m

~ ?
(1) (2) 4scrrn i!

(3) (4) 60 <V-n if

1. 1 [Option ID = 19139]
2. 2 [Option ID = 19140]
3. 3 [Option ID = 19141]
4. 4 [Option ID = 19142]
17)
T he avel:'age age of th ree boys is 25 yeai·s and their ages are in the proport ion 3 : 5 : 7, the
age of the youngest boy is :
( 1) 9 yea.ir·s (2) 15 years
(3) 18 years (4) 21 yea t'S

, I •• '"" ";' !"I t• l _.. . '" ' '-• -'t i J. . _ -..., ·• • • , . • ",! - ' " ,. _, , l "Y __. ,, 0 l" s ,,_ , ••0 II V l '-" ＠ '.J' , t '-,! WI -., , -0 -... 1 .._, • .,_ -.. • --:1 I ' ! "O -- • •0 L • I • •
(1) (2) 15 -«R1
(3) 18B@" (4) 21 "G@

1. 1 [Option ID = 19143]
2. 2 [Option ID = 19144]
3. 3 [Option ID = 19145]
4. 4 [Option ID = 19146]
18)
With an average speed of 50 km/hr, a trai n reaches its destination in time. If it goes with an
average speed of 40 km/hr , it is late by 24 minutes. The total distance travelled is :
(1) 30km (2) 40 km
(3) 60km (4) 80 km
ｾ＠ｾ＠ 50 f<fi.-.ft/1R.1 otl ｾ＠ 7ITTI it~ -a&-~~ "'R Bm- "Wfl.l i t ~· t ｉｾ＠ 40 f<o :lft ./<RJ
otT Tffir B ~~ill J.l"Q 24 ｾ＠ｾ＠ Q) -;,r@1 ｾｉ＠ P-ITTR lehcil•ili:{ onT wg mt?
(1) 30 #n.lft . (2) 40 #n.-.ft.
(3) 60 f<f;,i:ft. (4) 80 fiiti ..fi.

1. 1 [Option ID = 19147]
2. 2 [Option ID = 19148]
3. 3 [Option ID = 19149]
4. 4 [Option ID = 19150]
19)
If the ·word EAR.TH be witten as Q.PMZS in coded for m. how can HEART be wr itten following
the same coding.
(1) SQPZM (2) SQMPZ
(3) SPQ,ZM (4) SQPMZ
(1) SQPZivI (2) SQl\l[PZ
(3) SPQZM (4) SQPMZ

1. 1 [Option ID = 19151]
2. 2 [Option ID = 19152]
3. 3 [Option ID = 19153]
4. 4 [Option ID = 19154]
20)
Complete t he number series :
0, 6, 24, 60, 120, ......
( 1) 180 (2) 300
(3) 210 (4) 240
m§<TT - w=! :zj\ ｾ＠ｾ＠ I
0, 6, 24, 60, 120, , ,,,. ,
(1) 180 (2) 300
(3) 2.10 (4) 240

1. 1 [Option ID = 19155]
2. 2 [Option ID = 19156]
3. 3 [Option ID = 19157]
4. 4 [Option ID = 19158]
21) Sagarika is never seen l:'eading any Math ematics book during the day time. Yet she scot'ed
98% marks in Math ematics . Therefore she must be studying during the night . "Which of
follow·ing means of knavvledge is used in t his argument?
(1) Upamana (analogy) (2) Pratyak!?a Perception)
(3) Anumana (inference (4) Arth apat ti (Implication)
( 1)
(3) (4) 31mqfu

1. 1 [Option ID = 19159]
2. 2 [Option ID = 19160]
3. 3 [Option ID = 19161]
4. 4 [Option ID = 19162]
22) Which of the following Indian thought systems hold s th at universal relation in case of
inference (anumana) cannot be determined because there is always room for doubt about th e
unobserved cases?
( 1) Buddhists (2) aiyay'ikas

(3) M imarnsa ( 4) Lokayala
f-r9fufu@ if ｾ＠ｾ＠ mｾ＠ zyf;, ｾ＠ <lQ ｾ＠ i f<fi ｾ＠ｾ＠ｾ＠ m-ot~ ~ t r f.rm ｾ＠ｾ＠

-:;rT m ｾ＠ ~ -1 l-=i0lfe/i•1'1 ｾ＠ if· #'tfffi <fiT ｾ＠ｾ＠ ri ｾ＠ t?
(1) (2) ~a1 1f¾~
(3) (4) ｾ＠

1. 1 [Option ID = 19163]
2. 2 [Option ID = 19164]
3. 3 [Option ID = 19165]
4. 4 [Option ID = 19166]
23)
The statement 'a sense organ that perceives a pl'Operty also perceives t he ''propertyness" as
well as the absence of th at property' can be attributed to which of the following schools of
classical Indian Philosophy?
(1) Lokayiila / Cru.·vaka (2) yaya

(3) Buddhism (4) ttara mimamsa
<P-R - ";JJ) ｾ＠ :JUTitrii <fll ~&i ｾ＠ *ｾ＠ $~"4 ｾ＠ｾ＠ nm ｾ＠ 3'.!'lTTcl epT ｾ＠ｾ＠ｾ＠ t I"
ｾ＠ m'ii8 ｾ＠ ·~ ｾ＠ｾ＠ｾ＠ if ｾ＠ -;;rr ｾ＠ * I
(1) (2) ｾ＠
(3) (4) dul:'ITTrmn

1. 1 [Option ID = 19167]
2. 2 [Option ID = 19168]
3. 3 [Option ID = 19169]
4. 4 [Option ID = 19170]
24)
Which fallacy i.s committed in the following st atement?
"Nobodv has even p1•oved t h at immoral behaviour bv elected officials erodes public moralitv.
T herefore we must conclude t hat su ch beh avior does not erode public morality" .
(1) Appeal to Force (2) Appeal t o Pity

(3) Appeal to I gnora nce (4) Appeal to the People
ｾ＠
--~
""itl ll<::1 1151(1
-,
ef'i'lFl ll "h M "BT Qfcll'l'.fm" ~ , ｾ＠ '\ ~ - ''-P.--..-l4::, '\
,;, ( l"l't~ I --I 1l:ID . "
"5flITTUfo ｾ＠
""
Tifilll ｾ＠ ,;, -P.-
l"f• ｾ＠
·'
ｾ＠
,....,,...R~
<1c,.11 'i.t qi 11-t~11 eftT
ｾ＠ｾ＠ｾＭｾ＠ ef,J ｾ＠ ofi«TT t 'ticll-cl~ wi- ｾ＠ｾ＠ｾ＠ｾ＠ t ff;~· ~ ifi1 ｾ＠ ~ -

ｾ＠ ifi1 4.f(UJ m i5fi«TT t I ,
"\
ｾ＠ｾ＠ｾ＠
"\
(1) 0flcl "" ｾ＠ (2)
(3) ~~"'qc'@ (4) ｾｾ＠

1. 1 [Option ID = 19171]
2. 2 [Option ID = 19172]
3. 3 [Option ID = 19173]
4. 4 [Option ID = 19174]
25) Given below are two statements :
Statement A : "All physicia n s whose licenses h ave been 1·evoked a r e physicians ineligib le t o
practise'·.
Statement B : ·'All physican s eligible to practise a re physicia ns whose licenses a re intail'".
¥lhich of th e follm..vin g is tr ue wit h regard to above two statements?

( 1) Statement B is contrapositive of the statement A a nd these stat ements ar e not
logically equivalent.
(2) Statement B is contr apositive of t he statement A a nd these hvo statements ar e
(3) Statement B is converse of the statement A and these t wo statements a r e not
(4) Statement B is obver se of the statement A and these t wo stat ements are not lo gically
equivalent.
(1) ｾ＠
.
~ , 'fil?:R 3:i- ef,J \.I.
fa 41W
" ""
ldd ｾ＠
ｾ＠
Q w..n ｾ＠ '\ " efiir-J __ci___.i::,, ....
<l l l<tl<tl <i_le. B ｾ＠
....-4+~
---1 ,:; 1 t> I
(2) ｾ＠ of, <iil?:R 3l cfiT !-1@41Wldd ｾ＠ｾ＠ W..TT ｾ＠ efi',.'R ｾ＠ｾ＠ B ｾ＠ tI
(3) ｾ＠ ~ , <iil?:R 3:i- efiT ｾ＠ｾ＠ 't ciirl ｾ＠ lfil?:R ｾ＠ｾ＠ it ｾ＠ｾ＠ tI
(4) ｾ＠ of, lfil?:R 3l <fir \.l@qfwlaa ｾ＠ｾ＠ -a?..TT zyn ｾ＠ｾ＠ｾ＠ B ｾ＠ｾ＠ t1
1. 1 [Option ID = 19175]
2. 2 [Option ID = 19176]
3. 3 [Option ID = 19177]
4. 4 [Option ID = 19178]
26) With respect to Computer Virus , 1..vh ich one of the followin g sta ements is True?
(1) It is a kin d of physical im pmity ·which when present in the CP U causes it to
malfunct ion.
(2) It is a compu ter program th at infects a comput er and the1·eby sends unsolicited bulk
email.
(3) It is a computer pr ogi·am w hich copies itself to infect a co mput er without t he
permission / knowledge of th e user .
(4) It is an aocumulation of dust on the hal'd disk cau sing it to malfunction.
ｾ＠ cllWl "I'>~ ll Rl--lklmld q ii ffl Bl qi~~~?
n) ＠ｾｾ＠ Wf}f{em 'tjtra<fi~'!!R;. t:i'r~m.i:fi.-i -rt~~ m~~rn t 1

(2) Examrace
ｾ＠ｾ＠ｾ＠ｾ＠ -;i\ ｾ＠ sfif ｾ＠ t -wnm t ｾ＠ｾ＠ 3fefin: ~-idlfMiu.s ｾ＠ｾ＠ｾ＠ｾ＠ 1
www.examrace.com
( ::1) ｾ＠ ITT,; ｾ＠ 1Jro11:I 1: ';;fl .'.WT-TT ,mm- ｾ＠ 1: ｾ＠ｾ＠ｾ＠ <TT ｾ＠ -.::mm ｾ＠ illM'i <fit
<>, - "-
ｾ＠ "tfi" m:TT 31J ~ ·ｾ＠ i 1

1. 1 [Option ID = 19179]
2. 2 [Option ID = 19180]
3. 3 [Option ID = 19181]
4. 4 [Option ID = 19182]
27) Identify the correct order in which the follovvi.ng compu t er memories a re ranked from largest
to smallest in terms of storage capacity
(A) Cache
(B) RA.iv l
(C) H ard Disk
(D Register
Choose the co nect answer from the options given below :
( 1) (C), (B), (D), (A ) (2) D) , (A ), B . (C)
(3) (B), (D), (C), (A (4) C), (B), (A ) . D)
(A) %it
(B) 'tJ:J
(C) ~m<fi
rs.
(D ｾ＠
(1) (C), (B). (D ). (A) (2) (D). (A). (B). C)
(3) (B). (D). (C). (A (4) (C) . B) . (A ) , (D)

1. 1 [Option ID = 19183]
2. 2 [Option ID = 19184]
3. 3 [Option ID = 19185]
4. 4 [Option ID = 19186]
28) Given below are tv,m s tatements:
Statement I : The largest decimal number t hat can be repr esented u sing a 7-bit binar y
number is 128.
1"' .,.. . ＠ ,,. 1 • ., ' n ,. .
OL,;,t. l,i:jJJJl:>l l l, .U . lVH UUl H Hll ULUHUl:>1' Ul U l l,l:; 1·,:,qui r,:,u l,U :::i ~u n ; l i:1.l'gt:;::,l, ,:; - uJgH Ut,l'HJJi:1.1 H UJJl U I:>!'
is 7.
In the light of t he a bove statements . choose the cor rect answer from the optio ns given below:
(1) Both Statement I and St at emen t II a r e t r ue
(2) Both St atement I and St at emen t II il.l'e false
(3) Statement I is true but Statement. II is false
(4) Statement I is false bu t St at e ment II is true

1. 1 [Option ID = 19187]
2. 2 [Option ID = 19188]
3. 3 [Option ID = 19189]
4. 4 [Option ID = 19190]
29) Which of t he foHowi ng gi·ou p of s tatements .vith respect to World Wide Web (WWW) 1s
cOJ:'rect?
(A A web ser ver is a s oftware u sed t o access and view content on th e v,,rwv-.1.
(B) A w eb br owse1· is a computer system that makes files available on the WWW.
(C) Tim Berne1·s - Lee cr eated the \VWVl .
(D) Mosaic was t he fir st widely used web browser.
Choose th e correct statements from a bove :
(1 (A a n d. (B only (2 (C) and (D) only
(3) (B a n d (C) only (4) A and (D) only
(1) ｾ＠ (A ) 0TR (B) (2) ｾ＠ (C) 3fu (D)
(3) ｾ＠ (B) ｾ＠ (C) (4) ｾ＠ A) ~ (D)

1. 1 [Option ID = 19191]
2. 2 [Option ID = 19192]
3. 3 [Option ID = 19193]
4. 4 [Option ID = 19194]
30) lVIatch List I with List II
List I Lis II
(Digital Initiatives in Higher E ducation ) (Purpose)
(A ) AD (I Reduce dependency on proprietary
software in educational institution s .
(B ) DL (II) Learn various free and open source
software a ll by oneself.
(C) S poken Tuto1·ia l (Ill) Issu ance. storage, access and
verification of Academic A·w ards
namely degrees, mark-sheets etc.
(D FOSSEE (IV) Frame work of virtual reposi tory of
le.a1·ning resources with a single -
,vindow sear ch facil.it:, .
Choose t h e co1Tect ans,ver from the options given below :
(I) (A)-(III), (B)-(IV), (C)-(II) , (D)-(I)

(2) (A)-(IV) , (B -(III), (C)-(1), (D)-(II)
(3) (A)-(IV), (B -(Ill). (C)-(II) , (D)-(I)
(4) (A)-(II , (B)-(1), (C)-(III) , (D) -(IV)
wfi-1 ~ -II
~!ID -ij ｾ＠ｾ＠ ~l!:'<l
(A ) V:f.~.it. (I fua;rur-~ i\ !:i'1m<1cu aT4'lcl4l ｾ＠ f.!tjun
·on•Pn@d 1
Cin 3PH 3WI tt fuM $I 3fu 3Til:R mu
l-ll4'l~4{ 4m@T ｾ＠ I
(Ill) f-rrhr ~ ' ;Jfl1"T <fiGl' q§-i:i ｾ＠ ~'ie.fi "WllR

:iro:-mft' "!fl<m -"WG ｾ＠ｾ＠ｾ＠
(IV) fu1@ fuir ｾ＠ｾ＠ -gfum if'i m~ ｾ＠ｾ＠
ｾ＠ｾ＠ f(q TP!<'.lJ cfi1 ｾ＠
(1) A) -(111), (B)-(IV), (C)-(11). (D)-(I)
1rn t i\ , r ri n iD \ /TT T\ t r"- I T\ m , ITT\
(3) A) -(IV), (B)-(III), (C -(II). (D -(I)
(4) A) -(II), B) -(I) , (C -(III) , (D) -(IV)

