PAPER-II
HOME SCIENCE
Signature and Name of Invigilator
1. (Signature) __________________________
(Name) ____________________________
2. (Signature) __________________________
(Name) ____________________________
J 12 1 6
Time : 1 1/4 hours]
Number of Pages in this Booklet : 24
Instructions for the Candidates
1. Write your roll number in the space provided on the top of
this page.
2. This paper consists of fifty multiple-choice type of questions.
3. At the commencement of examination, the question booklet
will be given to you. In the first 5 minutes, you are requested
to open the booklet and compulsorily examine it as below :
(i) To have access to the Question Booklet, tear off the
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given.
(iii) After this verification is over, the Test Booklet Number
should be entered on the OMR Sheet and the OMR
Sheet Number should be entered on this Test Booklet.
4. Each item has four alternative responses marked (1), (2), (3)
and (4). You have to darken the circle as indicated below on
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J-12-16
OMR Sheet No. : ...............................................
(To be filled by the Candidate)
Roll No.
(In figures as per admission card)
Roll No.________________________________
(In words)
[Maximum Marks : 100
Number of Questions in this Booklet : 50
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1 P.T.O.
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 HOME SCIENCE
PAPER – II

Note : This paper contains fifty (50) objective type questions of two (2) marks each. All
questions are compulsory.

1. As per ICMR (2010) the RDA of Iron for a 16 year old girl is :
(1) 27 mg/day (2) 28 mg/day
(3) 32 mg/day (4) 26 mg/day

2. Following is a method of cooking by dry heat :

(1) Steaming (2) Broiling
(3) Stewing (4) Blanching

3. A set menu in which a number of dishes are planned and food is offered at a set price is
called :
(1) A la carte menu (2) Occasional menu
(3) Single use menu (4) Table d’hote menu

4. Which of the following is an Italian designer ?

(1) Giorgio Armani (2) Yves Saint Laurent
(3) Dior (4) Tommy Hillfiger

5. Give the full form of CSWRI :

(1) Central Sheep and Wool Research Institute
(2) Central Sheep and Worsted Research Institute
(3) Cotton Silk and Wool Research Institute
(4) Cotton Synthetic and Wool Research Institute

6. Indicate which among the following is an electronic gadget ?

(1) Water heater (2) Coffee maker
(3) Pressure cooker (4) Microwave oven

7. Vygotsky’s theory of Human Development is also called

(1) Sociocultural theory (2) Psychosexual theory
(3) Psychosocial theory (4) Socioemotional theory

8. The National Adult Education Programme (NAEP) was launched to promote literary
among people in the age groups of :
(1) 25 to 35 years (2) 35 to 50 years
(3) 15 to 35 years (4) 40 to 65 years

Paper-II 2 J-12-16

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 ÝÖéÆ ×¾Ö–ÖÖ®Ö
¯ÖÏ¿®Ö¯Ö¡Ö – II
×®Ö¤ì¿Ö : ‡ÃÖ ¯ÖÏ¿®Ö¯Ö¡Ö ´Öë ¯Ö“ÖÖÃÖ (50) ²ÖÆã-×¾ÖÛ »¯ÖßµÖ ¯ÖÏ¿®Ö Æï … ¯ÖÏŸµÖêÛ ¯ÖÏ¿®Ö Ûê ¤Öê (2) †ÓÛ Æï … ÃÖ³Öß ¯ÖÏ¿®Ö †×®Ö¾ÖÖµÖÔ Æï …
1. †Ö‡Ô.ÃÖß.‹´Ö.†Ö¸. (2010) Ûê †®ÖãÃÖÖ¸ 16 ¾ÖÂÖáµÖ »Ö›ÌÛ ß Ûê ×»Ö‹ »ÖÖêÆê Û ß ¯ÖÏßÖÖ×¾ÖŸÖ ¯ÖÖî×Â™Û ´ÖÖ¡ÖÖ Æî :
(1) 27 ×´Ö.ÝÖÏÖ./פ®Ö (2) 28 ×´Ö.ÝÖÏÖ./פ®Ö
(3) 32 ×´Ö.ÝÖÏÖ./פ®Ö (4) 26 ×´Ö.ÝÖÏÖ./פ®Ö

2. ×®Ö´®Ö×»Ö×ÜÖŸÖ ¿ÖãÂÛ ‰ ´ÖÖ ÃÖê ³ÖÖê•Ö®Ö ¯ÖÛ Ö®Öê Û ß ×¾Ö×¬Ö Æî :

(1) ÙߴÖàÝÖ (2) ²ÖÎÖµÖØ»ÖÝÖ
(3) Ùæ صÖÝÖ (4) ²»ÖÖØ®“ÖÝÖ

3. ‹Û ×®Ö׿“ÖŸÖ ´Öê®Öæ וÖÃÖ´Öë ²ÖÆãŸÖ ÃÖê ¾µÖÓ•Ö®ÖÖë Û ß µÖÖê•Ö®ÖÖ Û ß •ÖÖŸÖß Æî †Öî¸ ‹Û ŸÖµÖ ´Öæ»µÖ ¯Ö¸ ³ÖÖê•Ö®Ö Û ß ¯Öê¿ÖÛ ¿Ö Û ß
•ÖÖŸÖß Æî ˆÃÖê ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ŒµÖÖ Û ÆÖ •ÖÖŸÖÖ Æî ?
(1) ‹»ÖÖ Û Ö™ì ´Öê®Öæ (2) ÃÖ´ÖµÖ-ÃÖ´ÖµÖ ¯Ö¸ ´Öê®Öæ
(3) ØÃÖÝÖ»Ö µÖæ•ÖÌ ´Öê®Öæ (4) ™ê ×²Ö»Ö ›ß ÆÖò™ê ´Öê®Öæ

4. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê Û Öî®Ö ‡™î×»ÖµÖ®Ö ×›•ÖÖ‡®Ö¸ Æî ?

(1) וֆÖê¸ ×•ÖµÖÖê †¸´ÖÖ®Öß (2) ‡¾Ö ÃÖê®™ »ÖÖî¸ê®Ö
(3) ×›µÖÖê¸ (4) ™Öî´Öß ×Æ»Ö×± ÝÖ¸

5. ÃÖß ‹ÃÖ ›²»µÖæ †Ö¸ †Ö‡Ô Û Ö ¯ÖæÞÖÔ º ¯Ö ¤ßו֋ :

(1) ÃÖê®™Ò »Ö ¿Öß¯Ö †Öî¸ ¾Öã»Ö ׸ÃÖ“ÖÔ ‡×®Ã™™¶æ™ (2) ÃÖê®™Ò»Ö ¿Öß¯Ö †Öî¸ ¾ÖÃÖÔ×™› ׸ÃÖ“ÖÔ ‡×®Ã™™¶æ™
(3) Û Ö™®Ö ×ÃÖ»Û †Öî¸ ¾Öã»Ö ׸ÃÖ“ÖÔ ‡×®Ã™™¶æ™ (4) Û Ö™®Ö ×ÃÖ®£Öê×™Û †Öî¸ ¾Öã»Ö ׸ÃÖ“ÖÔ ‡×®Ã™™¶æ™

6. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê Û Öî®Ö ‹Û ‡»ÖꌙÒÖò×®ÖÛ ˆ¯ÖÛ ¸ÞÖ Æï ²ÖŸÖÖ‹Ñ :

(1) ¾ÖÖò™ ¸ Æß™¸ (2) Û Öò± ß ´ÖêÛ ¸
(3) ¯ÖÏê¿Ö¸ Ûã Û ¸ (4) ´ÖÖ‡ÛÎ Öê¾Öê¾Ö †Öê¾Ö®Ö

7. ´ÖÖ®Ö¾Ö ×¾ÖÛ ÖÃÖ Ûê ¾ÖÖ‡ÔÝÖÖêŸÃÖÛ ß ×ÃÖ¨Ö®ŸÖ Û Öê ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê †Öî¸ ŒµÖÖ Û ÆÖ •ÖÖŸÖÖ Æî ?
(1) ÃÖÖ´ÖÖוÖÛ ÃÖÖÓÃÛé ןÖÛ ×ÃÖ¨Ö®ŸÖ (2) ´Ö®ÖÖêµÖÖî®Ö ×ÃÖ¨Ö®ŸÖ
(3) ´Ö®ÖÖêÃÖÖ´ÖÖוÖÛ ×ÃÖ¨Ö®ŸÖ (4) ÃÖÖ´ÖÖוÖÛ ³ÖÖ¾ÖÖŸ´ÖÛ ×ÃÖ¨Ö®ŸÖ