1. 1 [Option ID = 19195]
2. 2 [Option ID = 19196]
3. 3 [Option ID = 19197]
4. 4 [Option ID = 19198]
31) Ozon e layer to beoome ozon e h ole, the oonoentration of ozone should be
(1) < 220 Dobson nit (2) < 300 Dobson U nit
(3) < 320 Dobson Unit (4) < 400 Dobson Unit
"\"\ "\ "\"\ ~ ..., ~ ' ~+",,-, "\"\ • "\ _____c:,,
ｾ＠ "'Ra <ii 3TT;;,rR ,u~ -q 4 1Va l<'Rl ｾ＠ <t-. ｾｾ＠ ;m;;JR <fiT ｾ＠ m-=n -q 11Q"Q'. I
(1) < 220 ｾ＠ｾ＠ (2) < 300 ｾ＠ｾ＠

(3) < 320 ｾ＠ｾ＠ (4) < 400 ｾ＠ｾ＠

1. 1 [Option ID = 19199]
2. 2 [Option ID = 19200]
3. 3 [Option ID = 19201]
4. 4 [Option ID = 19202]
32) T he Virus responsible fm d isease COVID-19 is

(1) SAR.S - Cov-2 (2) T B - Cov-2
(3) SAR.S - Cov-1 (4) H2N2
~ - 19 ｾ＠ @1!. ｾ＠ｾ＠ t;
(1) mu-ffl. - 2 (2) ~ -'-file!'. - 2
(3) ~-ffl. -1 (4) 10!2~2

1. 1 [Option ID = 19203]
2. 2 [Option ID = 19204]
3. 3 [Option ID = 19205]
4. 4 [Option ID = 19206]
33) Match List I with List II
List I List II
Air Qu ality In dex Colour Code
(A 0 - 50 (I) Yellow
(B 101 - 200 (II) Re d
(C 201 - 300 (III) Green
(D) 301 - 400 (IV) Orange
Choose the cor rect answer from the options given below :
(1) (A) -(III) (B) -(I) . C) - II) , (D - IV)
(2) (A) -(l II) , (B) -(I) . (C) - IV), (D) -(II)
(3) (A)-(I I), B) -(I), (C -(III) , (D - IV)
(4) (A)-(II) B) - I), (C -(IV) (D) -(III)
~ -I 7fim~~-II <fil:ri'@R~ ,
~-I ~ -II
ｾ＠ｾ＠ｾ＠ "{11 ｾ＠
(A) 0 - 50 (I) ifu;rr
(B ) 101 - 200 (II) ｾ＠
(C) 201 - 300 (III) ｾ＠
(D) 301 - 400 (I V) -;,wft

fRt ｾ＠ TT1!. ｾ＠ ii "l_q mft ｾ＠ <fil ｾ＠ｾ＠ :
(1) (A) -(I II) (B) -(I , (C - II), (D)- IV)

(2) Examrace
(A)-(III) , (B) -(I), (C) - IV) , (D) -(II) www.examrace.com
(3) (A)-(II) . B) - I) , (C) -(III),, (D -(IV)
(4) (A)-(II). B ) - I) , (C)-(IV) , (D) -(111)

1. 1 [Option ID = 19207]
2. 2 [Option ID = 19208]
3. 3 [Option ID = 19209]
4. 4 [Option ID = 19210]
34) The salt iness of th e ocean water can be attribut ed to th e min erals and salts deposited by the
variou s rivers that flmv into it . However, rivers a re not saline becau se :
(1) Salts get precipi tated a t the botto m

(2) Salts are ab sorb ed by th e plan ts into it
(3) River water in re plenished by the rain
(4) Mu ds of t he river n e ut rali zes th e salt
.............J: ' ' ' C' ... C' --...----c. c..c:_ r- ... ' _£::.__:! _.!L ' ,.
ｾＧＮｪＭＱ＠ ;:;m qi~ "'li "@1!, WJ:( ｾ＠ ri:R?Fl •~ 1"1 1 1~1 1"?1 ｾ＠ｾ＠ Ra;rrr«J l,CJ l•N1 1 -~-m ｾ＠ "tiT ｾ＠ i:rRl
-::ifT B'li'ffi t I amfcl, - 1 fc.21' i erii ;:;m '©'m ,ti iim ｾ＠ :

(1) (2)
(3) (4)

1. 1 [Option ID = 19211]
2. 2 [Option ID = 19212]
3. 3 [Option ID = 19213]
4. 4 [Option ID = 19214]
35)
India's maximu m ener gy comes from:
(1) Hydroelectric Power Plant (2) Nu clear Power Plant

(3) Thermal Power Plan t (4) Solar Power Plant
( 1) (2) ｾ＠
(3) (4) ~fu@WT;I

1. 1 [Option ID = 19215]
2. 2 [Option ID = 19216]
3. 3 [Option ID = 19217]
4. 4 [Option ID = 19218]
36)
Undm· th e rubric or ien tal learning pr ogi·ammes in India. Th e role of learn er ·w as cons ider ed
to be relatively more :
(1) Active (2) Passive

(3) Neutral (4) S:ilent
(1) c2) ｾ＠ lfr-ft ｾ＠ m

(3) (4) ｾ＠ ,rr;ft -:;,r@l m
1. 1 [Option ID = 19219]
2. 2 [Option ID = 19220]
3. 3 [Option ID = 19221]
4. 4 [Option ID = 19222]
37) Examrace
\Vhich www.examrace.com
of t he following features ar e indicative of the n egative social r ather t h an physical
as pects of environment ?
(A) H a bitat s in slum s
(B) Conflict and clash es in gl:'oups
(C) Fru stration a n d a nxiety manifest in groups
(D) Aggression a nd threats manifest in collective beh aviom·
Choose th e most a ppropriate an swer fro m th e option s given below :
(1) (A) a n d (B) only (2) (B). a n d (C) only
(3) (B) and (D only (4) (C) and (D) only
(A ) -i:rfu ｾ＠ it crrn - r-iTR

(B) ｾ＠
(C) ｾ＠ if ｾ＠ am oi:n:ra1 ｾ＠ｾ＠ t
(1) ~ (A) ~ (B) (2) ｾ＠ (B) ｾ＠ C)
(3) ｾ＠ (B)am (D) (4) ｾ＠ C)~(D)

1. 1 [Option ID = 19223]
2. 2 [Option ID = 19224]
3. 3 [Option ID = 19225]
4. 4 [Option ID = 19226]
38) For contin ous p rofession al develop men t a nd self im provement every teacher is supposed t o
atleast devot e h ow many h ours every year?
(1) 20 h r s (2) 30 hrs
(3) 40 h r s (4) 5 0 h rs
(1) 201:R: (2) 301:R:
(3) 401:R: (4) 50 Eil

1. 1 [Option ID = 19227]
2. 2 [Option ID = 19228]
3. 3 [Option ID = 19229]
4. 4 [Option ID = 19230]
39) T he centra l motivation al goal as evident in per sonal success t h rough d emonst rating
co mpet en ce accordin g t o socia l standards ta k es the form of a basic value called,
(1) Self - direct ion va lu e (2) Hedonist ic vlau e
(3) Achievem ent value ( 4) Power value
(1) -3-lkl-lR~'ln ｾ＠ (2) ｾ＠

(3) ｾ＠ (4) ~Ile@~

Examrace
1. 1 [Option ID = 19231]
www.examrace.com
2. 2 [Option ID = 19232]
3. 3 [Option ID = 19233]
4. 4 [Option ID = 19234]
List I Li.st II
Stages of value development Desci:·ipt ive features
(A) Stage I - Value collection (I) Provides predictability of human
be havi o u r
(B) Stage II - Value assessment (II) vVhen thei.·e are gaps behveen
practised a n d preached values
(C) Stage III - Value clarification (III) Helps the in dividual learn to choose
a n d imbibe the values one cher ish es
(D) Stage IV - Value con solidation (IV) These are acquired from the members
of the community
Choos e th e co rrect answer from the options given below :

(1) (A) -(IV), (E)-(III) , (C)-(II), (D -(I)
(2) (A) -(I), B) -(II), (C -(III). (D)- IV)
(3) (A) -(II) . B)- I), (C -(IV), (D)-(III)
(4) (A) -(III) . (B)-(IV) , (C - I), (D) -(II)
~ -r it;m~~-II <fiI-fi@R~ ,
~-I ~ -II
~fuof;m~~ c1urq11-4efi fcd1<:1 a1~
(A ) 'q""(Uf - I - 1tf'l~ (I lfRi:l ｾ＠ <nT ｾ＠ ~efc:I ｾ＠ tI
(E) 'q""(Uf - II - ｾ＠ｾ＠ (II) ｾ＠ｾ＠ 3ltt ｾ＠ 1!flTI ii ｾ＠ -il I
(C) 'q""(Uf - III - ｾ＠ｾ＠ (III) i5t.lffil ofi1 ｾ＠ｾ＠ｾ＠ 'cf'-FI :,ft.: ｾ＠
fuErR -i:r ~efiwl t l
(D) q(Uf - IV - ｾ＠ｾ＠ (IV) H ｾ＠ if; ｾ＠ it WI ｾ＠ ;;j[@l tI
ｾ＠ｾ＠ｾ＠ｾ＠ if ｾ＠ mft ｾ＠ "fiT 'i'P-Ff ｾ＠ '
( 1) (A)-(IV), (E)- (III) , (C) - II) , (D) -(I)
(2) (A)-(I), (E)-(II), (C) -(III), (D - IV)
(3) (A) -(I I), (B)-(I), (C) -(IV) , (D)-(III)
(4) (A)-(I II), (B)-(IV) , (C - I). (D)-(II)

1. 1 [Option ID = 19235]
2. 2 [Option ID = 19236]
3. 3 [Option ID = 19237]
4. 4 [Option ID = 19238]
Topic:‐ GP_Set6_C
1)
Rea d th e followin g pass age carefully a nd answer the questions that follow
The separation of work from knowledge was oper ationalised by separation of tr aining fro m
education. T he former was intended to tr an sfer the skills of labour and the secrets of
craftsmanship to the younger generation. of the toiling poor so as to en able them to produce
value fro m the sweat of t heir labom·. The latter was intended to pass on the abstracted
generalisations of social practice as gems of kno,vledge to th e younger gener ation s of t he
propertied class so as to enable them to wield power through a monopoly of such knowledge
and a ppropr ia te surpluses generated by the labom· of t he former. The essent ially integrated
ta sk of tr a nsferring th e accumu la ted social experience of mankin d to the younger gen eration
was t h us fractured. The continuum of the primitive stage was t ran sformed into the
dichoton1y of class socities. The world of th e m aster craftsman a nd h is disciples ,vas a world
apart from the protected cloiste1·s where i n the wise debated on the number of a n gles that
cou ld comfmtably sit on the point of the needle. This tr a dition of se parating work from
knowledge and work from power h as been t he basis for the exclusion of the toilets from th e
domain of knowledge by denying education to them, and from th e domain of power by closing
its door to the u neducat ed. Viewed thu s, education may be considered to be the most potent
instrument of inequ al isation in h istory. This distort ion way partially corrected in the
developed cou ntries of the west under the impact of th e Indus tria l Revolution. With
qualitative transform ation of technology, it was n o lo nger possible for the skilled craftsman
to par ticipa te in production without transoending the boundar ies of training and moving into
the work of education. The blacks mith was to be rooted in the scien ce of metallm·gy a n d
tannei· in chemical technology. T he h itherto unsurmountable wall between training a nd
education had t o be breached in the new situation. It became possible to do so in the
tradit ionally virgin ethos of the lands across the Atlantic wher ever the tanner a n d the
hist orian, the blacksmith and th e physicist, the t iller and the poet ,vere put togeth er in the
wilder ness of the wildwest t o fas hion their common destiny.
Inequalisation due t o education could be addressed by :
(A) P romoting the distinct ion bet·ween theory a nd practise
(B Challenging the wa tertigh distinction between training and education
(C) Qualitative tr ansformation of techn ology
(D) Ushering in a n age of specializa t ion bas ed on dichoto my between training and
education
Choose th e correct answer from the options given below :
(1) (A) and (B) only (2 (A). and (D only
(3) {B) a nd (C) only (4 (C) and (D) only
(1) ｾ＠ (A ) ｾ＠ (B) c2) m A) am en)
(3) ｾ＠ (B ｾ＠ (C) (4) ｾ＠ (C) 3fu (D

1. 1 [Option ID = 19239]
2. 2 [Option ID = 19240]
3. 3 [Option ID = 19241]
4. 4 [Option ID = 19242]
2)
Rea d the follmvin g passage carefully and an.swer the questions that follmv
The separation of work from knowledge was oper ation alised by sepa1·ation of tr ainin g from
education. T he for mer was intended to t r an sfer the skills of labour and the secr ets of
craftsmanshi p to the youn ger generation of the toiling poor so as to en able th em to produ ce
value fro m t h e s\veat of their labour. The fatter was inten ded to pass on t h e a bstr acted
gen eralisations of social practice as gems of knowledge t o th e younger gener ations of t he
proper tied class so as t o enable th em to w ield power through a monopoly of such knowledge
a n d a ppropria te surpluses gen erated by the labom· of t h e for mer. The essentially integrated
task of tr a nsferring th e accu mu lated socia l experience of mankin d to the youn ger gen eration
was thus fractured. T he continuum of the pr imitive stage ·w as t ran sformed into the
dichoto1n y of class socit ies. The wor ld of the master craftsman a nd h is disciples was a world
apart from t he protected cloiste1·s where i n th e wise debated on th e number of a n gles that
cou ld comfm tably sit on t h e point of the needle. This tr a dition of se parating work from
knowledge and work from pm,ver h as been t h e basis for the exclusion of the toilets from th e
domain of knowledge by deny7.ng educat ion to them, and from th e domain of power by closing
its door to t h e u neducated. Viewed thu s, education may be con sidered to be the mos t potent
instrument of in equ al isation in h ist ory . This distort ion way pa rtially corr ected in the
developed cou ntries of t h e wes u nder th e impact of th e In dustria l Revolution. With
qual itative transformation of t echnology, it ,vas n o longer possible for the ski.Hed craftsman
to par t icipa t e in production without t ranscending the boun dar ies of training and moving into
the work of education . T he blacks mith was to be rooted in t he scien ce of metallurgy a n d
ta nne1· in chemical technology. T he h ith erto u ns urmountable wall between training a nd
education had t o be breach ed in the n ew sit ua t ion. It became possible to do so in th e
tradit ionally virgin et.hos of th e lands across the Atla n tic wher ever the t a n ner a n d the
historian, the black smith and th e physicist, th e t ill er and t h e poet were pu t togeth er in the
wilder ness of the wildwest to fas hion their common destiny.
Given below ar e two s t atemen t s : One is labelled as Assertion (A) a nd the oth er is labelled as
R eason (R) :
Assertion (A Education m ay be considered t o be an instr ument of in equalisat ion.
R easons (R) : The separation of work fro m knowledge ·was operationalized by separation
of' b'ai ning from education.
I n t h e light of th e above st atements. ch oose t he most a ppropriate an swer from t he option s
given below :
(1) Both (A) a nd (R) are cor rect and (R) is the corl'ect explanation of (A)
(2) Both (A) a nd (R) are cmrect and (R) is NOT t h e cor rect explanation of (A
(3) (A) is correct but (R) is not correct
(4) (A) is not correct bu t (R) is correct
-:fr€t cD <.fi 9.f, ｾ＠ -rm; t : 11:f> ｾ＠ (Asser t ion A ｾ＠ｾ＠ ii fufu@ t mｾ＠ :mir; efiRUT (Reason R) ｾ＠
~if:
~(A) :
ofiR1Jl (R):
( 1) (A) ,3fR (R) ｾ＠ｾ＠ t 3TR (R , A) '-fit ｾ＠ o".TT&TI tI

(2) (A) ｾ＠ (R) ｾ＠ｾ＠ t ｾ＠ (R) . (A) <fil ｾ＠ C<ff&.ff ｾ＠ tI
(3) (A) "Ht! t ｾ＠ (R) ｾ＠ :,ift I t

1. 1 [Option ID = 19243]
2. 2 [Option ID = 19244]
3. 3 [Option ID = 19245]
4. 4 [Option ID = 19246]
3)
Read th e followin g pass age carefully a nd answer th e questions that follo.v
The separation of work from knowledge was oper ation alised by sepa1·ation of training from
education. The for m er was int ended to transfer the skills of labour and the secrets of
craftsmans hip to the youn ger generation of t h e toiling poor so as to en able th em to produce
value fro m t h e sweat of their labour. The latter was intended to pass on the abstracted
generalisations of social practice as gems of knowledge to th e younger gener ations of t he
pr oper tied class so as to enable them to wield power through a monopoly of such k nowledge
a n d appropriate surpluses gen erated by the labom· of th e former . The essent ially integrat ed
ta sk of tra nsferring th e accumulated social experience of mankind to the youn ger gen eration
,vas t h us fracture d. The continuum of the pr imitive stage was tran sfor med into the
dichotmny of class socities. The wor ld of th e master craftsman a nd h is disciples ,vas a world
apart from the protected cloistei·s where i n th e wise debated on th e number of angles that
cou ld conllfmtably sit on the point of the needle. This tra dition of se pa rating ,, ork from
knowledge and work from po,ver h as been t he basis for the exclusion of the toilet s from th e
domain of knowledge by denying education to them, a nd from th e domain of power by closing
its door to t h e u neducat ed. Viewed thu s, education may be considered to be the most potent
instr ument of inequal isation in history. This distort ion way par tially corr ected in th e
developed cou ntries of the west u nder the impact of th e Indus tria l Revolution . With
qualitative transformation of t echnology, it was n o longer possible for the skilled craftsman
to par ticipa te in pr oduction without trans cending the boun daries of training and moving into
the work of education. The blacks mith was t o be rooted in the scien ce of metallurgy a nd
tanner in chemical technology. Th e h itherto uns urmountable wall be w een training a nd
education had to be breach ed in t h e new sit uation. It became possible to do so in th e
tradit ionally virgin ethos of the lands acros s the Atlantic wher ever the tan ner a n d the
hist orian, the blacksmith and th e physicist, t h e t iller and t he poet were pu t togeth er in th e
wilder ness of the wildwest to fa shion their common destiny.
" "Po
H9l 'tid 17'Urn <fiT
. .. ｾ＠ _.,,._ ....A,...:). "'
'-i l~<i, -c:111~ 1 1"! ｾ＠ｾ＠ｾ＠ <fiT ｾ＠
ｾ＠
'-\l l""l <i, ,
!ITT!a:M <fiT ffl~il TI ｾ＠ｾ＠ ffl ｾ＠ｾ＠ <ti ｾ＠ <fil ｾＭｾ＠ｾ＠ 7P-ff I ｾ＠ <fiT ｾ＠ｾ＠ｾ＠
..,. . 1--. 1-, 1 -.. ,. -1 ,i , I -1 • ">. . .. - ~, - ,,, I,....,, '' .,, , -311 -•• L,~ -,, 1 t_,! -.. ... 11 -..u ,1·-.. ... 1 , , ..., ~u - ｾ＠ \. ~11 7 • , .... ....,,, ... I ..-1 I ._,.., ·,t ~ -, --, 1 I 4 11 -... , - . . , .
Given below are two statements:
Stat ement I : Tr aining is intended to transfer the skills of laboul' and secrets of crafts
manship to people who lack it.
Stat ement II : Education is int ended to pass on th e abstracted generalizations of social

practise to those who lack it.
In the light of the above statements . ch oose t he most appropriate answer from the options
given below:
(1 Both Statement I and Statement. II are correct
(2) Both Statement I and St atement II a re incorrect.
(3 Statement I is correct bu t Statement II is in correct
(4) Statement I is in correct but Statement II is correct
ofi'lR (II) :
ｾ＠
1'( 14.11 <nl 3fr!ITi.l HP-II
ｾ＠
<ti W-TI
..
on ｾ＠
~-
Hl4Ml ofi{OI onT ｾ＠
'\ ~_:\.
1:1 1' 11 ot>I
·n:
t;fd ld d "1iv11
~ f:ir-P-fi
,...., -q'ffl
i,
ｾ＠ 3flnqi 1

1. 1 [Option ID = 19247]
2. 2 [Option ID = 19248]
3. 3 [Option ID = 19249]
4. 4 [Option ID = 19250]
4)
Read th e following pass age carefully a nd answer the questions that follo.v
The separation of work from knowledge was operationalised b y sepa1·ation of training from
. .
educar.10n. l'he rormer was intended to tran ster the skills ot la bour and the secr ets ot
craftsmanship to the youn ger generation of the toilin g poor so as to en able them to produ ce
value fro m t h e s,veat of t heir labour . T he fatter was in ten ded to pass on t he a bstracted
gen eralisations of soci al practice as gems of knowledge to th e younger gener ations of the
proper tied class so as to enable th em to w ield power through a monopoly of such knowledge
a n d a ppropr iate sur pluses gen erated by the labom· of th e for mer. The essentially in egrat e d
task of tr a nsferring th e accu mu lat ed social exp erience of mankin d to the youn ger gen erat ion
was thus fractured. T he continumn of the primitive stage ·was t ran sformed into the
dichotomy of class socities. The ,vor ld of the m aste1· craftsman a nd h is disciples was a world
apart from the protected cloist ers where in th e ·wise debated on th e number of a n gles that
cou ld comfmtably sit on t h e point of the needle. Th is tr a dition of se parating ,, ork from
knowledge and work from po,ver h as been t h e basis for the exclusion of the toilets from th e
domain of knowledge by denying education to them , a nd from the domain of power by closing
its door to th e u neducated . Viewed thu s, education may be considered to be the most potent
instr u ment of inequ al isation in h istory. This distort ion way pa r t ially corr ected in the
developed cou ntries of t h e west u nder the impact of th e In dustr ia l Revolution . With
qualitative transformation of tech nology, it was n o lo nger possible for t he skilled craftsman
to par t icipa te in prnduction without transcending the bounda r ies of training and moving into
t h e work of education . T he blacks mith was to b e rooted in t he science of metallu rgy a nd
ta nner in chemical t echnology. The h ith erto u nsurmountable wall between training a n d
education had to be breach ed in the n ew sit uation . It became possible to do so in the
tradit ion ally virgin ethos of t h e lands across the A la n tic wh er ever the t a nner a n d the
historia n , th e blacks mith and th e ph ysicist , the t ill er a nd the poet w er e put toget h er in the
wilder ness of the wildwest to fas h ion their common destiny.
T he au th or of the passage a r gues for :
(A) Classless society
(B) Technocratic society
(C) Interr elation bet ween th eory a n d practice
(D) P resentation of t raditional cr afts
Choose the cor rect ans,Aer from t he options given belo,v:
(1) (A) a n d (D only (2) (A) a nd (C) only
(3) (B) an d (D) only (4 C) a nd (D) only
<R.Trn<t>T~~~~~t?
(A) c~•lfci ,fH ｾ＠
(B) ~ - cift;i-~
(C) ｾ＠ 3fu ｾ＠ en li'O.T ｾ＠
(D 41<t.q fot, fii1~cil <Fil"~
( 1) ~ ( A ) ~ (D) (2) m (A) ~ (
(3) ｾ＠ (]3) ｾ＠ (D) (4) ｾ＠ (C ｾ＠ (D)

1. 1 [Option ID = 19251]
2. 2 [Option ID = 19252]
3. 3 [Option ID = 19253]
4. 4 [Option ID = 19254]
5)
Read the following passage carefully a nd answer the questions that follov,·
The separation of work from knowledge was oper ation alised b y separation of training from
education. T he for mer was intended to tran sfer the skills of labour and the secrets of
craftsmanship to the youn ger generation of the toiling poor so as to enable them to pmduce
value from the sweat of their labour. The latter was intended to pass on the abstracted
generalisations of social practice as gems of kno,vledge to the younger gener ation s of the
propertied class so as to enable them to w ield power through a monopoly of such knowledge
a n d appropriate surpluses gen erated by the labom· of th e former. The essentially integrated
task of tr a nsferring the accumulated social experience of mankind to the youn ger gen eration
was thus fractured. The continumn of the primitive stage was t ran sformed into the
dichotomy of class socities. The world of the maste1· craftsman a nd h is disciples was a world
apart from the protected cloisters where in th e ·wise debated on th e number of angles that
cou ld comfmtably sit on the point of the needle. This tradition of se pa rating ,, ork from
knowledge and work from power h as been t he basis for the exclusion of the toilets from th e
domain of knowledge by denying education to them, and from the domain of power by closing
its door to the u neducated . Viewed thu s, education may be considered to be the most potent
instr u ment of in equal isation in h istory. This distort ion way partially corr ected in the
developed cou ntries of the west u nder the impact of th e Indus tria l Revolution. With
qual itative transformation of tech nology, it was n o lo nger possible for the skilled craftsman
to par t icipa te in production without transcending the bounda ries of training and moving into
the work of education. The blacks mith was to be rooted in the science of metallm·gy a n d
tanner in che mical technology. The h itherto unsurmountable wall between training a nd
education h ad to be breach ed in the new sit uation. It became possible to do so in the
tradit ionally virgin ethos of the lands across the Atla n tic wherever the t a nner a n d the
historian, the blacks mith and th e physicist , the t iller and the poet were put together in the
wilder ness of the wildwest to fas hion their common destiny.
Assign a suitable title to t he paragraph
(1) T heory without practice infertile. pmctical benefit of theory is in vain

(2) Theory and practical, complement each others
(3) Dichotomy of theory and practice
(4) Theory lends support to practice
(2) ｾＭｾｉ＠
(3) ~3'itl:~efilm~ I
(4) ｾ＠ it ｾ＠ｾ＠ｾ＠ ft@m tI
1. 1 [Option ID = 19255]
2. 2 [Option ID = 19256]
3. 3 [Option ID = 19257]
4. 4 [Option ID = 19258]
Topic:‐ 2 New Political Science SH2_A
1) 'Imperialism is the highest stage of capitalism'. Whose statement is this?
'सामा यवाद पूज

ं ीवाद का उ चतम चरण है ' यह िकसका कथन है ?
[Question ID = 6410][Question Description = S4_qSNz_PG_PLS_Q01]

1. V I Lenin/वी ए लेिनन [Option ID = 25103]
2. Joseph Stalin/जोसेफ टािलन [Option ID = 25104]
3. Karl Marx/काल मा स [Option ID = 25105]
4. Georg Lukacs/जाज लुकास [Option ID = 25106]
2) Who gave the concept of 'Gaia'?

' गाइआ' क अवधारणा िकसने दी है ?

1. Rachel Carson/रशेल कसन [Option ID = 25107]
2. Vandana Shiva/व दना िशवा [Option ID = 25108]
3. James Lovelock/जे स लवलॉक [Option ID = 25109]
4. Fritjof Capra/िफटजॉब कापरा [Option ID = 25110]
3) Will Kymlica is the pioneer of which rights?
िवल िकमिलका िकन अिधकार क अगदूत ह ?

1. Political Rights/राजनीितक अिधकार [Option ID = 25111]
2. Legal Rights/कानूनी अिधकार [Option ID = 25112]
3. Natural Rights/नैसिगक अिधकार [Option ID = 25113]
4. Cultural Rights/सां कृितक अिधकार [Option ID = 25114]
4) Who amongst the following is a positive liberalist?
िन निलिखत म से कौन सकारा मक उदारवादी है ?

1. H. J. Laski/एच जे लॉ क [Option ID = 25115]
2. Milton Friedman/िम टन फीडमैन [Option ID = 25116]
3. Robert Nozick/राबट नोिजक [Option ID = 25117]
4. Herbert Spencer/हरबट पसर [Option ID = 25118]
5) Who has given the concept of Fiduciary Trust?
िन निलिखत म से िकसने िव ास आिशत यास (िफडुिसयरी ट ट) क अवधारणा पदान क है ?

1. Hobbes/हॉ स [Option ID = 25119]
2. Locke/लॉक [Option ID = 25120]
3. John Rawls/जॉन रॉव स [Option ID = 25121]
4. John Stuart Mill/जॉन टुअट िमल [Option ID = 25122]
6) Karl Popper attacked the historicism of:
काल पॉपर ने िकसक ऐितहािसकता क आलोचना क है ?

Examrace
[Question ID = 6415][Question Description = S4_qSNz_PG_PLS_Q06] www.examrace.com
1. Plato and Aristotle/ लेटो और अर तू [Option ID = 25123]
2. Plato and Hegel/ लेटो और हीगेल [Option ID = 25124]
3. Plato and Machiavelli/ लेटो और मै यािवेली [Option ID = 25125]
4. Machiavelli and Marx/मै यािवेली और मा स [Option ID = 25126]
7) Who is the author of Emilé?
' इमाइल' के लेखक कौन ह ?

2. Locke/लॉक [Option ID = 25128]
3. Rousseau/ सो [Option ID = 25129]
4. Plato/ लेटो [Option ID = 25130]
8) "Political power grows out of the barrel of a gun.", whose statement is this?
'' सभी राजनीितक शि ू क नली से िनकलती ह '' यह िकसका कथन है ?

बंदक

1. Stalin/ टॉिलन [Option ID = 25131]
2. Mao Zedong/माओ सेतग ंु [Option ID = 25132]
3. Machiavelli/मैिकयावेली [Option ID = 25133]
9) Vinayak Damodar Savarkar established
िवनायक दामोदर सावरकर ने िन निलिखत म से िकसक थापना क थी ?

1. India House/इंिडया हाउस [Option ID = 25135]
2. Azad Hind Fauj/आजाद िह द फौज [Option ID = 25136]
3. Abhinav Bharat/अिभनव भारत [Option ID = 25137]
4. Samagra Savarkar Vangmaya/समग सावरकर वा य [Option ID = 25138]
10) In the opinion of Vivekananda, the problems of India could not be solved, except by
िववेकानंद के िवचार से भारत क सम याओं का समाधान िन निलिखत म से िकसे छोड़कर सुलझाई नह जा सकता है ?