8. ¸Ö™ÒßµÖ ¯ÖÏÖîœÌ-׿ÖõÖÖ Û ÖµÖÔÛÎ ´Ö (NAEP) ×Û ÃÖ †ÖµÖã ÃÖ´ÖæÆ ´Öë ÃÖÖõÖ¸ŸÖÖ Û Öê ²ÖœÌÖ¾ÖÖ ¤ê®Öê Ûê ×»Ö‹ ¿Ö㺠×Û µÖÖ ÝÖµÖÖ £ÖÖ ?
(1) 25 ÃÖê 35 ¾ÖÂÖÔ (2) 35 ÃÖê 50 ¾ÖÂÖÔ
(3) 15 ÃÖê 35 ¾ÖÂÖÔ (4) 40 ÃÖê 65 ¾ÖÂÖÔ

J-12-16 3 Paper-II

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9. Marionettes are the following type of puppets :
(1) Shadow (2) Rod
(3) String (4) Glove

10. In normally distributed population Mean ± 2.58 S.D. will cover ____ of population.
(1) 99% (2) 98%
(3) 95% (4) 90%

11. Zinc deficiency is manifested with following symptoms :

I. Depressed Immunity II. Vascular Complications
III. Diarrhoea IV. Anaemia
V. Reproductive failure
Codes :
(1) I, II, III (2) I, II, IV
(3) II, IV, V (4) I, III, V

12. Browning in cut fruits and vegetables can be prevented by :

I. Immersing them in water II. Increasing the pH
III. Blanching IV. Sprinkling sugar over the cut surface
Codes :
(1) I, II, III (2) II, III, IV
(3) I, III, IV (4) I, II, IV

13. Which of the following are types of buffet service ?

I. Trayed II. Plated
III. Finger IV. Fork
Codes :
(1) I and II (2) II and IV
(3) III and IV (4) II and III

14. Rhythm is a design can be attained by

I. Gradation II. Radiation
III. Contrast IV. Continuous line
Codes :
(1) II, III, IV (2) III, II, I
(3) I, II, IV (4) IV, III, I

15. High twist imparts following properties to yarns :

I. Resistance to abrasion II. Subdued lustre
III. Soft texture IV. Bulkier
Codes :
(1) I and II (2) II and III
(3) III and IV (4) I and III
Paper-II 4 J-12-16

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9. ´Öê׸µÖÖê®Öî™ ¯ÖãŸÖã»Ö, ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×Û ÃÖ ¯ÖÏÛ Ö¸ Û Ö ¯ÖãŸÖã»Ö ÆÖêŸÖÖ Æî ?
(1) ”ÖµÖÖ ¯ÖãŸÖã»Ö (2) ”›Ì ß ¯ÖãŸÖã»Ö
(3) ¬ÖÖÝÖÖ ¯ÖãŸÖã»Ö (4) ¤ÃŸÖÖ®ÖÖ ¯ÖãŸÖã»Ö

10. ÃÖÖ´ÖÖ®µÖŸÖ: ×¾ÖŸÖ׸ŸÖ •Ö®ÖÃÖÓܵÖÖ ´ÖÖ¬µÖ ± 2.58 ´ÖÖ®ÖÛ ×¾Ö“Ö»Ö®Ö •Ö®ÖÃÖÓܵÖÖ Ûê ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×Û ŸÖ®Öê ¯ÖÏ×ŸÖ¿ÖŸÖ Û Öê
¿ÖÖ×´Ö»Ö Û ¸êÝÖÖ ?
(1) 99% (2) 98%
(3) 95% (4) 90%
11. Ø•ÖÛ Û ß Û ´Öß Ûê ×¾ÖÛ Ö¸ ´Öë ×®Ö´®Ö »ÖõÖÞÖ ¿ÖÖ×´Ö»Ö Æï :
I. ¸ÖêÝÖ ¯ÖÏןָÖê¬ÖÛ õÖ´ÖŸÖÖ ´Öë Û ´Öß II. ¸ŒŸÖ¬Ö´Ö×®ÖµÖÖë Û ß ÃÖ´ÖõÖÖ‹Ñ
III. ›ÖµÖ׸µÖÖ IV. †®Öß´ÖßµÖÖ
V. ˆŸ¯ÖÖ¤®Ö õÖ´ÖŸÖÖ ×¾Ö± »Ö ÆÖê®ÖÖ
Ûæ ™ :
(1) I, II, III (2) I, II, IV
(3) II, IV, V (4) I, III, V

12. ×®Ö´®Ö×»Ö×ÜÖŸÖ ŸÖ¸ßÛ Öë ÃÖê Û ™ê Æã‹ ± »Ö ¾Ö ÃÖײ•ÖµÖÖë Û Öê ³Öæ¸ Ö ÆÖê®Öê ÃÖê ²Ö“ÖÖµÖÖ •ÖÖ ÃÖÛ ŸÖÖ Æî :
I. ¯ÖÖ®Öß ´Öë ›æ²ÖÖêÛ ¸ II. ¯Öß.‹“Ö. ²ÖœÌÖÛ ¸
III. ²»ÖÖØ®“ÖÝÖ IV. Û ™ß Æã‡Ô ÃÖŸÖÆ ¯Ö¸ “Öß®Öß ²Öã¸ Û Û ¸
Ûæ ™ :
(1) I, II, III (2) II, III, IV
(3) I, III, IV (4) I, II, IV

13. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ²Öã±ê ÃÖê¾ÖÖ Ûê ¯ÖÏÛ Ö¸ Û Öî®Ö ÃÖê Æï ?

I. ™Òê ´Öë ¯Ö¸ÖêÃÖÖ II. ¯»Öê™ ´Öë ¯Ö¸ÖêÃÖÖ
III. ‰Ñ ÝÖ»Öß ÃÖê IV. Û ÖÓ™ê ÃÖê
Ûæ ™ :
(1) I †Öî¸ II (2) II †Öî¸ IV
(3) III †Öî¸ IV (4) II †Öî¸ III

14. ×›•ÖÖµÖ®Ö ´Öë »ÖµÖ ¯ÖÏÖ¯ŸÖ ×Û µÖÖ •ÖÖ ÃÖÛ ŸÖÖ Æî :

I. ÝÖÏê›ê¿Ö®Ö II. ¸ê×›‹¿Ö®Ö
III. Û ®™ÒÖÙ IV. Û ×®™®µÖã†ÃÖ »ÖÖ‡®Ö
Ûæ ™ :
(1) II, III, IV (2) III, II, I
(3) I, II, IV (4) IV, III, I

15. •µÖÖ¤Ö ²Ö»Ö ¬ÖÖÝÖÖë ´Öë ×®Ö´®Ö×»Ö×ÜÖŸÖ ×¾Ö¿ÖêÂÖŸÖÖ‹Ñ ¯ÖϤ Ö®Ö Û ¸ŸÖê Æï :
I. ¸ÝÖ›Ì Ûê ¯ÖÏ×ŸÖ ¯ÖÏןָÖê¬Öß II. ¤²Öß Æã‡Ô “Ö´ÖÛ
III. Û Öê´Ö»Ö ¸“Ö®ÖÖ IV. †×¬ÖÛ ‘Ö®ÖÖ
Ûæ ™ :
(1) I †Öî¸ II (2) II †Öî¸ III
(3) III †Öî¸ IV (4) I †Öî¸ III
J-12-16 5 Paper-II

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16. How will you achieve emphasis in interior arrangements ?
I. Through repetition of objects II. By grouping of objects
III. Use of contrasting colours IV. Use of plain background space
Codes :
(1) I, II and III (2) II, III and IV
(3) I, III and IV (4) I, II and IV