1. Assigning sole priority to the political objectives/राजनीितक उ े य को एकमात वरीयता पदान कर के [Option ID = 25139]
2. Expanding the social basis of nationalism/रा वाद के सामािजक आधार का िव तार कर के [Option ID = 25140]
3. Supporting the Varnashrama system/वणाशम प ित का समथन कर के [Option ID = 25141]
4. Not focusing on cultural and educational issues/सां कृितक तथा शै िणक िवषय पर बल न देकर [Option ID = 25142]
11) Who among the following has written the book titled Kautilya: The Arthashastra?
िन निलिखत म से िकसने ''कौिट य : द अथशा त'' नामक पु तक िलखी है ?

1. R.S. Sharma/आर एस शमा [Option ID = 25143]
2. L.N. Rangarajan/एल एन रंगराजन [Option ID = 25144]
3. Hermann Kulke and Dietmar Rothemund/हमन कुलके तथा डाइटमर थरमंड [Option ID = 25145]
4. J.C. Heesterman/जे सी िह टरमैन [Option ID = 25146]
12) "The mind, therefore, had to be de‐colonized first before it could be made more responsive to freedom". Who among
the following made this statement?
अतः वतंतता के पित अिधक अनुिकयाशील बनाने के पूव मन का सवपथम िवउपिनवेशीकरण करना होगा यह िन निलिखत म से िकसका कथन है ?

1. Mahatma Gandhi/महा मा गांधी [Option ID = 25147]
2. B. R. Ambedkar/बी आर अ बेडकर [Option ID = 25148]
3. Bal Gangadhar Tilak/बाल गंगाधर ितलक [Option ID = 25149]
4. Swami Vivekanand/ वामी िववेकानंद [Option ID = 25150]
13) Who considered democracy as a type of society in which political elites are recruited from different social strata on the
basis of individual merit?
िन निलिखत म से िकसने लोकतंत को समाज का एक ऐसा

Examrace प बताया िजसम राजनीितक संभांत यि य (एिल स) क भत वैयि क योwww.examrace.com
यता के आधार पर
िविभ न सामािजक तर से भी जाती है?
1. C. W. Mills/सी ड यू िम स [Option ID = 25151]
2. S. R. Maheshwari/एस आर माहे री [Option ID = 25152]
3. T. B. Bottomore/टी बी बोटोमोर [Option ID = 25153]
4. Robert Michels/रॉबट मीशे स [Option ID = 25154]
14) Who among the following supported the 'New Social Movements'?
िन निलिखत म से िकसने 'नवीन सामािजक आंदोलन ' का समथन िकया है?

1. Upper Classes/उ च वग [Option ID = 25155]
2. Middle Classes/म य वग [Option ID = 25156]
3. New Middle Classes/नव म य वग [Option ID = 25157]
4. Lower Classes/िन न वग [Option ID = 25158]
15) Which one of the following components is NOT essential in the political culture?
िन निलिखत म से कौन से अवयव राजनीितक सं कृित के िलए आव यक नह है ?

1. Values/मू य [Option ID = 25159]
2. Beliefs/िव ास [Option ID = 25160]
3. Emotional attitudes/भावा मक अिभवृि [Option ID = 25161]
4. Corruption/भ ाचार [Option ID = 25162]
16) Which one of the following countries has no provision for Judicial Review?
िन निलिखत म से िकस देश म याियक पुनरी ण का पावधान नह है ?

1. United States of America/संयु रा अमे रका [Option ID = 25163]
2. United Kingdom/यूनाइटेड िकंगडम [Option ID = 25164]
3. Switzerland/ि व जरलड [Option ID = 25165]
4. India/भारत [Option ID = 25166]
17) Which one of the following is NOT the basic feature of Post‐Modernism?
िन निलिखत म कौन सा एक उ र ‐ आधुिनकतावाद का आधारभूत ल ण नह है ?

1. It believes in deconstruction/यह िव ‐ संरचना म िव ास रखता है [Option ID = 25167]
2. It is concerned with the concept of feminity/यह नारी व क अवधारणा से संबिं धत है [Option ID = 25168]
3. It challenges the accepted theory of International Relations/यह अंतरा ीय संबध ं के वीकृत िस ांत को चुनौती देता है [Option ID = 25169]
4. It is incredulity towards metanarrative/यह अिध आ यान (मेटानरेिटव) के पित अिव ास य करते है [Option ID = 25170]
18) Where was the first UN International Conference on Environment held?
संयु रा का पथम अंतरा ीय पयावरण स मेलन कहाँ आयोिजत हआ था ?

1. Rio de Janeiro/ रयो िड ‐ जेने रयो [Option ID = 25171]
2. Copenhagen/कोपेनहेगन [Option ID = 25172]
3. Stockholm/ टॉकहोम [Option ID = 25173]
4. Cairo/कािहरा [Option ID = 25174]
19) Which one of the following is NOT a proponent of the Systems theory of International Relations?
िन निलिखत म से कौन ‐ सा एक अंतरा ीय संबंध के यव था िस ांत का पितपादक नह है

1. Morton Kaplan/मोटन केपलॉन [Option ID = 25175]
2. C. W. Manning/सी ड यू मैिनंग [Option ID = 25176]
3. Kenneth Boulding/केनेथ बोि ड़ंग [Option ID = 25177]
4. Karl W. Deutsch/काल ड यू डॉयस [Option ID = 25178]
20) Which one of the following is NOT a basic principle of Hans J. Morgenthau's Theory of Realism in International Relations?
िन निलिखत म कौन सा एक अंतरा ीय संबंध म हस जे. मोगनथ के पयायवाद के िस ांत का मु य िस ांत नह है ?

1. Politics is governed by universal moral values/राजनीित सावभौिमक नैितक मू य ारा शािसत होती है [Option ID = 25179]
2. Politics is rooted in human nature/राजनीित मानव वभाव म सि निहत है [Option ID = 25180]
3. National interest is always defined in terms of power/रा ीय िहत शि के संदभ म सदैव प रभािषत होता है [Option ID = 25181]
4. Politics is an autonomous sphere of activity/राजनीित गितिविध एक वाय े है [Option ID = 25182]
त
21) India has the Kalapani territorial dispute with which country?
भारत का कालापानी भूभागीय िववाद िकस देश के साथ है ?

1. Indonesia/इ डोनेिशया [Option ID = 25183]
2. Nepal/नेपाल [Option ID = 25184]
3. Singapore/िसंगापुर [Option ID = 25185]
4. Malaysia/मलेिशया [Option ID = 25186]
22) Which Prime Minister pursued the foreign policy of extending non‐reciprocal concessions to neighbouring states?
िकस पधानमंती ने पड़ोसी देश के साथ एकतरफा रयासत देने वाली िवदेशनीित को अपनाया?

1. V.P. Singh/वी पी िसंह [Option ID = 25187]
2. Inder Kumar Gujral/इ दर कुमार गुजराल [Option ID = 25188]
3. P.V. Narasimha Rao/पी वी नरिस हा राव [Option ID = 25189]
4. Manmohan Singh/मनमोहन िसंह [Option ID = 25190]
23) In 1954, India signed the Panchsheel agreement with which neighboring state?
भारत ने 1954 म िकस पड़ोसी देश के साथ पंचशील समझौते पर ह ता र िकए ?

1. Nepal/नेपाल [Option ID = 25191]
2. Sri Lanka/शीलंका [Option ID = 25192]
3. China/चीन [Option ID = 25193]
4. Pakistan/पािक तान [Option ID = 25194]
24) Which one of the following is NOT a feature of India's 'Nuclear Doctrine'?
भारत के 'नािभक य िस ांत' क िन न म से कौन सी िवशेषता नह है ?

1. Minimum credible deterrence/ यूनतम िव सनीय पितवारण [Option ID = 25195]
2. No use against friendly countries/िमत रा के िव इसका पयोग नह [Option ID = 25196]
3. No first use/पहले इसका उपयोग नह करना है [Option ID = 25197]
4. Not against a state having conventional weapons only/केवल परंपरागत हिथयार वाले रा य के िखलाफ इसका उपयोग नह िकया जाएगा [Option ID = 25198]
25) Which of the following states of India have the same number of representatives in the Lok Sabha?
भारत के िन निलिखत रा य म से िकनम लोकसभा म समान पितिनिध ह ?

1. Chandigarh, Delhi and Puducherry/चंड़ीगढ़, िद ली और पुदुचेरी [Option ID = 25199]
2. Manipur, Meghalaya and Himachal Pradesh/मिणपुर, मेघालय और िहमाचल पदेश [Option ID = 25200]
3. Arunachal Pradesh, Goa and Tripura/अ णाचल पदेश, गोवा, ितपुरा [Option ID = 25201]
4. Uttarakhand, Nagaland and Haryana/उ राखंड, नागालड और ह रयाणा [Option ID = 25202]
26) Which one of the following fundamental rights are provided, to both citizens and non‐citizens?
िन नांिकत मौिलक अिधकार म से कौन सा अिधकार नाग रक व गैर ‐ नाग रक दोन को पा है ?

1. Right to equal opportunities/अवसर क समानता का अिधकार [Option ID = 25203]
2. Right to freedom/ वतंतता का अिधकार [Option ID = 25204]
3. Cultural and educational rights/सां कृितक व शैि क अिधकार [Option ID = 25205]
4. Right to equality/समानता का अिधकार [Option ID = 25206]
27) Which one of the following is NOT a factor for reforms in the Indian judicial system?
िन निलिखत म कौन भारतीय याियक यव था म सुधार का एक कारक नह है ?

1. The slowness and inaccessibility of the judicial process/ याियक पिकया का धीमा होना और पहच
ँ से बाहर होना [Option ID = 25207]
2. The antiquated nature of court procedure and management practices/कोट पिकया और पबंध यवहार क पुरातन पवृि [Option ID = 25208]
3. Flaws in procedural law/पिकया मक कानून म कमी या दोष [Option ID = 25209]
4. Public Interest Litigation/जनिहत यािचका [Option ID = 25210]
28) Which Article of the Constitution of India lays down that the President cannot act without the aid and advice of the
Council of Ministers?
भारत के संिवधान का कौन सा अनु छेद यह यव था करता है िक मंितम डल समूह के सहायता और सलाह के िबना काय नह कर सकता?

1. Article 75/अनु छेद 75 [Option ID = 25211]
2. Article 74 (1)/अनु छेद 74 (1) [Option ID = 25212]
3. Artice 73/अनु छेद 73 [Option ID = 25213]
4. Article 72/अनु छेद 72 [Option ID = 25214]
29) Which one of the following statements about Social Action Groups is NOT correct?
सामिजक िकया समूह के िवषय म िन निलिखत म से कौन ‐सा कथन स य नह है ?

1. They are micro action groups/वे सू म िकया समूह है [Option ID = 25215]
2. They work for enhancement of technical capacities of urban agencies/वे शहरी अिभकरण क तकनीक मता बढ़ाने के िलए काय करते ह [Option ID = 25216]
3. They work for the cause of the poor and the suppressed sections/वे गरीब और दिलत वग हेतु काय करते ह [Option ID = 25217]
4. They take up concerns for human, animal or environmental protection/वे मानव, पशु और पयावरणी सुर ा क िचंता करते ह [Option ID = 25218]
30) The XIII Five Year Plan did NOT aim at
तेरहव पंचवष य योजना का ल य नह था :

1. An effective system of plan monitoring and evaluation/योजना क िनगरानी और उसके मू यांकन के िलए एक पभावी यव था [Option ID = 25219]
2. Dismantling the planning process in stages/योजना पिकया को चरणब प से समा करना [Option ID = 25220]
3. Annual plan budget strategy for implementing various schemes of the government/सरकार क िविभ न क म को कायाि वत करने के िलए वािषक योजना बजट रणनीित
[Option ID = 25221]
4. Systemic improvements during the plan period/योजनाकाल के दौरान यव थागत सुधार [Option ID = 25222]
31) Which one of the following tribal movements took place in post‐independence India?
वातं यो र भारत म िन निलिखत म से कौन सा जन जातीय आंदोलन हआ ?

1. The Santhal Rebellion/संथाल िवदोह [Option ID = 25223]
2. The Bodo Movement/बोड़ो आंदोलन [Option ID = 25224]
3. The Birsa Munda Rebellion/िबरसा मुडं ा िवदोह [Option ID = 25225]
4. The Kol Rebellion/कोल िवदोह [Option ID = 25226]
32) When did the first labour agitation occur in India?
भारत म पहला शम आंदोलन कब हआ ?

1. 1875/1875 [Option ID = 25227]
2. 1890/1890 [Option ID = 25228]
3. 1900/1900 [Option ID = 25229]
4. 1921/1921 [Option ID = 25230]
33) Frederick Herzberg is famous for which one of the following theories?
िन निलिखत म से िकस िस ांत के िलए फ े ड रक हजबग को जाना जाता है ?

1. Human Relations Theory/मानव संबध ं िस ांत [Option ID = 25231]
2. Bureaucratic Theory/नौकरशाही िस ांत [Option ID = 25232]
3. Leadership Theory/नेतृ व िस ांत [Option ID = 25233]
4. Motivation Theory/अिभपरे ण िस ांत [Option ID = 25234]
34) Which one of the following orders falls under the "zone of indifference" propounded by Chester Barnard?
िन निलिखत म से कौन ‐ सा आदेश चे टर बनड

Examrace ारा पितपािदत ''उदासीनता के ेत'' के अंतगत आता है ? www.examrace.com
1. Those which will be clearly unacceptable/जो प तः अ वीकाय ह गे [Option ID = 25235]
2. Those which are unquestionably acceptable/जो िनिववाद प से वीकाय ह [Option ID = 25236]
3. Those which are on neutral line i.e. either just acceptable or just unacceptable/जो तट थता क रेखा पर ह, यानी या तो िब कुल वीकाय ह या िब कुल अ वीकाय
[Option ID = 25237]
4. Order that fails intentionally in an obligation/वह आदेश जो िकसी दािय व म जान ‐ बूझकर असफल होता है [Option ID = 25238]
35) "Conflict is not warfare, but is only an appearance of difference ‐ difference of opinions, of interests not only between
employer and employee but also between managers, between directors or wherever differences appear". Who made this
statement?
'' ं कोई यु नह है बि क वह केवल अंतर का िदखाई पड़ता है ‐ मता तर, िहत का अंतर न केवल मािलक और कमचारी के बीच बि क पबंधक के बीच भी,
िनदेशक के बीच भी, या जहाँ कह अंतर िदखाई पड़ते ह '' यह िकसका कथन है ?

1. Chester Barnard/चे टर बनड [Option ID = 25239]
2. Rensis Likert/रेनिसस िलकट [Option ID = 25240]
3. Mary P. Follett/मेरी पी फॉलेट [Option ID = 25241]
4. Douglas McGregor/डगलस मैकगेगर [Option ID = 25242]
36) Patrick Dunleavy has enumerated which of the three key components of New Public Management (NPM)?
पैिटक डनलेवी ने नव लोक पबंधन (एन पी एम) के कौन ‐ से तीन पमुख घटक िगनाए ह ?

1. Disaggregation, competition and incentivisation/िवसमु चयन, पितयोिगता और पो साहीकरण [Option ID = 25243]
2. Centralization, power and authority/कदीकरण, शि और स ा [Option ID = 25244]
3. Bureaucratisation, rigidity and timidity/नौकरशाहीकरण, कठोरता और कायरता [Option ID = 25245]
4. Conservation, displacement of goals and conflict/ िढ़वाद, ल य का िव थापन और ं [Option ID = 25246]
37) Indian Institute of Public Administration was set up to serve as a "Think Tank" to the Government of India, in which
year?
भारत सरकार के 'िथंक ट क' के प म काय करने के िलए भारतीय लोक पशासन सं थान क थापना िकस वष हई थी?

1. January, 1950/जनवरी 1950 [Option ID = 25247]
2. February, 1951/फरवरी 1951 [Option ID = 25248]
3. April, 1953/अपैल 1953 [Option ID = 25249]
4. March, 1954/माच 1954 [Option ID = 25250]
38) Which one of the following committees was appointed to review the civil service examination system?
िन निलिखत सिमितय म िकसे िसिवल सेवा परी ा यव था क समी ा हेतु िनयु िकया गया ?

1. Santhanam Committee/संथानम सिमित [Option ID = 25251]
2. Ashok Mehta Committee/अशोक मेहता सिमित [Option ID = 25252]
3. Satish Chandra Committee/सतीश च द ा सिमित [Option ID = 25253]
4. L. M. Singhvi Committee/एल एम िसंघवी सिमित [Option ID = 25254]
39) Which one of the following is a redressal mechanism of grievances?
िन निलिखत म कौन लोक िशकायत का िनवारण तंत है ?

1. Administrative Reforms Commission/पशासिनक सुधार आयोग [Option ID = 25255]
2. Right to Information/सूचना का अिधकार [Option ID = 25256]
3. Management of Resources/संसाधन का पबंधन [Option ID = 25257]
4. Right to Education/िश ा का अिधकार [Option ID = 25258]
40) Who was the chairman of the 'Health Survey and Development Committee' appointed in 1943 in India?
भारत म 1943 म गिठत ' वा य सव और िवकास सिमित' का अ य कौन था ?

1. Sir Walpole/सर वालपोल [Option ID = 25259]
2. Sir Joseph Bhore/सर जोसेफ भोरे [Option ID = 25260]
3. Lord Macaulay/लाड मैकाले [Option ID = 25261]
4. Examrace
Veerappa Moily/वीर पा मोइली [Option ID = 25262] www.examrace.com
41) Who among the following are postmodernist thinkers?
A. Michel Foucault
B. Levi Strauss
C. Jean Francois Lyotard
D. John Rawls
Choose the correct answer from the options given below:
िन निलिखत म से कौन से उ र आधुिनक िचंतक ह ?
A. माइकल फूको
B. लेवी ट ॉस
C. यॉ फ कोइस योटाड
D. जॉन रॉ स
नीचे िदए गए िवक प म से सही उ र का चयन क िजए :

1. A and B only/केवल A और B [Option ID = 25263]
2. B and C only/केवल B और C [Option ID = 25264]
3. A and C only/केवल A और C [Option ID = 25265]
4. C and D only/केवल C और D [Option ID = 25266]
42) Shallow Ecologists believed in
A. Health and prosperity of people
B. Antigrowth
C. Sustainable growth
D. Ecocentrism
सतही पयावरण िबंदू िकसम िव ास रखते ह ?
A. लोग के वा य और समृि म
B. िवकास िवरोध म
C. सतत िवकास म
D. पयावरणके दवाद (ईकोसिटिस म)

4. B and D only/केवल B और D [Option ID = 25270]
43) Who among the following has dubbed Marxism as a totalitarian doctrine?
A. Karl Popper
B. Isaiah Berlin
C. Hannah Arendt
D. Antonio Gramsci
िन निलिखत म से िकसने मा सवाद को अिधनायकवादी िस ांत कहा है ?
A. काल पॉपर
B. इसाइया बिलन
C. हैना आरे ट
D. ऐंटोिनया गामशी
Examrace
नीचे िदए गए िवक प म से सही उ र का चयन क िजए : www.examrace.com
44) Which of the following books are NOT written by Confucius?
A. Books of Changes
B. Books of Animals
C. Books of Songs
D. Books of Summers and Winters
िन निलिखत म से कौन ‐ सी पु तक क यूिशयस ारा नह िलखी गई है ?
A. बु स ऑफ चजेस
B. बु स ऑफ ऐिनम स
C. बु स ऑफ स स
D. बु स ऑफ समस एंड िवंटस

4. A and D only/केवल A और D [Option ID = 25278]
45) John Rawls believed in:
A. Difference principle
B. Entitlement principle
C. Egalitarianism
D. Libertarianism
जॉन रॉ स िन निलिखत म से िकसम िव ास रखते थे :
A. अंतर िस ांत
B. हकदारी िस ांत
C. समतावाद
D. वे छातंतवाद

46) Gandhi's concept of Swadeshi was impacted by:
A. His deep ethical‐spiritual conviction
B. His understanding of the economic condition of the people, especially at the grassroots
C. Influence of Ruskin's book, 'Unto This Last'
D. His focus on truth and understanding of Jainism
गाँधी क वदेशी क अवधारणा पर िन निलिखत का पभाव बड़ा था :

A. उनका गहन नैितक ‐ आ याि मक िव ास
B. लोग क आिथक ि थित क , िवशेषकर आम लोग क ि थित क , उनक समझ
C. रि कन क पु तक 'अनटु द ला ट' का पभाव
D. स य और जैन धम क समझ पर बल

1. A, B, C and D/A, B. C और D [Option ID = 25283]
2. B, C and D only/केवल B, C और D [Option ID = 25284]
3. A, B and C only/केवल A, B और C [Option ID = 25285]
47) Nehru's idea of nationalism was based on:
A. Militant nationalism
B. Strong faith in cultural pluralism
C. Right to self‐determination
D. Synthetic universalism propounded by Rabindranath Tagore
नेह का रा वाद का िवचार िकस पर आधा रत था :
A. उग रा वाद
B. सां कृितक बहलवाद म पबल िव ास
C. व ‐ िनधारण का अिधकार
D. रवी दनाथ टैगोर ारा पितपािदत सं ेषी िव वाद

3. A, C and D only/केवल A, C और D [Option ID = 25289]
4. A, B, C and D/A, B, C और D [Option ID = 25290]
48) Which of the following statements are true about the concept of 'Total Revolution' of Jayprakash Narayan?
A. It can be traced to his note on Total Revolution in his book, Prison Diary
B. It can be traced to the crumbling Indian polity under the burden of corruption, the rise of authoritarianism, social
discrimination, etc
C. His quest for a moral society as the basis of democracy was the guiding force behind his total revolution
D. His concept of total revolution was based on his support for political centralization and economic decentralization
जयपकाश नारायण क 'संपूण कांित' क अवधारणा के िवषय म िन निलिखत म से कौन ‐ से कथन स य ह ?
A. इसे 'िपजन डायरी' नामक उनक पु तक म संपूण कांित पर उनक िट पणी म ढूँढा जा सकता है
B. इसे भ ाचार के भार, स ावाद के उदय, सामािजक भेद इ यािद से िबखरती भारतीय रा य यव था म ढूंढ़ा जा सकता है
C. लोकतंत के आधार के प म नैितक समाज क उनक तलाश उनक संपूण कांित क िनदशक शि थी
D. उनक संपूण कांित क अवधारणा राजनीितक के दीकरण और आिथक िवके दीकरण के पित उनके समथन पर आधा रत थी

1. A, B, C and D/केवल A, B, C और D [Option ID = 25291]
3. A, B and D only/केवल A, B और D [Option ID = 25293]
49) The behavioural approaches to the study of politics are :
A. Empirical in nature
B. Focused on facts
C. Focused on a scientific view of the political reality
D. Focused on philosophy
राजनीित के अ ययन के पित यवहारवादी ि कोण
A. वभावतः आनुभिवक होता है
B. त य पर किदत होता है
C. इसम राजनीितक यथाथ क वै ािनक ि पर यान किदत िकया जाता है
D. इसम दशन पर बल िदया जाता है

50) Robert Packenham has outlined the important roles of the assemblies of Afro‐Asian and Latin American countries as:
A. Legitimate function
B. Safety‐valve function
C. Administrative overview
D. Judicial activities
रॉबट पैकेनहैम न अ क ‐ एिशयाई तथा लैिटन अमे रक देश क असे बिलय क मह वपूण भूिमकाओं क परेखा प तुत क है वे भूिमकाएं ह :
A. वै ध पकाय
B. सुर ा वा व पकाय
C. पशासिनक िवहंगावलोकन
D. याियक कायकलाप

51) Apart from low income, the third world is also identified by the presence of:
A. Social inequalities
B. Economic prosperity
C. Human and economic poverty
D. Gender inequalities
तीसरी दुिनया क पहचान िन न आय के अित र िन निलिखत म से और िकनके होने से होती है ?
A. सामािजक असमानता
B. आिथक समृि
C. मानव तथा अथ संबंधी िनधनता
D. िलंग असमानता

4. Examrace
A, C and D only/केवल A, C और D [Option ID = 25306] www.examrace.com
52) Which of the following aspects were part of Woodrow Wilson's 'Fourteen Points' regarding new approach to international
diplomacy?
A. Economic barriers for trade be imposed
B. Polish state is not given free access to sea
C. Open covenants of peace, openly arrived at
D. A free, open‐minded and impartial adjustment of all colonial claims
अंतररा ीय राजनय के पित तु ि कोण से संबंिधत िव सन के ''चौदह सूत'' म इनम से कौन से पहलू ह ?
A. यापार के िलए आिथक रोक लगाई जाएँ
B. पोल ड के रा य को समुद तक िनबाध पवेश नह िदया जाये
C. शांित क खुली पसंिवदाएँ िजनतक खुलकर पहच

ँ ा जाये
D. सभी उपिनवेशी दाव का मु , खुले िदमाग से और िन प समायोजन

53) What were the essentials of the 'Glasnost' policy of Mikhail Gorbachev?
A. Promotion of the principle of freedom to criticize
B. End of the leading role of the 'Communist party'
C. Loosening of control on media and publishing
D. Creation of an executive presidency
िमखाइल गोबाचोव क ' लासनौ त' नीित के अिनवाय त व या ह ?
A. आलोचना क वतंतता के िस ांत को पो साहन
B. 'क युिन ट पाट ' के नेतृ व क भूिमका क समाि
C. मीिडया और पकाशन पर िनयंतण को ढीला करना
D. कायपालक पेिसडसी क थापना

54) Which of the following statements are true about the UN peace‐keeping?
A. Its provisions are not explicitly given in the UN Charter
B. It is the sole prerogative of the Secretary‐General of the UN
C. It has undergone quantitative and qualitative changes in the post‐cold war period
D. India and America have jointly sponsored it
यूएन क शांित ‐ थापना के िवषय म इनम से कौन से व यस यह?
A. इसके पावधान यूएन चाटर म प प से नह िदए गए ह
B. यह यूएन के महासिचव का एकमात परमािधकार है
C. उ र शीत यु काल म इसम प रणामा मक और गुणा मक प रवतन हए ह

Examrace
D. भारत और अमे रका ने इसे संयु प से पायोिजत िकया है www.examrace.com

55) Which of the following agreements have been concluded by India with its neighbours in the past seven years?
A. Indo‐Nepal Power Trade Agreement
B. Afghanistan‐India Friendship Dam
C. Chittagong Port in Bangladesh
D. Building of Parliament in the Maldives
िपछले सात साल म भारत ने अपने पड़ोिसय के साथ कौन ‐से समझौते िकए ह ?
A. भारत ‐ नेपाल शि यापार समझौता
B. अफगािन तान ‐ भारत मैती बाँध
C. बां लादेश म चटगाँव बंदरगाह
D. माल ीप म संसद का िनमाण

56) Which of the following disputes are related to India and Pakistan?
A. Siachen Dispute
B. Sir Creek Dispute
C. Kalapani Dispute
D. Dahagram Dispute
िन निलिखत म से िकन िववाद का संबंध भारत और पािक तान से है ?
A. िसयािचन िववाद
B. सर कीक िववाद
C. कालापानी िववाद
D. दाहगाम िववाद

57) Which among the following countries are members of the BIMSTEC?
A. Japan and South Korea
B. India and Sri Lanka
C. Thailand and Myanmar
D. China and Pakistan
इनम से कौन ‐से देश िबम टेक के सद य ह ?
A. जापान और दि ण को रया
B. भारत और शीलंका
C. थाईल ड और याँमार
D. चीन और पािक तान

58) For which purpose was the Cabinet Mission sent to India?
A. To establish a national government
B. To workout a constitutional arrangement for the transfer of power
C. To suppress the intensity of the national movement
D. A Constituent Assembly to be elected by Provincial Assemblies through proportional representation
भारत म कैिबनेट िमशन को िकस उ े य के िलए भेजा गया था ?
A. रा ीय सरकार क थापना
B. स ा के ह तांतरण हेतु संवैधािनक यव था करना
C. रा ीय आंदोलन क तीवता का दमन करना
D. आनुपाितक पितिनिध व ारा पांतीय असे बिलय ारा एक संिवधान सभा (कंि ट यूट असे बली) का चुनाव

59) Which of the following are provided for by the 74th Constitutional Amendment in respect of Municipal Corporation?
A. Seats to be filled by direct elections on the basis of wards
B. Reservation of seats for Scheduled castes and Scheduled tribe
C. Reservation of seats for backward classes
D. One‐third reservation of seats for women
िन निलिखत म से कौन से पावधान नगर िनगम के संबंध म 74 वे संिवधान संशोधन के ारा िकया गया है ?
A. सीट को वाड आधा रत प य िनवाचन ारा भरा जाएगा
B. अनुसूिचत जाित एवं अनुसूिचत जनजाित क सीट का आर ण
C. अ य िपछड़े वग का आर ण
D. मिहलाओं के िलए एक ितहाई आर ण

60) The economic implications of globalization, liberalization and privatization in India are:
A. Substantial reduction in government spending

Examrace
B. Transformation of the whole process of planning
www.examrace.com
C. Introduction of a pattern of indicative planning
D. Retention of traditional sectoral planning
इनम से कौन भारत म वै ीकरण, उदारीकरण तथा िनजीकरण के आिथक पभाव ह ?
A. सरकारी खच म भारी कमी
B. योजना क पूरी पिकया म प रवतन
C. सांकिे तक आयोजना (इंिडकेिट ह लािनंग) क शु आत
D. पारंपा रक सामिजक त
े क य आयोजना का धारण

1. A, B, C and D only/A, B, C और D [Option ID = 25339]
61) Which of the following are the seminal works of Frederick W. Taylor?
A. Piece‐Rate System
B. On the Art of Cutting Metals
C. Constructive conflict
D. Shop Management
िन निलिखत म से कौन फ े ड रक ड यू टेलर क मौिलक रचनाएं ह ?
A. पीस रेट िस टम
B. आट ऑफ किटंग मेट स
C. कं टि टव क फिल स
D. शॉप मैनेजमट