17. Rights of research participants include :

I. Informed consent II. Privacy
III. Protection from harm IV. Remuneration
Codes :
(1) I, II and III (2) I, II and IV
(3) II, III and IV (4) I, III and IV

18. Non-formal education involves :

I. Flexibility of time tables II. Rigidity of rules and regulations
III. Life-long learning IV. Life skill development
Codes :
(1) I, II and III (2) II, III and IV
(3) I, III and IV (4) I, II and IV

19. The principles of communication are

I. The Communication process is Interactional
II. The Communication process is Reversible
III. The Communication process is Functional
IV. The Communication process can be transactional
Codes :
(1) I, II and III (2) II, III and IV
(3) I, III and IV (4) I, II and IV

20. In a negatively skewed distribution mean is :

I. greater than median II. smaller than median
III. greater than mode IV. smaller than mode
Codes :
(1) II and IV (2) I and III
(3) I and IV (4) II and III
Paper-II 6 J-12-16

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16. †ÖÓŸÖ×¸Û ¾µÖ¾ÖãÖÖ ´Öë ‹ê´±ê ×ÃÖÃÖ (²Ö»Ö) Û Öê Ûî ÃÖê ¯ÖÏÖ¯ŸÖ Û ¸ëÝÖê ?
I. ¾ÖßÖã†Öë Û Öê ¤ãÆ ¸Ö Û ¸ II. ¾ÖßÖã†Öë Û Öê ÃÖ´Öæ×ÆŸÖ Û ¸
III. Û Öò®ÖË™ÒÖÙ ¸ÓÝÖÖë Û Ö ‡ÃŸÖê´ÖÖ»Ö Û ¸ IV. ÃÖ´ÖŸÖ»Ö ¯Öéš³Öæ×´Ö Ûê ‡ÃŸÖê´ÖÖ»Ö ÃÖê
Ûæ ™ :
(1) I, II †Öî¸ III (2) II, III †Öî¸ IV
(3) I, III †Öî¸ IV (4) I, II †Öî¸ IV

17. †®ÖãÃÖÓ¬ÖÖ®Ö ¯ÖÏןֳÖÖ×ÝÖµÖÖë Ûê †×¬ÖÛ Ö¸Öë ´Öë ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ŒµÖÖ ¿ÖÖ×´Ö»Ö Æï ?
I. ÃÖÆ´Ö×ŸÖ Û ß ÃÖæ“Ö®ÖÖ ¤ê®ÖÖ II. ‹Û Ö®ŸÖ
III. ®ÖãÛ ÃÖÖ®Ö ÃÖê ÃÖ㸠õÖÖ IV. ¯ÖÖ׸ÁÖ×´ÖÛ
Ûæ ™ :
(1) I, II †Öî¸ III (2) I, II †Öî¸ IV
(3) II, III †Öî¸ IV (4) I, III †Öî¸ IV

18. †®ÖÖî¯Ö“ÖÖ×¸Û ×¿ÖõÖÖ ´Öë ¿ÖÖ×´Ö»Ö Æï

I. ÃÖ´ÖµÖ-ÃÖÖ׸ÞÖß Û ß ®Ö´µÖŸÖÖ II. ×®ÖµÖ´ÖÖë †Öî¸ ×¾Ö×®ÖµÖ´ÖÖë Û ß †®Ö´µÖŸÖÖ
III. •Öß¾Ö®Ö ¯ÖµÖÔ®ŸÖ †×¬ÖÝÖ´Ö IV. •Öß¾Ö®Ö Û Öî¿Ö»Ö ×¾ÖÛ ÖÃÖ
Ûæ ™ :
(1) I, II †Öî¸ III (2) II, III †Öî¸ IV
(3) I, III †Öî¸ IV (4) I, II †Öî¸ IV

19. ÃÖ´¯ÖÏêÂÖÞÖ Ûê ×ÃÖ¨ÖÓŸÖ Æï

I. ÃÖ´¯ÖÏêÂÖÞÖ Û ß ¯ÖÏ×ÛÎ µÖÖ †ÓŸÖÙÛÎ µÖÖŸ´ÖÛ ÆÖêŸÖß Æî …
II. ÃÖ´¯ÖÏêÂÖÞÖ Û ß ¯ÖÏ×ÛÎ µÖÖ ×¾Ö¯ÖµÖÖÔµÖß ÆÖêŸÖß Æî …
III. ÃÖ´¯ÖÏêÂÖÞÖ Û ß ¯ÖÏ×ÛÎ µÖÖ Û ÖµÖÖÔŸ´ÖÛ ÆÖêŸÖß Æî …
IV. ÃÖ´¯ÖÏêÂÖÞÖ Û ß ¯ÖÏ×ÛÎ µÖÖ ×¾Ö×®ÖµÖÖŸ´ÖÛ ÆÖêŸÖß Æî …
Ûæ ™ :
(1) I, II †Öî¸ III (2) II, III †Öî¸ IV
(3) I, III †Öî¸ IV (4) I, II †Öî¸ IV

20. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ‹Û ®ÖÛ Ö¸ÖŸ´ÖÛ ×¾ÖÂÖ´Ö ×¾ÖŸÖ¸ÞÖ ´Öë ´ÖÖ¬µÖ Æî :
I. ´ÖÖ׬µÖÛ ÃÖê ²Ö›ÌÖ II. ´ÖÖ׬µÖÛ ÃÖê ”Öê™ Ö
III. ²ÖÆã»ÖÛ ÃÖê ²Ö›ÌÖ IV. ²ÖÆã»ÖÛ ÃÖê ”Öê™Ö
Ûæ ™ :
(1) II †Öî¸ IV (2) I †Öî¸ III
(3) I †Öî¸ IV (4) II †Öî¸ III

J-12-16 7 Paper-II

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21. Assertion (A) : Egg white forms a stiff foam as compared to whole egg.
Reason (R) : Lipoproteins in egg yolk hinder foam formation.
Codes :
(1) Both (A) and (R) are correct.
(2) Both (A) and (R) are incorrect.
(3) (A) is correct and (R) is incorrect.
(4) (A) is incorrect and (R) is correct.

22. Assertion (A) : Milk should be avoided in the diet of a child suffering from diarrhoea.
Reason (R) : Milk is a high fibre food.
Codes :
(1) Both (A) and (R) are correct.
(2) Both (A) and (R) are incorrect.
(3) (A) is correct and (R) is incorrect.
(4) (A) is incorrect and (R) is correct.

23. Assertion (A) : Standardized recipe is an important control tool in food production.
Reason (R) : Use of standardized recipes helps to ensure that preestablished standards for
quality are consistently achieved in food service operation.
Codes :
(1) Both (A) and (R) are correct. (2) Both (A) and (R) are incorrect.
(3) (A) is correct, but (R) is incorrect. (4) (A) is incorrect, but (R) is correct.

24. Assertion (A) : Shiny textures like satin make the person appear larger.
Reason (R) : Shiny textures absorb light.
Codes :
(1) (A) is correct, but (R) is incorrect. (2) (A) is incorrect, but (R) is correct.
(3) Both (A) and (R) are correct. (4) Both (A) and (R) are incorrect.

25. Assertion (A) : Glass transition temperature plays an important role in producing textured
yarns.
Reason (R) : The glass transition temperature is the point where crystalline regions of the
fibre develop flow or melt.
Codes :
(1) (A) is correct, but (R) is incorrect. (2) (A) is incorrect, but (R) is correct.
(3) Both (A) and (R) are correct. (4) Both (A) and (R) are incorrect.

26. Assertion (A) : The Greek method of space division is called ‘Golden Oblong’.
Reason (R) : It suggests 2:3 for solids and 5:7:11 for flat forms.
Codes :
(1) (A) is correct, but (R) is incorrect. (2) Both (A) and (R) are correct.
(3) (A) is incorrect, but (R) is correct. (4) Both (A) and (R) are incorrect.