4. B, C and D only/केवल C, B और D [Option ID = 25346]
62) The essence of the "Hawthorne Experiments" conducted by Elton Mayo, lies in which of the following?
A. Great Illumination Experiment
B. Art of Cutting Metals
C. Human Attitudes and Sentiments
D. Bank Wiring Experiment
ए टन मेयो ारा िलये गये ''हाथोन पयोग'' का सार िन निलिखत म से िकनम ह ?
A. ग ेट ‐ इ युिमनेशन ए सपेरीमे ट
B. आट ऑफ किटंग मेट स
C. ूमैन एिट यू स एंड से टीम स
D. बक वाय रंग ए सपे रमट
4. B and D only/केवल B और C [Option ID = 25350]
63) According to Nicolas Henry which of the following are the fundamental A's of New Public Management?
A. Agility
B. Alertness, Accountability
C. Alignment, Adaptability
D. Authority
िनकोलस हेनरी के अनुसार िन निलिखत म से कौन सा नवीन लोक पबंधन (एनपीएम) के मौिलक 'A' ह?
A. फूित (एिजिलटी)
B. सतकता, जबाबदेही (एलटनेस, एकाउंिटिबिलटी)
C. सहबंधता, अनुकल
ू ता (एलाइनमट, एडे टेिबिलटी)
D. स ा (ऑथो रटी)

64) Which of the following institutes and bodies have an important role to play in policy planning?
A. Indian Statistical Institute
B. National Council of Applied Economic Research
C. Comptroller and Auditor General
D. Council of Scientific and Industrial Research
िन निलिखत म से िकन सं थाओं तथा िनकाय क नीित िनमाण म मह वपूण भूिमका होती है ?
A. भारतीय सांि यक सं थान
B. रा ीय अनुपयु आिथक अनुसंधान प रषद्
C. िनयंतक तथा महालेखा परी क
D. वै ािनक तथा औ ोिगक अनुसंधान प रषद्

65) MGNREGA 2009 aimed at improving the purchasing power of rural people. The 'focus of the scheme' is enumerated in
which of the following areas?
A. Water conservation; Water harvesting
B. Renovation of the traditional water bodies
C. Land development; Flood control
D. Rural connectivity to provide all‐weather access
'मगनरेगा 2009' का ल य गामीण जनता क कय शि म सुधार लाना है इस योजना का कद िबंदु िन निलिखत म से िकस पर ि थत ह ?
A. जल संर ण, जल संगहण
B. पारंपा रक जल िनकाय का नवीनीकरण
C. भूिम िवकास, बाढ़ िनयंतण
D. बारह मासी पहच

ं सुिनि त करने हेतु गामीण संयोजकता

2. A, B, C and D/A, B, C और D [Option ID = 25360]
List I List II
Author Books
A. E. F. SchumacherI. The Silent Spring
B. James Lovelock II. The Turning Point
C. F. Capra III. Gaia: A New Look at Life on Earth
D. Rachel Carson IV. Small is Beautiful: A Study of Economics as if People Mattered
सूची ‐I को सूची ‐II से सुमेिलत क िजए :
सूची ‐I सूची ‐II

(लेखक) (गंथ)
A. ई. एफ.
I. द साइले ट ि पंग
शूमेकर
B. जे स लवलॉक II. द टिनग वाइंट
C. एफ. कापा III. गाइया : ए यू लूक एट लाइफ ऑन अथ
IV. मॉल इज यूिटफुल : ए टडी ऑफ इकॉनॉिम स एज इफ पीपल
D. रसेल कासन
मैटड
नीचे िदए गए िवक प म से सही उ र चुिनए :

1. A ‐ III, B ‐ II, C ‐ I, D ‐ IV [Option ID = 25363]
2. A ‐ II, B ‐ III, C ‐ I, D ‐ IV [Option ID = 25364]
3. A ‐ IV, B ‐ III, C ‐ II, D ‐ I [Option ID = 25365]
4. A ‐ I, B ‐ II, C ‐ IV, D ‐ III [Option ID = 25366]
List I List II
A. Howard Warrender I. A Vindication of the Rights of Woman: with Strictures on Political and Moral Subjects
B. Edmund Burke II. The Political Theory of Possessive Individualism: Hobbes to Locke
C. Mary WollstonecraftIII. Reflections on the Revolution in France
D. C. B. Macpherson IV. The Political Philosophy of Hobbes: His Theory of Obligation

I. ए िवंिडकेशन ऑफ द राइ स ऑफ वूमैन : िवथ ि ट चस ऑन
A. हावड वारंडर
पॉिलिटकल एंड मॉरल स जे स
B. एडमंड बक II. द पॉिलिटकल योरी ऑफ पजेिसव इंिडिवजुएिल म : हॉ स टू लॉक
C. मेरी वो सटन
III. र ले श स ऑन द रवॉ यूशन इन फांस
का ट
D. सी. बी.
IV. द पॉिलिटकल िफलोसोफ ऑफ हॉ स : द योरी ऑफ ऑि लगेशन
मैकफसन

1. A ‐ II, B ‐ I, C ‐ III, D ‐ IV [Option ID = 25367]
2. A ‐ IV, B ‐ III, C ‐ I, D ‐ II [Option ID = 25368]
3. A ‐ I, B ‐ II, C ‐ III, D ‐ IV [Option ID = 25369]
4. A ‐ III, B ‐ II, C ‐ IV, D ‐ I [Option ID = 25370]

List I List II
A. Gail Omvedt I. Periyar: The Social Scientist
B. K. Veermani II. Periyar: Father of the Tamil Race
C. N. Velusamy III. Periyar and his Ideologies
D. M. D. Gopalakrishnan IV. Dalit visions: The Anti Caste Movement and the Conduction of an Indian Identity

A. गेल ऑमवेड़ट I. पे रयार : द सोशल साइंिट ट
B. के. वीरमिण II. पे रयार : फादर ऑफ द तिमल रेस
C. एन. वेलु वामी III. पे रयार एंड िहज आइिडयोलािजज
D. एम. डी. IV. दिलत िवज स : द ए टी का ट मूवमे ट एंड द कं ट शन ऑफ एन
गोपालकृ णन इंिडयन आइडिटटी

2. A ‐ III, B ‐ I, C ‐ II, D ‐ IV [Option ID = 25372]
4. A ‐ II, B ‐ I, C ‐ IV, D ‐ III [Option ID = 25374]
List I List II
Conferences/Movements Year
A. Lake Success conference I. 1992
B. Stockholm conference II. 1972
C. Chipko movement III. 1949
D. Rio‐Earth conference IV. 1973

(स मेलन / आंदोलन) (वष)
A. लेक स सेस स मेलन I. 1992
B. टॉकहॉम स मेलन II. 1972
C. िचपको आंदोलन III. 1949
D. रओ ‐ अथ स मलेन IV. 1973

1. A ‐ I, B ‐ IV, C ‐ II, D ‐ III [Option ID = 25375]
4. A ‐ IV, B ‐ I, C ‐ II, D ‐ III [Option ID = 25378]
List I List II
A. A. G. Frank I. Glasnost
B. Karl W. Deutsch II. Systems Theory
C. Mikhail Gorbachev III. Communication Theory
D. Morton Kaplan IV. Dependency Theory

A. ए. जी. फक I. खुलापन ( लासनॉ ट)
B. काल ड यू यू श II. पणाली िस ांत (िस टम योरी)
C. िमखाइल गोबाचोव III. संचार िस ांत (क यूिनकेशन योरी)
D. मटन का लान IV. िनभरता िस ांत (िडपडे सी यो र)

3. A ‐ III, B ‐ IV, C ‐ II, D ‐ I [Option ID = 25381]
List I List II
A. China I. Kalapani Dispute
B. Bangladesh II. Galwan Incident
C. Pakistan III. Land Boundary Agreement
D. Nepal IV. Baglihar Hydro Project

A. चीन I. कालापानी िववाद
B. बंगला देश II. गलबान क घटना
C. पािक तान III. भूिम सीमा समझौता
D. नेपाल IV. बघिलहार जलिव त ु प रयोजना

1. A ‐ I, B ‐ III, C ‐ II, D ‐ IV [Option ID = 25383]
3. A ‐ II, B ‐ III, C ‐ IV, D ‐ I [Option ID = 25385]

List I List II
A. 42n d Amendment I. 1978
B. 44th Amendment II. 1963
C. 15th Amendment III. 1975
th
D. 38 Amendment IV. 1976

A. 42 वां संशोधन I. 1978
B. 44 वां संशोधन II. 1963
C. 15 वां संशोधन III. 1975
D. 38 वां संशोधन IV. 1976

2. A ‐ II, B ‐ IV, C ‐ III, D ‐ I [Option ID = 25388]
3. A ‐ IV, B ‐ I, C ‐ II, D ‐ III [Option ID = 25389]
4. A ‐ I, B ‐ II, C ‐ IV, D ‐ III [Option ID = 25390]
List I List II
The International Economic Institutions Functions
I. To provide loans to promote the growth of private enterprises in
A. International Monetary Fund
developing countries.
II. To act as lender of last resort to keep debtor countries from
B. International Finance Corporation
collapsing.
C. International Development Association III. Encourages the flow of private equity to developing countries.
D. Multilateral Guarantee Agency
IV. Provides interest‐free loans to the poorest countries.

(अंतरा ीय आिथक
(पकाय)
सं थान)
A. अंतररा ीय मुदा I. िवकासशील देश के िनजी उ म के िवकास को पो सािहत करने के
कोष िलए ऋण उपल ध कराता है
B. अंतररा ीय िव II. ऋणी देश को िदवािलया होने से बचाने के िलए अंितम ऋणदाता के
िनगम प म काम करता है
C. अंतररा ीय III. िवकासशील देश को पाइवेट इ वीटी के पवाह को पो सािहत करता
िवकास संघ है
D. बहप ीय गारंटी
IV. सबसे गरीब देश को याजमु ऋण पदान करता है
िनकाय

2. A ‐ II, B ‐ III, C ‐ IV, D ‐ I [Option ID = 25392]

List I List II
A. Frederick Taylor I. Functions of the Executive
B. Peter Drucker II. Mental Revolution
C. Chester Bernard III. Management by Objectives
D. Abraham Maslow IV. Motivation

A. फ े ड रक टेलर I. फं श स ऑफ द एि ज यूिटव
B. पीटर डकं र II. मटल रवो यूशन
C. चे टर बनाड III. मैनेजमट बाय आ जेि ट स
D. अबाहम मा लो IV. मोिटवेशन

4. A ‐ III, B ‐ I, C ‐ IV, D ‐ II [Option ID = 25398]
List I List II
A. E‐Governance I. 73rd Amendment Act
B. Panchayati Raj II. NeGP
C. Redressal of Grievances III. 2009
D. Right to Education IV. Ombudsman

A. ई ‐ गवन स I. 73 वां संशोधन अिधिनयम
B. पंचायती राज II. एन. ई. जी. पी, (NeGP)
C. िशकायत का िनवारण III. 2009
D. िश ा का अिधकार IV. ऑ ब समैन

3. A ‐ III, B ‐ IV, C ‐ I, D ‐ II [Option ID = 25401]
76) Arrange the phases of evolution of Liberalism in ascending order
A. Positive Liberalism
B. Egalitarianism
C. Negative Liberalism
D. Libertarianism
Choose the correct answer from the options given below
उदारवाद के िवकास चरण को आरोही कम म यवि थत क िजए :
A. सकारा मक उदारवाद
B. समतावािदता
C. नकारा मक उदारवाद
D. वे छातंत वाद

1. A, B, C, D [Option ID = 25403]
2. D, C, A, B [Option ID = 25404]
3. C, A, B, D [Option ID = 25405]
4. C, B, A, D [Option ID = 25406]
77) Arrange chronologically, the texts of Plato in ascending order
A. Apology
B. Republic
C. Laws
D. Statesman
लेटो के िन निलिखत मूल पाठ को आरोही कम म यवि थत क िजए :
A. मा (अपॉलोजी)
B. गणरा य ( रपि लक)
C. िविध (लॉज्)
D. टे समैन

1. B, A, C, D [Option ID = 25407]
2. B, D, C, A [Option ID = 25408]
3. A, B, D, C [Option ID = 25409]
4. C, B, D, A [Option ID = 25410]
78) Arrange the following in an ascending order
A. Civil disobedience movement by Gandhi
B. Non‐Corporation movement by Gandhi
C. Satyagrah at Champaran by Gandhi
D. Establishment of Sabarmati Ashram
िन निलिखत को आरोही कम म यवि थत कर :
A. गाँधी ारा सिवनय अव ा आंदोलन
B. गाँधी ारा असहयोग आंदोलन
C. गाँधी ारा च पारण स यागह
D. साबरमती आशम क थापना

1. D, C, B, A [Option ID = 25411]
2. A, B, C,Examrace
D [Option ID = 25412] www.examrace.com
3. D, A, B, C [Option ID = 25413]
4. C, D, A, B [Option ID = 25414]
79) Arrange in chronological order, the following constitutions in order of their year of framing
A. Constitution of Switzerland
B. Constitution of America
C. Constitution of India
D. Constitution of Canada
िन निलिखत संिवधान को उनके िनमाण वष के आधार पर कालकम म यवि थत कर :
A. ि व जरलड का संिवधान
B. अमे रका का संिवधान
C. भारत का संिवधान
D. कनाडा का संिवधान

1. A, B, C, D [Option ID = 25415]
2. B, A, D, C [Option ID = 25416]
3. C, B, D, A [Option ID = 25417]
4. D, A, C, B [Option ID = 25418]
80) Arrange the following international events in order of their occurrence
A. Bolshevik Revolution
B. Treaty of Versailles
C. Nazi‐Germany Soviet Non‐Aggression Pact
D. Lenin's 'Socialism in one country'
िन निलिखत अंतररा ीय घटनाओं को उनके समय के कम म यवि थत क िजए :
A. बोलशेिवक कांित
B. वसाय क संिध
C. नाजी जमनी ‐ सोिवयत अनाकमण समझौता
D. 'एक देश म समाजवाद'

1. A, C, D, B [Option ID = 25419]
2. A, B, D, C [Option ID = 25420]
3. B, D, C, A [Option ID = 25421]
4. C, B, A, D [Option ID = 25422]
81) Arrange the following events of Indian Foreign Policy in order of their occurrence
A. Lahore Bus Diplomacy
B. Look East Policy
C. Gujral Doctrine
D. Pokhran‐II Nuclear Explosion
भारतीय िवदेश नीित क िन निलिखत घटनाओं को उनके कालकम के अनुसार यवि थत क िजए :
A. लाहोर बस कूटनीित
B. लुक ई ट नीित
C. गुजरालExamrace
िस ांत www.examrace.com
D. पोखरण II परमाणु िव फोट