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21. †×³ÖÛ £Ö®Ö (A) : ¯Öæ¸ê †Þ›ê Û ß †¯ÖêõÖÖ †Ó›ê Û ß ÃÖ±ê ¤ß †×¬ÖÛ ¥œÌ ± Öê´Ö ²Ö®ÖÖŸÖß Æî …
Û Ö¸ÞÖ (R) : †Þ›ê Û ß •Ö¤á ´Öë »ÖÖ‡¯ÖÖê¯ÖÏÖê™ ß®ÃÖË Û ß ˆ¯Ö×ãÖ×ŸÖ ± Öê´Ö ²Ö®ÖÖ®Öê ´Öë ¹ Û Ö¾Ö™ ›Ö»ÖŸÖß Æï …
Ûæ ™ :
(1) (A) †Öî¸ (R) ¤Öê®ÖÖë ÃÖÆß Æï … (2) (A) †Öî¸ (R) ¤Öê®ÖÖë ÝÖ»ÖŸÖ Æï …
(3) (A) ÃÖÆß Æî , †Öî¸ (R) ÝÖ»ÖŸÖ Æî … (4) (A) ÝÖ»ÖŸÖ Æî , †Öî¸ (R) ÃÖÆß Æî …

22. †×³ÖÛ £Ö®Ö (A) : †×ŸÖÃÖÖ¸ ÃÖê ¯Öß×›ÌŸÖ ‹Û ²Ö““Öê Ûê †ÖÆÖ¸ ´Öë ¤æ¬Ö ÃÖ×´´Ö×»ÖŸÖ ®ÖÆà Û ¸®ÖÖ “ÖÖ×Æ‹ …
Û Ö¸ÞÖ (R) : ¤æ¬Ö ´Öë ¸ê¿Öê Û ß ´ÖÖ¡ÖÖ †×¬ÖÛ ÆÖêŸÖß Æî …
Ûæ ™ :
(1) (A) †Öî¸ (R) ¤Öê®ÖÖë ÃÖÆß Æï … (2) (A) †Öî¸ (R) ¤Öê®ÖÖë ÝÖ»ÖŸÖ Æï …
(3) (A) ÃÖÆß Æî , †Öî¸ (R) ÝÖ»ÖŸÖ Æî … (4) (A) ÝÖ»ÖŸÖ Æî , †Öî¸ (R) ÃÖÆß Æî …

23. †×³ÖÛ £Ö®Ö (A) : ÜÖÖª ˆŸ¯ÖÖ¤®Ö ´Öë ´ÖÖ®ÖÛ ßÛé ŸÖ ¯ÖÖÛ ×¾Ö×¬Ö ‹Û ´ÖÆ¢¾Ö¯ÖæÞÖÔ ×®ÖµÖÓ¡ÖÞÖ ´ÖÖ¬µÖ´Ö Æî …
Û Ö¸ÞÖ (R) : ´ÖÖ®ÖÛ ßÛé ŸÖ ¯ÖÖÛ ×¾Ö׬ֵÖÖë Û Ö ˆ¯ÖµÖÖêÝÖ µÖÆ ÃÖã×®Ö׿“ÖŸÖ Û ¸®Öê ´Öë ´Ö¤¤ Û ¸ŸÖÖ Æî ×Û ÝÖãÞÖ¾Ö¢ÖÖ Ûê ×»Ö‹
¯Öæ¾ÖÔ-ãÖÖ×¯ÖŸÖ ´ÖÖ®ÖÛ ÜÖÖª ÃÖê¾ÖÖ ¯Ö׸“ÖÖ»Ö®Ö ´Öë Æ´Öê¿ÖÖ ‹Û º ¯Ö ´Öë ¯ÖÏÖ¯ŸÖ ×Û ‹ •ÖÖŸÖê Æï …
Ûæ ™ :
(1) (A) †Öî¸ (R) ¤Öê®ÖÖë ÃÖÆß Æï … (2) (A) †Öî¸ (R) ¤Öê®ÖÖë ÝÖ»ÖŸÖ Æï …
(3) (A) ÃÖÆß Æî , »Öê×Û ®Ö (R) ÝÖ»ÖŸÖ Æî … (4) (A) ÝÖ»ÖŸÖ Æî , »Öê×Û ®Ö (R) ÃÖÆß Æî …

24. †×³ÖÛ £Ö®Ö (A) : ÃÖÖ™®Ö Û ß ŸÖ¸Æ “Ö´ÖÛ ®Öê ¾ÖÖ»Öê Û ¯Ö›Ìê ¾µÖ׌ŸÖ Û Öê ²Ö›ÌÖ ¤¿ÖÖÔŸÖÖ Æî …
Û Ö¸ÞÖ (R) : “Ö´ÖÛ ¤Ö¸ ²Ö®ÖÖ¾Ö™ ¸Öê¿Ö®Öß Û Öê ÃÖÖêÜÖŸÖß Æî …
Ûæ ™ :
(1) (A) ÃÖÆß Æî , »Öê×Û ®Ö (R) ÝÖ»ÖŸÖ Æî … (2) (A) ÝÖ»ÖŸÖ Æî , »Öê×Û ®Ö (R) ÃÖÆß Æî …
(3) ¤Öê®ÖÖë (A) †Öî¸ (R) ÃÖÆß Æï … (4) ¤Öê®ÖÖë (A) †Öî¸ (R) ÝÖ»ÖŸÖ Æï …

25. †×³ÖÛ £Ö®Ö (A) : Ý»ÖÖÃÖ ™ÒÖÓ×•Ö¿Ö®Ö ŸÖÖ¯Ö ²Ö®ÖÖ¾Ö™ß ¬ÖÖÝÖÖë Ûê ×®Ö´ÖÖÔÞÖ ´Öë ´ÖãÜµÖ ³Öæ×´ÖÛ Ö ¯ÖϤ Ö®Ö Û ¸ŸÖÖ Æî …
Û Ö¸ÞÖ (R) : Ý»ÖÖÃÖ ™ÒÖÓ×•Ö¿Ö®Ö ŸÖÖ¯Ö ¾ÖÆ ×²Ö®¤ã Æî •Ö²Ö ŸÖ®ŸÖã Ûê ×ÛÎ ÃÖ™ê»ÖÖ‡®Ö ³ÖÖÝÖ ×¯Ö‘Ö»ÖŸÖê Æï µÖÖ ²ÖÆ®Öê »ÖÝÖŸÖê Æï …
Ûæ ™ :
(1) (A) ÃÖÆß Æî , »Öê×Û ®Ö (R) ÝÖ»ÖŸÖ Æî … (2) (A) ÝÖ»ÖŸÖ Æî , »Öê×Û ®Ö (R) ÃÖÆß Æî …
(3) ¤Öê®ÖÖë (A) †Öî¸ (R) ÃÖÆß Æï … (4) ¤Öê®ÖÖë (A) †Öî¸ (R) ÝÖ»ÖŸÖ Æï …

26. †×³ÖÛ £Ö®Ö (A) : •ÖÝÖÆ Û Öê ×¾Ö³ÖÖ×•ÖŸÖ Û ¸®Öê Ûê (ÝÖÏßÛ ŸÖ¸ßÛê ) Û Öê ‘ÝÖÖê»›®Ö †Öò²Ö»ÖÖïÝÖ’ Û ÆŸÖê Æï …
Û Ö¸ÞÖ (R) : µÖÆ 2:3 Û Ö †®Öã¯ÖÖŸÖ šÖêÃÖ Ûê ×»Ö‹ ŸÖ£ÖÖ 5:7:11 Û Ö †®Öã¯ÖÖŸÖ ÃÖ´ÖŸÖ»Ö †ÖÛé ×ŸÖ Ûê ×»Ö‹ ÃÖÓÛê ŸÖ
Û ¸ŸÖÖ Æî …
Ûæ ™ :
(1) (A) ÃÖÆß Æî , ¯Ö¸®ŸÖã (R) ÝÖ»ÖŸÖ Æî … (2) (A) †Öî¸ (R) ¤Öê®ÖÖë ÃÖÆß Æï …
(3) (A) ÝÖ»ÖŸÖ Æî , ¯Ö¸®ŸÖã (R) ÃÖÆß Æî … (4) (A) †Öî¸ (R) ¤Öê®ÖÖë ÝÖ»ÖŸÖ Æï …

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27. Assertion (A) : The Child Labour (Prohibition and Regulation) Act was inadequate in
addressing the problem of child labour in India.
Reason (R) : The law makes a fallacious distinction between ‘hazardous’ and ‘non-
hazardous’ sectors thereby negating the importance of education for all children.
Codes :
(1) Both (A) and (R) are true. (2) Both (A) and (R) are false.
(3) (A) is true, but (R) is false. (4) (A) is false, but (R) is true.

28. Assertion (A) : Participatory learning has become the need of the hour because
knowledge is growing very fast and becoming redundant faster.
Reason (R) : Division of labour is a valuable innovative approach as an individual cannot
explore the many sources that contain knowledge all by himself/herself.
Codes :
(1) (A) is correct, but (R) is incorrect. (2) (A) is incorrect, but (R) is correct.
(3) Both (A) and (R) are correct. (4) Both (A) and (R) are incorrect.

29. Assertion (A) : Lack of clarity, coherence and precision in a message can be taken care
of, if the receiver is literate.
Reason (R) : A literate receiver will understand the use of jargons in the message easily.
Codes :
(1) (A) is correct, but (R) is incorrect. (2) (A) is incorrect, but (R) is correct.
(3) Both (A) and (R) are correct. (4) Both (A) and (R) are incorrect.

30. Assertion (A) : The t-test on dependent samples can have greater power compared to t-
test on independent samples.
Reason (R) : In general, the higher the correlation induced by pairing, the stronger will be
the effect on power.
Codes :
(1) (A) is incorrect and (R) is correct. (2) (A) is correct and (R) is incorrect.
(3) Both (A) and (R) are incorrect. (4) Both (A) and (R) are correct.

31. Arrange in correct sequence of the steps in processing of black tea :

I. Fermentation II. Drying or firing
III. Rolling IV. Withering
V. Grading VI. Packing
Codes :
(1) I, IV, II, III, V, VI (2) IV, III, I, II, V, VI
(3) IV, I, II, III, V, VI (4) II, I, IV, III, VI, V
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27. †×³ÖÛ £Ö®Ö (A) : ³ÖÖ¸ŸÖ ´Öë ²ÖÖ»Ö ÁÖ´Ö Û ß ÃÖ´ÖõÖÖ ÃÖê ×®Ö¯Ö™®Öê Ûê ×»Ö‹ ²ÖÖ»Ö ÁÖ´Ö (×®ÖÂÖê¬Ö ‹¾ÖÓ ×¾Ö×®ÖµÖ´Ö®Ö) †×¬Ö×®ÖµÖ´Ö
†¯ÖµÖÖÔ¯ŸÖ £ÖÖ …
Û Ö¸ÞÖ (R) : µÖÆ Û Ö®Öæ®Ö •ÖÖê×ÜÖ´Ö †Öî¸ ÝÖî¸ -•ÖÖê×ÜÖ´Ö ¾ÖÖ»Öê õÖê¡ÖÖë Ûê ²Öß“Ö ³ÖÏÖ´ÖÛ ³Öê¤ ˆŸ¯Ö®®Ö Û ¸ŸÖÖ Æî ‡ÃÖ×»Ö‹ ÃÖ³Öß
²Ö““ÖÖë Ûê ×»Ö‹ ׿ÖõÖÖ Ûê ´ÖÆ¢¾Ö ®ÖÛ Ö¸ŸÖÖ Æï …
Ûæ ™ :
(1) (A) †Öî¸ (R) ¤Öê®ÖÖë ÃÖÆß Æï … (2) (A) †Öî¸ (R) ¤Öê®ÖÖë ÝÖ»ÖŸÖ Æï …
(3) (A) ÃÖÆß Æî , »Öê×Û ®Ö (R) ÝÖ»ÖŸÖ Æî … (4) (A) ÝÖ»ÖŸÖ Æî , »Öê×Û ®Ö (R) ÃÖÆß Æî …

28. †×³ÖÛ £Ö®Ö (A) : ÃÖƳÖÖ×ÝÖŸÖÖ †×¬ÖÝÖ´Ö ÃÖ´ÖµÖ Û ß †Ö¾Ö¿µÖÛ ŸÖÖ ²Ö®Ö ÝÖµÖÖ Æî ŒµÖÖë×Û –ÖÖ®Ö ²ÖÆãŸÖ ŸÖê•Öß ÃÖê ²ÖœÌ ¸ÆÖ Æî
†Öî¸ ŸÖê•Öß ÃÖê ¾µÖ£ÖÔ ÆÖê ¸ÆÖ Æî …
Û Ö¸ÞÖ (R) : ÁÖ´Ö ×¾Ö³ÖÖ•Ö®Ö ‹Û ²ÖÆã´Öæ»µÖ ®Ö¾ÖÖê®´ÖêÂÖß ˆ¯ÖÖÝÖ´Ö Æî ŒµÖÖë×Û ‹Û ¾µÖ׌ŸÖ –ÖÖ®Ö Ûê †®ÖêÛ ÄÖÖêŸÖÖë Û Ö
†Ûê »Öê †®¾ÖêÂÖÞÖ ®ÖÆà Û ¸ ÃÖÛ ŸÖÖ …
Ûæ ™ :
(1) (A) ÃÖÆß Æî ×Û ®ŸÖã (R) ÝÖ»ÖŸÖ Æî … (2) (A) ÝÖ»ÖŸÖ Æî ×Û ®ŸÖã (R) ÃÖÆß Æî …
(3) (A) †Öî¸ (R) ¤Öê®ÖÖë ÃÖÆß Æï … (4) (A) †Öî¸ (R) ¤Öê®ÖÖë ÝÖ»ÖŸÖ Æï …

29. †×³ÖÛ £Ö®Ö (A) : µÖפ ÝÖÏÖÆß ÃÖÖõÖ¸ Æî ŸÖÖê ÃÖÓ¾ÖÖ¤ ´Öë ïÖ™ŸÖÖ, ÃÖãÃÖÓÝÖ×ŸÖ †Öî¸ ÃÖ™ßÛ ŸÖÖ Û ß Û ´Öß Û Ö ¬µÖÖ®Ö ¸ÜÖÖ •ÖÖ
ÃÖÛ ŸÖÖ Æî …
Û Ö¸ÞÖ (R) : ‹Û ÃÖÖõÖ¸ ÝÖÏÖÆß ÃÖÓ¾ÖÖ¤ ´Öë ¿Ö²¤•ÖÖ»Ö Ûê ¯ÖϵÖÖêÝÖ Û Öê ÃÖ¸»ÖŸÖÖ ÃÖê ÃÖ´Ö—ÖêÝÖÖ …
Ûæ ™ :
(1) (A) ÃÖÆß Æî ×Û ®ŸÖã (R) ÝÖ»ÖŸÖ Æî … (2) (A) ÝÖ»ÖŸÖ Æî ×Û ®ŸÖã (R) ÃÖÆß Æî …
(3) (A) †Öî¸ (R) ¤Öê®ÖÖë ÃÖÆß Æï … (4) (A) †Öî¸ (R) ¤Öê®ÖÖë ÝÖ»ÖŸÖ Æï …

30. †×³ÖÛ £Ö®Ö (A) : †Ö×ÁÖŸÖ ¯ÖÏן֤¿ÖÖí ¯Ö¸ †Ö¬ÖÖ׸ŸÖ ™ß-™êÙ þ֟ÖÓ¡Ö ¯ÖÏן֤¿ÖÖí ¯Ö¸ ™ß-™êÙ Û ß ŸÖã»Ö®ÖÖ ´Öë †×¬ÖÛ õÖ´ÖŸÖÖ
¸ÜÖŸÖê Æï …
Û Ö¸ÞÖ (R) : ÃÖÖ´ÖÖ®µÖŸÖ:, µÖãÝ´Ö®Ö Ûê «Ö¸Ö †×³Ö¯ÖÏê׸ŸÖ ˆ““ÖŸÖ¸ ÃÖÆÃÖÓ²ÖÓ¬Ö, õÖ´ÖŸÖÖ ¯Ö¸ ´Ö•Ö̲ÖæŸÖ ¯ÖϳÖÖ¾Ö ›Ö»ÖëÝÖê …
Ûæ ™ :
(1) (A) ÝÖ»ÖŸÖ Æî †Öî¸ (R) ÃÖÆß Æî … (2) (A) ÃÖÆß Æî †Öî¸ (R) ÝÖ»ÖŸÖ Æî …
(3) (A) †Öî¸ (R) ¤Öê®ÖÖë ÝÖ»ÖŸÖ Æï … (4) (A) †Öî¸ (R) ¤Öê®ÖÖë ÃÖÆß Æï …