1. A, B, D, C [Option ID = 25423]
2. C, D, A, B [Option ID = 25424]
3. D, C, B, A [Option ID = 25425]
4. B, C, D, A [Option ID = 25426]
82) Arrange the formation of the following Indian states in a chronological order
A. Haryana
B. Telangana
C. Uttarakhand
D. Jharkhand
िन निलिखत भारतीय रा य को उनके गठन के कालकमानुसार यवि थत क िजए :
A. ह रयाणा
B. तेलग
ं ाना
C. उ राखंड
D. झारखंड

1. A, B, C, D [Option ID = 25427]
2. C, B, D, A [Option ID = 25428]
3. B, C, A, D [Option ID = 25429]
4. A, C, D, B [Option ID = 25430]
83) Arrange the following administrative reforms Committees/Commissions in a chronological order
A. First Administrative Reform Commission
B. Gopalaswamy Ayyangar Committee
C. Gorwala Committee
D. Satish Chandra Committee
िन निलिखत पशासिनक आधार सिमितयां / आयोग को कालकमानुसार यवि थत क िजए :
A. पथम पशासिनक सुधार आयोग
B. गोपाल वामी आयंगर सिमित
C. गोरवाला सिमित
D. सतीश चंद सिमित

1. B, C, A, D [Option ID = 25431]
2. A, B, C, D [Option ID = 25432]
3. D, A, B, C [Option ID = 25433]
4. C, D, A, B [Option ID = 25434]
84) Arrange the 'Evolutionary Phases of Public Administration' in ascending order
A. Principles of Administration
B. Politics‐Administration Dichotomy
C. Era of Challenge
D. Crisis of Identity
E. Public Policy Perspective
Choose Examrace
the correct answer from the options given below www.examrace.com
'लोक पशासन के िवकासा मक चरण ' को आरोही कम म यवि थत क िजए :
A. पशासन के िस ांत
B. राजनीित ‐ पशासन ि भाजन
C. चुनौती का युग
D. पहचान का संकट
E. लोक नीित प रपे य

1. A, B, C, D, E [Option ID = 25435]
2. B, A, C, D, E [Option ID = 25436]
3. C, A, B, E, D [Option ID = 25437]
4. D, B, E, A, C [Option ID = 25438]
85) Arrange the following in the ascending order of their establishment
A. 14th Finance Commission of India
B. Union Public Service Commission
C. Central Vigilance Commission
D. NITI Aayog
िन निलिखत को उनक थापना के अनुसार आरोही कम म यवि थत क िजए :
A. भारत का 14 वां िव आयोग
B. संघ लोक सेवा आयोग
C. कदीय सतकता आयोग
D. नीित आयोग

1. A, B, C, D [Option ID = 25439]
2. B, C, A, D [Option ID = 25440]
3. C, B, A, D [Option ID = 25441]
4. D, B, C, A [Option ID = 25442]
86) Given below are two statements, one is labelled as Assertion A and the other is labelled as Reason R
Assertion A: Every thinker was a child of his age
Reason R: Mary Wollstonecraft argued in the Vindication of Rights of Woman that women should be entitled to the same
rights and privileges as men and should be given access to education
In light of the above statements, choose the most appropriate answer from the options given below
नीचे दो कथन िदए गए ह : एक अिभकथन (A) के प म िलिखत है तो दूसरा उसके कारण (R) के पम:
अिभकथन (A) : प येक िवचारक अपने युग का िशशु होता है
कारण (R) : मेरी वॉल टोनका ट ने अपनी पु तक 'िवंडीकेशन ऑफ राइ स ऑफ वुमन' म यह दलील दी िक मिहलाओं को पु ष के समान अिधकार और सुिवधाएं
िमलनी चािहए और उ ह िश ा पदान क जानी चािहए
उपरो कथन के आलोक म, नीचे िदए गए िवक प म से सबसे उपयु उ र का चयन क िजए :

1. Both A and R are correct and R is the correct explanation of A/(A) और (R) दोन सही ह और (R), (A) क सही या या है [Option ID = 25443]
2. Both A and R are correct but R is NOT the correct explanation of A/(A) और (R) दोन सही ह पर तु (R), (A) क सही या या नह है [Option ID = 25444]
3. A is correct but R is not correct/(A) सही है लेिकन (R) सही नह है [Option ID = 25445]
4. A is not correct but R is correct/(A) सही नह है लेिकन (R) सही है [Option ID = 25446]
87) Given below are two statements, one is labelled as Assertion A and the other is labelled as Reason R
Assertion A: The Mountbatten Plan was announced on May 13, 1947

Reason R: On July 18, 1947, the British Parliament ratified the Mountbatten Plan as the 'Independence of India Act, 1947'
In light of the above statements, choose the correct answer from the options given below
नीचे दो कथन िदए गए ह : एक अिभकथन (A) के प म िलिखत है तो दूसरा उसके कारण (R) के पम:
अिभकथन (A) : 'माउ टबेटेन लान क घोषणा 13 मई, 1947 को क गई थी
कारण (R) : 18 जुलाई, 1947 को िबिटश संसद ने माउ टबेटेन लान का अनुसमथन 'भारतीय वतंतता अिधिनयम 1947' के प म िकया

1. Both A and R are true and R is the correct explanation of A/(A) और (R) दोन सही ह और (R), (A) क सही या या है [Option ID = 25447]
2. Both A and R are true but R is NOT the correct explanation of A/(A) और (R) दोन सही ह पर तु (R), (A) क सही या या नह है [Option ID = 25448]
3. A is true but R is false/(A) स य है लेिकन (R) अस य है [Option ID = 25449]
4. A is false but R is true/(A) अस य है लेिकन (R) स य है [Option ID = 25450]
88) Given below are two statements
Statement I: Hobbes's theory of obligation is physical because the subjects obeyed the sovereign out of fear of punishment
Statement II: Laws of Nature of Hobbes were not mere pieces of advice about the prudent pursuit of self‐interest, but were
moral laws which dictated duties, and were obligatory because they were commanded by God
नीचे दो कथन िदए गए ह :
कथन ‐ I : हॉ स का दािय व िस ांत शारी रक ह य िक पजा संपभु क आ ा का पालन दंड के डर से करती है
कथन ‐ II : हॉ स के पकृित के िनयम विहत के िववेकपूण अनुसरण के बारे म सलाह मात नह थ, बि क ये नैितक िनयम थे जो कत य का िवधान करते थ और
ये अिनवाय थे य िक इसक आ ा ई र ारा दी गई थी

1. Both Statement I and Statement II are correct/कथन I और II दोन सही ह [Option ID = 25451]
2. Both Statement I and Statement II are incorrect/कथन I और II दोन गलत ह [Option ID = 25452]
3. Statement I is correct but Statement II is incorrect/कथन I सही है , लेिकन कथन II गलत है [Option ID = 25453]
4. Statement I is incorrect but Statement II is correct/कथन I गलत है , िक तु कथन II सही है [Option ID = 25454]
Statement I: Social structure, values and attitudes have been impacted by the process of globalization
Statement II: Globalization has noticeably impacted cultural identity and social harmony among various social groups
कथन ‐ I : सामािजक संरचना, मू य और अिभवृि याँ वै ीकरण क पिकया ारा पभािवत हई ह
कथन ‐ II : वै ीकरण म िविभ न सामािजक समूह क सां कृितक पहचान और उनके सामिजक सौहाद को उ लेखनीय प से पभािवत िकया है

1. Both Statement I and Statement II are correct/कथन I और II दोन सही ह [Option ID = 25455]
2. Both Statement I and Statement II are incorrect/कथन I और II दोन गलत ह [Option ID = 25456]
3. Statement I is correct but Statement II is incorrect/कथन I सही है , लेिकन कथन II गलत है | [Option ID = 25457]
4. Statement I is incorrect but Statement II is correct/कथन I गलत है , लेिकन कथन II सही है [Option ID = 25458]
Statement I: The 2n d Administrative Reforms Commission in its Seventh Report entitled "Capacity Building for Conflict
Resolution" dealt with illegal immigration into the North East and drew attention towards having a multi‐purpose national
identity card for citizens
Statement II: Lokvani is a public‐private partnership project at Sitapur District in Uttar Pradesh which was initiated in
December, 2009
In light of the above statements, choose the correct answer from the options given below
कथन ‐ I : ि तीय पशासिनक सुधार आयोग ने '' दं के समाधान हेतु मता िनमाण'' नामक अपनी सातव रपोट म पूव र म अवैध आपवासन का उ लेख
िकया है और नाग रक के िलए बह ‐ उ े यीय रा ीय पहचान पत क ओर यान िदलाया है
कथन ‐ II : लोकवाणी उ रपदेश के सीतापुर िजले म सावजिनक ‐ िनजी साझेदारी प रयोजना है िजसक श आत िदस बर 2009 म क गई थी

1. Both Statement I and Statement II are true/कथन I और II दोन स य ह [Option ID = 25459]
2. Both Statement I and Statement II are false/कथन I और II दोन अस य ह [Option ID = 25460]
3. Statement I is true but Statement II is false/कथन I स य है , लेिकन कथन II अस य है [Option ID = 25461]
4. Statement I is false but Statement II is true/कथन I अस य है , लेिकन कथन II स य है [Option ID = 25462]
Topic:‐ 2 New Political Science SH2_B
1) Read the given passage and answer the questions that follow
In summary, an increasing readiness by the UN to intervene within states in order to promote internal justice for individuals
would indicate a movement towards global governance and away from unconditional sovereignty. There have been some
signs of movement in this direction, but principles of state sovereignty and non‐intervention remain important. There is no
clear consensus on those points. There is still some support for the view that Article 2(7) of the UN Charter should be
interpreted strictly; that there can be no intervention within a state without the express consent of the government of that
state. This position is probably most frequently seen in the arguments favoured by the government of the People's Republic
of China. Others believe that intervention within a country to promote human rights is only justifiable on the basis of a
threat to international peace and security. Evidence of a threat to international peace and security could be the
appearance of significant numbers of refugees or the judgement that other states might intervene militarily. Some Liberals
argue that this condition is flexible enough to justify intervention to defend human rights whenever it seems prudent.
There is also some support for a stronger position. In September 1999, UN Secretary‐General Kofi Annan declared that
individual sovereignty may be as important as national sovereignty.
िन निलिखत ग ांश को पिढ़ए और नीचे िदए गए प के उ र दीिजए :
सारांशतः यि य के िलए आतं रक याय को बढ़ावा देने के िलए संयु रा क रा य के भीतर दखल देने क बढ़ती त परता िबनाशत संपभुता से हटकर वैि क
शासन क ओर आगे बढ़ने का संकत े देती है इस िदशा म आगे बढ़ने के कुछ ल ण िदख रहे ह पर तु रा य संपभुता और अह त ेप के िस ांत अभी भी मह वपूण ह
इन िबंदुओं पर कोई प आम सहमित नह है िफर इस िवचार के िलए कुछ समथन ह िक यू एन चाटर के अनु छेद 2 (7) क सटीक या या क जानी चािहए क
िकसी रा य क प सहमित के िबना उस रा य म कोई ह त ेप नह हो सकता है चीनी लोकतांितक गणरा य क सरकार ारा समिथत दलील म संभवतः यह
प अिधक बार ‐ बार िदखता है दूसरे प का िव ास है िक मानवािधकार को बढ़ावा देने के िलए िकसी देश के भीतर ह त ेप अंतररा ीय शांित और सुर ा पर
खतरा के आधार पर ही यायसंगत है शरणािथय क अिधक सं या या यह िविनणय िक अ य रा य सै य ह त ेप कर सकते ह, अंतररा ीय शांित और सुर ा के
िलए खतर का सा य है
कुछ उदारवादी यह दलील देते ह िक यह शत लचीली है और कभी भी िववेकपूण लगने पर मानवािधकार क र ा के िलए ह त ेप को यायसंगत ठहराया जा सकता
है ढ़तर प के िलए भी कुछ समथन है िसतंबर 1999 म यू एन के महासिचव कोफ अ नान ने यह घोषणा क िक यि गत संपभुता उतना ही मह वपूण हो
सकती है िजतनी रा ीय संपभुता
On what basis is the UN ready to intervene in the matters of a state?
संयु रा िकस आधार पर रा य के मामले म ह त ेप करने के िलए त पर है ?

1. To end the conflict/संघष को समा करने के िलए [Option ID = 25463]
2. To create international cooperation/अंतररा ीय सहयोग के िलए [Option ID = 25464]
3. To promote internal justice/आतं रक याय को बढ़ावा देने के िलए [Option ID = 25465]
4. To facilitate great powers/महान शि य को सुिवधा पदान करने के िलए [Option ID = 25466]
In the matter of state intervention, the UN should adhere to provisions related to which aspect?
रा य म ह त ेप के मामले म संयु रा को िन निलिखत म से िकस पहलू से संबंिधत पावधान का अनुपालन करना चािहए ?

1. Domestic jurisdiction/घरेलू अिधकार त
े [Option ID = 25467]
2. Social equality/सामािजक समानता [Option ID = 25468]
3. Political independence/राजनीितक वतंतता [Option ID = 25469]
4. Economic cooperation/आिथक सहयोग [Option ID = 25470]
Under what condition can the UN intervene in state affairs?

संयु रा िकस आधार पर रा य के मामल म ह त ेप कर सकता है ?

1. To establish democracy/लोकतंत क थापना हेतु [Option ID = 25471]
2. To tackle problem of non‐traditional threats/गैर परंपरागत खतर क सम या के समाधान के िलए [Option ID = 25472]
3. On the basis of the express consent of the state's government/रा य सरकार क प सहमित के आधार पर [Option ID = 25473]
4. On the recommendation of major powers/पमुख शि य क िसफा रश पर [Option ID = 25474]
interpreted strictly; that there can be no intervention within a state without the express consent of the government
Examrace of that
www.examrace.com
What is the general feeling among some sections regarding the basis of UN intervention?
संयु रा संघ के ह त ेप के आधार के संबंध म कुछ वग क आम भावना या है ?

1. Human Rights violations/मानवािधकार का उ लंघन [Option ID = 25475]
2. Economic failure/आिथक िवफलता [Option ID = 25476]
3. Large scale violence/बड़े तर पर िहंसा [Option ID = 25477]
4. Problem of drug trafficking/औषिध दु यापार क सम या [Option ID = 25478]
UN's new responsibility is to establish which kind of international system?
संयु रा का नया दािय व िकस पकार क अंतररा ीय यव था क थापना करती है ?