31. Û Ö»Öß “ÖÖµÖ Ûê ˆŸ¯ÖÖ¤®Ö ´Öë †Ö®Öê ¾ÖÖ»Öê “Ö¸ÞÖÖë Û Öê ÃÖÆß ÛÎ ´Ö ´Öë »ÖÝÖÖ‹Ñ :
I. ± ¸´Öî®™ê¿Ö®Ö II. ›Ò Ö‡ÕÝÖ µÖÖ ± ÖµÖظÝÖ
III. ¸ÖêØ»ÖÝÖ IV. ׾֤ظÝÖ
V. ÝÖÏêØ›ÝÖ VI. ¯ÖîØÛ ÝÖ
Ûæ ™ :
(1) I, IV, II, III, V, VI (2) IV, III, I, II, V, VI
(3) IV, I, II, III, V, VI (4) II, I, IV, III, VI, V

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32. Arrange in correct sequence the steps in planning Nutrition Programmes in the
Community :
I. Setting goals and objects II. Selecting interventions
III. Community needs assessment IV. Problem identification
V. Programme Evaluation VI. Programme Implementation
Codes :
(1) IV, III, I, II, VI, V (2) III, IV, II, I, VI, V
(3) I, III, IV, II, VI, V (4) IV, I, II, III, VI, V

33. Arrange the steps of hiring staff in a food service establishment in the correct sequence :
I. Advertising II. Conducting interviews
III. Preparation of job requirements IV. Medical examination
V. Screening applications
Codes :
(1) I, V, III, II, IV (2) I, III, V, IV, II
(3) III, V, I, IV, II (4) III, I, V, II, IV

34. Give the correct sequence of draping skirt on the dress form :
I. Pinning centre front and centre back on the dressform.
II. Aligning the vertical grain and draping the side seam.
III. Pinning the hipline.
IV. Blocking and marking of muslin.
V. Marking the waistline.
VI. Draping the front and back darts.
Codes :
(1) IV, I, III, II, VI, V (2) IV, II, III, I, V, VI
(3) II, I, III, IV, V, VI (4) III, II, IV, I, V, VI

35. Give the correct sequence of cotton spinning systems :

I. Carding II. Opening, cleaning and blending
III. Drawing out IV. Spinning
V. Roving
Codes :
(1) II, I, III, V, IV (2) I, II, III, IV, V
(3) III, IV, V, II, I (4) IV, V, II, III, I

36. Arrange the steps in decision making in proper sequence :

I. Finding alternatives.
III. Thinking through alternatives.
V. Selecting an alternative.
Codes :
(1) IV, I, V, III, II
(3) IV, I, III, V, II
Paper-II
II. Accepting consequences.
IV. Identifying the problem.
(2) IV, I, II, III, IV
(4) IV, III, V, I, II
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32. ÃÖ´Öã¤ ÖµÖ ´Öë ¯ÖÖêÂÖÞÖ ÃÖ´²Ö®¬Öß Û ÖµÖÔÛÎ ´Ö Û ß µÖÖê•Ö®ÖÖ ´Öë †Ö®Öê ¾ÖÖ»Öê “Ö¸ÞÖÖë Û Öê ÃÖÆß ÛÎ ´Ö ´Öë »ÖÝÖÖ‹Ñ :
I. »ÖõµÖ †Öî¸ ˆ§ê¿µÖ ×®Ö¬ÖÖÔ׸ŸÖ Û ¸®ÖÖ II. ÆßÖõÖê¯ÖÞÖ ×¾Ö׬ֵÖÖë Û Ö “ÖµÖ®Ö Û ¸®ÖÖ
III. ÃÖ´Öã¤ ÖµÖ Û ß †Ö¾Ö¿µÖÛ ŸÖÖ†Öë Û Öê †ÖÑÛ ®ÖÖ IV. ÃÖ´ÖõÖÖ Û ß ¯ÖÆ“ÖÖ®Ö Û ¸®ÖÖ
V. Û ÖµÖÔÛÎ ´Ö Û Ö ´Ö滵ÖÖÓÛ ®Ö Û ¸®ÖÖ VI. Û ÖµÖÔÛÎ ´Ö Û Öê Û ÖµÖÔ×®¾ÖŸÖ Û ¸®ÖÖ
Ûæ ™ :
(1) IV, III, I, II, VI, V (2) III, IV, II, I, VI, V
(3) I, III, IV, II, VI, V (4) IV, I, II, III, VI, V

33. ‹Û ÜÖÖª ÃÖê¾ÖÖ ¯ÖÏןÖÂšÖ®Ö ´Öë Û ´ÖÔ“ÖÖ׸µÖÖê Û Öê ¸ÜÖ®Öê Ûê ×®Ö´®Ö Û ¤´ÖÖë Û Öê ÃÖÆß ÛÎ ´Ö ´Öë »ÖÝÖÖ‹Ñ :
I. ×¾Ö–ÖÖ¯Ö®Ö ¤ê®ÖÖ II. ÃÖÖõÖÖŸÛ Ö¸Öë Û Ö ÃÖÓ“ÖÖ»Ö®Ö Û ¸®ÖÖ
III. •ÖÖò²Ö †Ö¾Ö¿µÖÛ ŸÖÖ†Öë Û ß ŸÖîµÖÖ¸ß IV. דÖ×Û ŸÃÖÛ ßµÖ •ÖÖÑ“Ö
V. †Ö¾Öê¤ ®ÖÖë Û ß •ÖÖÑ“Ö
Ûæ ™ :
(1) I, V, III, II, IV (2) I, III, V, IV, II
(3) III, V, I, IV, II (4) III, I, V, II, IV

34. ›ÒêÃÖ ± Ö´ÖÔ ¯Ö¸ ÃÛ ™Ô Û Öê »Ö™Û Ö®Öê Û Ö ÃÖÆß ÛÎ ´Ö ¤ßו֋ :

I. ›ÒêÃÖ ± Ö´ÖÔ ¯Ö¸ ÃÖê®™¸ ±Ï ®™ †Öî¸ ÃÖê®™¸ ²ÖîÛ Û Öê ×¯Ö®Ö Û ¸®ÖÖ …
II. ¾Ö¸×™Û »Ö ÝÖÏê®Ö Û Öê šßÛ •ÖÝÖÆ »ÖÝÖÖ®ÖÖ †Öî¸ ÃÖÖ‡› ÃÖß¾Ö®Ö Û Öê »Ö™Û Ö®ÖÖ …
III. Ûã »Æê Û ß ¸ê ÜÖÖ Û Öê ×¯Ö®Ö Û ¸®ÖÖ …
IV. ´Ö»Ö´Ö»Ö Û Öê ²»ÖÖòÛ Û ¸®ÖÖ ¾Ö ×®Ö¿ÖÖ®Ö »ÖÝÖÖ®ÖÖ …
V. Û ´Ö¸ Û ß ¸ê ÜÖÖ ¯Ö¸ ×®Ö¿ÖÖ®Ö »ÖÝÖÖ®ÖÖ …
VI. ÃÖÖ´Ö®Öê †Öî¸ ¯Öß”ê Û ß ›Ö™Ô ÃÖ Û Öê »Ö™Û Ö®ÖÖ …
Ûæ ™ :
(1) IV, I, III, II, VI, V (2) IV, II, III, I, V, VI
(3) II, I, III, IV, V, VI (4) III, II, IV, I, V, VI

35. ÃÖæŸÖ Û ÖŸÖ®Öê Û ß ¯Ö¨×ŸÖ Û Ö ÃÖÆß ÛÎ ´Ö ¤ßו֋ :