1. More democratic UN/अिधक लोकतांितक संयु रा [Option ID = 25479]
2. Provide global governance/वैि क शासन पदान करना [Option ID = 25480]
3. Strengthening UN finances/संयु रा के िव को मजबूत करना [Option ID = 25481]
4. Regulating the social sector/सामािजक त
े को िविनयिमत करना [Option ID = 25482]
Topic:‐ 2 New Political Science SH2_C
Since the 1960s, dependency theory generalized from the Latin American experience, applying it to the rest of the world.
Wallerstein (1974, 1980, 1989) advocated his theory of a world economic system which consisted of concentric rings‐the
'core' countries of the West, a 'semi‐periphery' and the 'periphery'‐a differentiation made possible by history. The core
states industrialized first and acquired a decisive advantage over the rest of the world. Peripheral states are those that
cater to the needs of the core and are wilfully prevented from developing higher industrial skills. The semi‐periphery is the
middle category of states that can move in either direction, and may include one‐time core states that have lost their
states. The whole system reflects an international division of labour. A basic nature of this system is the transference of
surplus from the periphery to the core. P. P. Rey (1971, 1973), a French sociologist, added to the idea of dualism by
advancing a more refined notion of the 'articulation of modes of production'. He argued that underdevelopment in certain
areas of the world was largely due to the nature of indigenous society. In the West, feudalism led to capitalism because of
the attitude of the feudal upper class. In the rest of the world, which had not experienced European feudalism, the
integration of a society into the world economy through trade and investment results in a strengthening of the existing
governing classes, reinforcing their resistance to the extension of capitalism. Caporaso and Behrour (1981) stated:
'dependency refers to a structural condition in which a healthy integrated system cannot complete its economic cycle
except by an exclusive (or limited) reliance on an external complement'.
िन निलिखत ग ांश को पढ़ और नीचे िदए गए प के उ र द :
1960 के दशक से, लैिटन अमे रक अनुभव से िनभरता के िस ांत को सामा यीकृत करके इसे शेष िव पर लागू िकया गया वालर टेन (1974, 1980,
1989) ने एक िव आिथक यव था के अपने िस ांत को पितपािदत िकया जो संकिे दत वलय ‐ पि म के 'के दीय' देश , एक 'अध ‐ प रिध' और 'प रिध' ‐
इितहास ारा संभव बनाये गये िवभेदीकरण को शािमल करता है कद म ि थत देश सवपथम औ ोगीकृत हए और शेष िव पर एक िनणायक बढ़त पा िकया
प रधीय रा य वे ह जो के दीय देश क आव यकताओं को संतु करते ह और िज ह जानबूझकर उ च औ ोिगक कुशलताओं का िवकास करने से रोका जाता है
'अध ‐ प रिध' रा य म य शेणी म आते है जो िकसी भी िदशा म जा सकते ह और इनमे वे के दीय रा य भी शािमल ह, िज ह ने अपनी कद रा य क ि थित खो दी हो
संपूण यव था शम के एक अंतरा ीय िवभाजन को पितिबि बत करती है इस यव था क मु य पवृि अित र मू य का प रिध ेत से के दीय रा य क ओर
ह तांतरण करना है पी.पी.रे (1971, 1973), एक फाँसीसी समाजशा ती ने 'उ पादन के साधन का अिभ यि करण' क एक प रशु अवधारणा को आगे बढ़ाते
हये इसे ैतवाद के िवचार से जोड़ा उ ह ने तक िकया िक िव के कुछ िनि त ेत म अ पिवकास वहां के देशज समाज क पवृि के कारण अ यिधक था पि म
म, सामंती उ च वग के अिभवृि के कारण सामंतवाद ने पूज
ं ीवाद को ज म िदया शेष िव म, िजसने यूरोपीय सामंतवाद का अनुभव नह िकया था, यापार और
िनवेश के मा यम से एक समाज का िव अथ यव था के प म एक करण का प रणाम मौजूदा शािसत वग को मजबूत करने, पूज ँ ीवाद के िव तार के उनके
पितरोध को बल देने के प म हआ कपोरासो और बेह र (1981) ने कहा है : िनभरता संरचना मक ि थित से संबंिधत है िजसम, केवल एक बा सहायता पर
एक अन य (अथवा ‐ सीिमत) िव ास के िबना एक व थ एक कृत यव था अपने आिथक चक को पूरा नह कर सकती
According to Wallerstein in the world economic system reflects:
‐वालर टोन के अनुसार िव आिथक यव था इनमे से कौन सी अव था को य करती है ?

1. Unequal distribution of resources/संसाधन का असमान िवतरण [Option ID = 25483]
2. Historically emergent inequalities/एितहािसक प से उ प न हयी असमानताय [Option ID = 25484]
3. International division of labour/शम का अंतरा ीय िवभाजन [Option ID = 25485]
4. Nature of indigenous society/देशज समाज क पवृि [Option ID = 25486]
Who gave the concept of 'semi‐periphery' in dependency theory?

िनभरता िस ांत म 'अथ ‐ प रिध' क अवधारणा को िकसने िदया ?

1. A. G. Frank/ए जी फ क [Option ID = 25487]
2. Samir Amin/समीर अमीन [Option ID = 25488]
3. Immanuel Wallerstein/इमै युल े वालर टेन [Option ID = 25489]
4. Raul Prebisch/राउल पिे वस [Option ID = 25490]
'Articulation of mode of production' explains
'उ पादन के साधन का अिभ यि करण' क अवधारणा इनम से िकसक या या करती है?
1. Emergence of the semi‐periphery/अथ प रिध क उ पि [Option ID = 25491]
2. Passage from feudalism to capitalism in the West/पि म म सामंतवाद से पूंजीवाद का बदलाव [Option ID = 25492]
3. Loss of states of countries in the core/कद म ि थत देश का अपनी ि थित को खोना [Option ID = 25493]
4. Under‐development in certain areas of the world/िव के कुछ देश म अ पिवकास क ि थित [Option ID = 25494]
The integration of non‐European countries in the world economy results in
गैर पि मी देश क िव आिथक यव था म शािमल होने का इनम से कौनसा प रणाम होता है ?

1. Strengthening their resistance to expansion of capitalism/उनका पूंजीवाद के िव तार का िवरोध करने क मता बढ़ना [Option ID = 25495]
2. Weakening of the ruling elite/अभी वग का दुबल होना [Option ID = 25496]
3. Strengthening of feudalism/सामंतवाद का सु ढ़ होना [Option ID = 25497]
4. Stregthening of the semi‐periphery/अथ प रिघ का मजबूत होना [Option ID = 25498]
Dependency as an integrated system relies on:

एक एक कृत यव था के प म िनभरता के िलये, इनम से कौन ज री है ?

1. Historical factors/एितहािसक कारक [Option ID = 25499]
2. External contributory factors/बा योगदानकारी कारक [Option ID = 25500]
3. Internal milieu/आतं रक प रि थित [Option ID = 25501]
4. Regional condition/ त े ीय ि थित [Option ID = 25502]

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UGC NET 2021 Political Science Shift 2

Compa ny - wise P rodu ctio n and profit details

R Y iP-t>l'l ｾ＠ -j)j ＠ｾ cfBJ~ I ｾ＠ II efi"l BIB ｾ Ｍ ｾ＠ ｾ＠ A - G ｾ＠ ｾ＠ ｾ＠ ill'l'l efil -fucn:UJ ｾ＠ I

-:ni:q;:i'hm ｾ＠ :1r-.: l"ll'l:! on1 ~ ; :

ｾ＠ ｾ＠ ~I~m:g ll ｾ＠ ill'l'l <A 5l kl~la\11

[Question ID = 4899][Question Description = Q01_GP_22NOV_S2_SHAAN]

Compa ny - wise P rodu ction and profit details

f?t1---1ifi:-t>d ｾ＠ ri ｾ＠ ｾ＠ I ｾ＠ II efil BIB ｾ＠ - -3R'l11 ｾ＠ A - G ｾ＠ ｾ＠ ｾ＠ m'll efil ｾ＠ ｾ＠ I

ｾ＠ ｾ＠ cTr,g I i:;ci m=g II mFI m'll ,$J 9@~ 1<li'I I

"What is th e total profi t earned by compan y G for items I a nd II together?

( 1) ~ 78 Lak.hs (2) ~1.6 2 cro1·es

( 1) '! . 78 BT© (2) <1 l .62~

[Question ID = 4900][Question Description = Q02_GP_22NOV_S2_SHAAN]

Co mpa ny - wi se P rodu ction a nd profit details

(1) 3:5 (2) 2:1

[Question ID = 4901][Question Description = Q03_GP_22NOV_S2_SHAAN]

Compan y - wi se Produ ction a nd profit details

ｾ＠ ｾ＠ ~ I l;ci~ II ｾ＠ <:'fM .fl J:l@~liJi'l l

(3) ｾ＠ 52 .8 Lakhs (4) t 30.65 Lakhs

( 1) ~- 9.78~ (2) ~- 97.8 ｾ＠

(3) ~- 52.8 ｾ＠ (4) ~- 30.65 ｾ＠

[Question ID = 4902][Question Description = Q04_GP_22NOV_S2_SHAAN]

f?11--1if.-t>d ｾ＠ ri -e:i ｾ＠ I ｾ＠ II efil BIB ｾ＠ -~ ｾ＠ A - G ｾ＠ ｾ＠ ｾ＠ m'll efil ITTl:lJl ｾ＠ I

¥/hat is t he sum total of t h e cost of production of item I by company A and t h e cost of

(3) ~- 3.35 ｾ＠ (4) ~- 33.65 aTisI

[Question ID = 4903][Question Description = Q05_GP_22NOV_S2_SHAAN]

1) In which level of t eaching 'Seeing of' relationship' is prnmoted as a n objective?

[Question ID = 4904][Question Description = Q06_GP_22NOV_S2_SHAAN]

(A) Team teaching and de monstr a t ion.

Choose the co l'rect answer from the op tions given below :

(B -3ljfue.-iur "C;ci ｾ＠ "1~

(C ｾ＠ ~ · ｾ＠ 0jrl(j ,-,-1@l<l l- m=efci

(1 ~ (A ~ (C) (2) ｾ＠ (B) 3lt.: (D)

(3) ｾ＠ (B) ｾ＠ (C) (4) m D) 3lt.: (E)

[Question ID = 4905][Question Description = Q07_GP_22NOV_S2_SHAAN]

Choos e t h e correct ans wer from the options gi ven belm,v:

(1) (A)-(IV), (B) -(III) , (C - II), (D -(I)

(B) ｾ Ｍ ｾ＠ (II) <f)&,1 -rt ｾ＠ "0D ｾ＠ %-g f.m1'{J<ti ｾ＠ ｾ＠

(I II) GTo - ~ <€I 3lcITtl -if M&fli ｾ＠ ~-!,H-g@

(1) (A) - IV). (B)-(III). (C -(II). (D)-(I)

[Question ID = 4906][Question Description = Q08_GP_22NOV_S2_SHAAN]

Statement I : P 1·omoting classroom dial ogue t h a t encourages students to examm e

Statement II : Probing refers to t each er statemen t s th at encourage students to elaborate an

(1) Both Statement I and St a t emen t II are t r ue

(2) Both St atement I a n d St a t emen t II are fa lse

(3) Statement I is t rue but Statement II is false

(4) Stat ement I is fals e but Statement II is true

[Question ID = 4907][Question Description = Q09_GP_22NOV_S2_SHAAN]

(3) (A) is Cm'l'ect but (R, is not correct

(4) (A) is not correct but (R) is correct

~(A) : W~-~ if ~ , ｾ＠ ｾ＠ iii f-:1~c1e.f1lldl ｾ＠ ~ mil ~ tft filw..rf cfil ｾ＠

(1) (A) ~ (R) ~ ｾ＠ t 3ft{ (R), A) "fil ｾ＠ ｾ＠ tI

(3) (A) -«ft t ｾ＠ (R) ｾ＠ ｾ＠ tI

iM ｾ＠ 1T<fl m<q-f<ff~ ii ~ mfufu qf(<.fi,flH , llft~ m,:n ｾ＠ ｾ＠ ｾ＠ c!ml ｾ＠ ｾ＠ p efir w:T~

[Question ID = 4909][Question Description = Q11_GP_22NOV_S2_SHAAN]

(A) One group pre test post test des ign

(C) T wo gr oups static design.s

Choose the correct answer from the options given below :

(1) (A) an d (B) only (2) (B) and (C) only

(1) ｾ＠ (A -3fu (B) (2) ｾ＠ (B) 3lR C

(3) ｾ＠ (B) ｾ＠ (D ) (4) ｾ＠ D) 3lR (E )

[Question ID = 4910][Question Description = Q12_GP_22NOV_S2_SHAAN]

Examrace List I List II www.examrace.com

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ｾ＠ｾ＠ ~I~m:g ll ｾ＠ ill'l'l <A 5l kl~la\11

f?t1---1ifi:-t>d ｾ＠ ri ｾ＠ｾ＠ I ｾ＠ II efil BIB ｾ＠ - -3R'l11 ｾ＠ A - G ｾ＠ｾ＠ｾ＠ m'll efil ｾ＠ｾ＠ I

ｾ＠ｾ＠ cTr,g I i:;ci m=g II mFI m'll ,$J 9@~ 1<li'I I

ｾ＠ｾ＠ ~ I l;ci~ II ｾ＠ <:'fM .fl J:l@~liJi'l l

f?11--1if.-t>d ｾ＠ ri -e:i ｾ＠ I ｾ＠ II efil BIB ｾ＠ -~ ｾ＠ A - G ｾ＠ｾ＠ｾ＠ m'll efil ITTl:lJl ｾ＠ I

(B) ｾＭｾ＠ (II) <f)&,1 -rt ｾ＠ "0D ｾ＠ %-g f.m1'{J<ti ｾ＠ｾ＠

~(A) : W~-~ if ~ , ｾ＠ｾ＠ iii f-:1~c1e.f1lldl ｾ＠ ~ mil ~ tft filw..rf cfil ｾ＠

(1) (A) ~ (R) ~ ｾ＠ t 3ft{ (R), A) "fil ｾ＠ｾ＠ tI

(3) (A) -«ft t ｾ＠ (R) ｾ＠ｾ＠ tI

iM ｾ＠ 1T<fl m<q-f<ff~ ii ~ mfufu qf(<.fi,flH , llft~ m,:n ｾ＠ｾ＠ｾ＠ c!ml ｾ＠ｾ＠ p efir w:T~

- 3 i ~ (A) : -3~.::rR" -:mtl-~'Q' if ｾ＠ｾ＠ｾ＠ <fiT ｾ＠ 3414-i:l lRi'fi ..:!-l lct :( 4<hd l~ ｾ＠ I

. .... • "'\ ,r . "\ f "'\ l"I ｾ＠ｾ＠ f l"I "\ r. ....,, "'\

ｾ＠ (I) : BlffJf, ｾ＠ｾ＠ efil m<fiR ｾ＠ -ii ｾ＠ｾ＠ <f>T ~ "'I ｾ＠ tI

ｾ＠ <ti~ ｾ＠ｾ＠ -ii, ~~'Tl;~ -ii B ｾ＠ｾ＠ｾ＠ <fiT ｾ＠ｾ＠ '

::fti\ <?r <.fi?..R ｾ＠ｾ＠ t : ｾ＠ ~ - R (Asse1·tion A) ｾ＠ｾ＠ ii fu-fu@ t ｾ＠ｾ＠ｾ＠ l:fiRllT Reason R) ｾ＠

(1) (A) ｾ＠ (R) ｾ＠ "l1tt t ｾ＠ (R), (A)~ ｾ＠ｾ＠ tI

ｾ＠ｾ＠ tr.:ief.t um 15 q1if -it ｾ＠ｾ＠ cg srn m::mm i 1 ｾ＠ｾ＠ 3TTQ cg 3TT3 "Tfi ｾ＠ cm it m