I. Û Ö¸Ø›ÝÖ II. ÜÖÖê»Ö®ÖÖ, ÃÖÖ± Û ¸®ÖÖ †Öî¸ ×´Ö×ÁÖŸÖ Û ¸®ÖÖ
III. ÜÖë“Ö®ÖÖ IV. Û ÖŸÖ®ÖÖ
V. ¸ÖêؾÖÝÖ
Ûæ ™ :
(1) II, I, III, V, IV (2) I, II, III, IV, V
(3) III, IV, V, II, I (4) IV, V, II, III, I

36. ×®ÖÞÖÔµÖ »Öê®Öê Û ß ¯ÖÏ×ÛÎ µÖÖ Ûê “Ö¸ÞÖÖë Û Öê ÃÖÆß ÛÎ ´Ö ´Öë »ÖÝÖÖ‡‹ :

I. ×¾ÖÛ »¯ÖÖë Û ß ÜÖÖê•Ö Û ¸®ÖÖ II. ®ÖŸÖß•ÖÖë Û Öê ÝÖÏÆ ÞÖ Û ¸®ÖÖ
III. ×¾ÖÛ »¯ÖÖë Ûê ²ÖÖ¸ê ´Öë ÃÖÖê“Ö-×¾Ö“ÖÖ¸ Û ¸®ÖÖ IV. ÃÖ´ÖõÖÖ Û Öê ¯ÖÆ“ÖÖ®Ö®ÖÖ
V. ×¾ÖÛ »¯Ö Û Ö “ÖµÖ®Ö Û ¸®ÖÖ
Ûæ ™ :
(1) IV, I, V, III, II (2) IV, I, II, III, IV
(3) IV, I, III, V, II (4) IV, III, V, I, II
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37. Arrange in order of sequence of language development in infancy :
I. Cooing
II. Telegraphic speech
III. Holophrastic speech
IV. Babbling
Codes :
(1) IV, I, II, III (2) I, IV, III, II
(3) I, IV, II, III (4) IV, I, III, II

38. Arrange the following ‘Canons’ of public speaking as given by Aristotle in the sequential
order of preparation to delivery :
I. Arrangement II. Delivery
III. Style IV. Memory
V. Invention
Codes :
(1) V, I, III, IV, II (2) IV, II, I, III, V
(3) III, IV, V, I, II (4) II, III, IV, V, I

39. Arrange the following stages of the process of adopting a new idea or technology as
proposed by Evrett Rogers.
I. Knowledge II. Decision
III. Confirmation IV. Implementation
V. Persuasion
Codes :
(1) I, II, III, IV, V (2) I, III, II, IV, V
(3) I, IV, V, III, II (4) I, V, II, IV, III

40. Arrange in correct sequence the steps for the construction of frequency polygon :
I. Decide on a suitable scale for the horizontal and vertical axis.
II. Construct a frequency distribution in table form.
III. Place a dot above the midpoint of each class interval at a height equal to the
frequency of the scores in that interval.
IV. Label the class interval midpoints along the horizontal axis.
V. Connect the dots with straight lines.
Codes :
(1) II, I, III, IV, V (2) I, II, IV, III, V
(3) I, IV, II, III, V (4) II, I, IV, III, V
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37. ²ÖÖ»µÖÖ¾ÖãÖÖ ´Öë ³ÖÖÂÖÖ ×¾ÖÛ ÖÃÖ Ûê ÛÎ ´Ö Û Öê ÃÖã¾µÖ¾Ö×Ã£ÖŸÖ Û ¸ë :
I. Ûæ ׇÓÝÖ
II. ™ê ×»ÖÝÖÏÖ×± Û Ã¯Öß“Ö
III. ÆÖê»ÖÖê±Ïê ÃÖ×™Û Ã¯Öß“Ö
IV. ²Öê²ÖØ»ÖÝÖ
Ûæ ™ :
(1) IV, I, II, III (2) I, IV, III, II
(3) I, IV, II, III (4) IV, I, III, II

38. †¸ÃŸÖæ Ûê «Ö¸Ö ²ÖŸÖÖ‹ ÝÖ‹ •Ö®Ö-ÃÖÓ¾ÖÖ¤ Ûê ×®Ö´®Ö×»Ö×ÜÖŸÖ ÃÖæ¡ÖÖë Û Öê ³ÖÖÂÖÞÖ Û ß ŸÖîµÖÖ¸ß Ûê †®ÖãÛÎ ´Ö Ûê †®ÖãÃÖÖ¸ ¾µÖ¾Ö×ã֟Ö
Û ßו֋ :
I. ¯ÖϲÖÓ¬Ö II. ³ÖÖÂÖÞÖ ¤ê ®ÖÖ
III. ¿Öî»Öß IV. ôÖéןÖ
V. ÜÖÖê•Ö
Ûæ ™ :
(1) V, I, III, IV, II (2) IV, II, I, III, V
(3) III, IV, V, I, II (4) II, III, IV, V, I

39. ‹¾Ö¸ê™ ¸Öê•Ö̸ «Ö¸Ö ¯ÖÏßÖÖ×¾ÖŸÖ ®Ö‹ ×¾Ö“ÖÖ¸ µÖÖ ŸÖÛ ®ÖßÛ Û Öê †¯Ö®ÖÖ®Öê Û ß ¯ÖÏ×ÛÎ µÖÖ Ûê “Ö¸ÞÖÖë Û Öê ÃÖÆß ÛÎ ´Ö ´Öë »ÖÝÖÖ‹Ñ
I. –ÖÖ®Ö II. ×®ÖÞÖÔµÖ »Öê®ÖÖ
III. ¯Öã×™ Û ¸®ÖÖ IV. ×®Ö¯ÖÖ¤®Ö
V. ¯ÖÏê׸ŸÖ Û ¸®ÖÖ
Ûæ ™ :
(1) I, II, III, IV, V (2) I, III, II, IV, V
(3) I, IV, V, III, II (4) I, V, II, IV, III

40. ²ÖÖ¸´²ÖÖ¸ŸÖÖ ²ÖÆã³Öã•Ö Ûê ×®Ö´ÖÖÔÞÖ Ûê ×»Ö‹ Û ¤´ÖÖë Û Öê ÃÖÆß ÛÎ ´Ö ´Öë »ÖÝÖÖ‹Ñ :

I. õÖî×ŸÖ•Ö †Öî¸ ¿ÖßÂÖÔ †õÖ Ûê ×»Ö‹ ‹Û ˆ¯ÖµÖãŒŸÖ ´ÖÖ¯Ö¤Ó› ¯Ö¸ ×®ÖÞÖÔµÖ Û ¸®ÖÖ …
II. ÃÖÖ¸ÞÖß º ¯Ö ´Öë ‹Û ²ÖÖ¸´²ÖÖ¸ŸÖÖ ×¾ÖŸÖ¸ÞÖ Û Ö ×®Ö´ÖÖÔÞÖ Û ¸®ÖÖ …
III. ‹Û ‰Ñ “ÖÖ‡Ô ¯Ö¸ †ÓŸÖ¸Ö»Ö ´Öë ÃÛ Öê¸ Öë Û ß ²ÖÖ¸´²ÖÖ¸ŸÖÖ Ûê ÃÖ´ÖÖ®Ö ¯ÖÏŸµÖêÛ ÁÖêÞÖß †ÓŸÖ¸Ö»Ö Ûê ´Ö¬µÖ ײ֮¤ã ÃÖê ‰ ¯Ö¸ ‹Û
ײ֮¤ã »ÖÝÖÖ®ÖÖ …
IV. õÖî×ŸÖ•Ö †õÖ Ûê ÃÖÖ£Ö ÁÖêÞÖß †ÓŸÖ¸Ö»Ö ´Ö¬µÖ ײ֮¤ã †Öë Û Öê ÃÖ´ÖÖ®Ö Û ¸®ÖÖ …
V. ײ֮¤ã †Öë Û Öê ÃÖ߬Öß ¸ê ÜÖÖ ÃÖê •ÖÖê›Ì ®ÖÖ …
Ûæ ™ :
(1) II, I, III, IV, V (2) I, II, IV, III, V
(3) I, IV, II, III, V (4) II, I, IV, III, V
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41. Match the nutrients in List – I with their functions in List – II.
List – I List – II
I. Thiamine A. Decarboxylation of amino acids
II. Riboflavin B. Precursor of tryptophan
III. Niacin C. DNA synthesis
IV. Pyridoxine D. Collagen formation
V. Cynocobalamin E. Carbohydrate metabolism
F. Oxidation-Reduction reactions
Codes :
I II III IV V
(1) E F B A C
(2) E D A F C
(3) F C E A D
(4) E B F D C

42. Match the natural toxins given in List – I with the foods they are present in given in List – II.
List – I List – II
I. Avidin A. Cotton seed
II. Aflatoxin B. Soyabean
III. Erucic Acid C. Raw egg white
IV. Gossypol D. Mustard oil
V. Hemagglutinins E. Peanuts
VI. Oxalic acid F. Mushrooms
G. Spinach
Codes :
I II III IV V VI
(1) C B D A E F
(2) C E D A B G
(3) F A E B D G
(4) C B E F A G

43. Match the pricing methods in List – I with their explanation in List – II :
List – I List – II
I. Imitative pricing A. Based on relationship of net profit to capital
investment.
II. Discount pricing B. Prices are set by following those of most successful
establishment in same class of food services.
III. Cost plus pricing C. Practice of charging the customer less than the
declared rates on product menus.
IV. Rate of return pricing D. Food cost per unit of sales is calculated and a given
percentage is added to food cost.
Codes :
I II III IV
(1) B D A C
(2) A D C B
(3) B C D A
(4) A C D B
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41. ÃÖæ“Öß – I ´Öë פ‹ ÝÖ‹ ¯ÖÖî×Â™Û ŸÖ¢¾ÖÖë Û Öê ÃÖæ“Öß – II ´Öë פ‹ ÝÖ‹ ˆ®ÖÛê Û ÖµÖÖí Ûê ÃÖÖ£Ö ÃÖã´Öê×»ÖŸÖ Û ßו֋ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
I. £ÖÖµÖÖ´Öß®Ö A. †´Öß®ÖÖê ‹×ÃÖ›Ë ÃÖ Û Ö ›ßÛ Ö²ÖÖìŒÃÖß»Öê¿Ö®Ö
II. ¸Ö‡²ÖÖê°»Öê×¾Ö®Ö B. ™Ò ߯֙Öê±ê ®Ö Û Ö ¯ÖÏßÛ ¸ÃÖ¸
III. ®ÖÖµÖÖ×ÃÖ®Ö C. ›ß.‹®Ö.‹. Û ß ÃÖÓ¿»ÖêÂÖÞÖ
IV. ׯָߛÖòŒÃÖß®Ö D. Û Öê»Öî•ÖÌ®Ö ²Ö®Ö®ÖÖ
V. ÃÖÖ‡®ÖÖêÛ Öê²ÖÖ»Ö†´Öß®Ö E. Û Ö²ÖÖìÆ Ö‡Ô›Òê ™ Û Ö “ÖµÖÖ¯Ö“ÖµÖ
F. †ÖòŒÃÖß›ê¿Ö®Ö ¸ß›Œ¿Ö®Ö ¯ÖÏ×ÛÎ µÖÖ
Ûæ ™ :
I II III IV V
(1) E F B A C
(2) E D A F C
(3) F C E A D
(4) E B F D C

42. ÃÖæ“Öß – I ´Öë פ‹ ÝÖ‹ ¯ÖÏÖÛé ןÖÛ ×¾ÖÂÖî»Öê ¯Ö¤Ö£ÖÖí Û Öê ÃÖæ“Öß – II ´Öë פ‹ ÝÖ‹ ÜÖÖª-¯Ö¤Ö£ÖÖí ÃÖê ×´Ö»ÖÖ‹Ñ ×•Ö®Ö´Öë ¾Öê ¯ÖÖ‹ •ÖÖŸÖê
Æï :
ÃÖæ“Öß – I ÃÖæ“Öß – II
I. ‹×¾Ö×›®Ö A. Û Öò™ ®Ö-ÃÖß›
II. †°»ÖÖ™Öò׌ÃÖ®Ö B. ÃÖÖêµÖÖ²Öß®Ö
III. µÖæ׸×ÃÖÛ ‹×ÃÖ› C. Û ““Öê †Þ›ê Û ß ÃÖ±ê ¤ß
IV. ÝÖÖòÃÖ߯ÖÖê»Ö D. ÃÖ¸ÃÖÖë Û Ö ŸÖê»Ö
V. ×Æ´ÖÖêÝ»Öæ™ ß×®Ö®ÖÃÖË E. ´ÖæÑÝÖ± »Öß
VI. †ÖŒ•ÖÌî×»ÖÛ ‹×ÃÖ› F. ´Ö¿Öº ´Ö
G. ¯ÖÖ»ÖÛ
Ûæ ™ :
I II III IV V VI
(1) C B D A E F
(2) C E D A B G
(3) F A E B D G
(4) C B E F A G

43. ÃÖæ“Öß – I ´Öë ¤ß ÝÖ‡Ô ´Öæ»µÖ ¯Ö¨×ŸÖµÖÖë (¯ÖÏÖ‡ØÃÖÝÖ ´Öî£Ö›) Û Öê ÃÖæ“Öß – II ´Öë ˆ®ÖÛ ß ¾µÖÖܵÖÖ Ûê ÃÖÖ£Ö ÃÖã´Öê×»ÖŸÖ Û ßו֋ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
I. ‡×´Ö™ê×™¾Ö ¯ÖÏÖ‡ØÃÖÝÖ A. ÃÖÛ »Ö »ÖÖ³Ö ÃÖê ¯ÖæÑ•Öß ×®Ö¾Öê¿Ö Ûê ÃÖÓ²ÖÓ¬Ö ¯Ö¸ †Ö¬ÖÖ׸ŸÖ …
II. ×›ÃÛ ÖˆÓ™ ¯ÖÏÖ‡ØÃÖÝÖ B. ÜÖÖª ÃÖê¾ÖÖ†Öë Û ß ÃÖ´ÖÖ®Ö ÁÖêÞÖß ´Öë ÃÖ¾ÖÖÔ׬ÖÛ ÃÖ± »Ö ¯ÖÏןÖÂšÖ®Ö Ûê
†®ÖãÃÖÖ¸ ´Öæ»µÖ ŸÖµÖ ×Û ‹ •ÖÖŸÖê Æï …
III. Û ÖòÙ ¯»ÖÃÖ ¯ÖÏÖ‡ØÃÖÝÖ C. ÝÖÏÖÆÛ ÃÖê ˆŸ¯ÖÖ¤ ¯Ö¸ ‘ÖÖê×ÂÖŸÖ ´Ö滵ÖÖë ÃÖê Û ´Ö ´Öæ»µÖ »Öê®Öê Û ß ¾µÖ¾ÖãÖÖ …
IV. ¸ê ™ †Öò± ׸™®ÖÔ ¯ÖÏÖ‡ØÃÖÝÖ D. ײÖÛÎ ß Û ß ¯ÖÏ×ŸÖ ‡Û Ö‡Ô ÜÖÖª »ÖÖÝÖŸÖ Û ß ÝÖÞÖ®ÖÖ Û ß •ÖÖŸÖß Æî †Öî¸ ×¤‹
ÝÖ‹ ¯ÖÏ×ŸÖ¿ÖŸÖ Û Öê ÜÖÖª »ÖÖÝÖŸÖ ´Öë •ÖÖê›Ì פµÖÖ •ÖÖŸÖÖ Æî …
Ûæ ™ :
I II III IV
(1) B D A C
(2) A D C B
(3) B C D A
(4) A C D B
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44. Match the items given in List – I with the items given in List – II.
List – I List – II
I. Salt A. Wetting agent
II. Sodium Carbonate B. Stiffening agent
III. Borax C. Exhausting agent
IV. Lissapol D. Levelling agent
E. Shine
Codes :
I II III IV
(1) C D B A
(2) A E C D
(3) D C E A
(4) B A D C

45. Match the fabrics given in List – I with their weaves given in List – II.
List – I List – II
I. Dotted swiss A. Plain weave
II. Gauze B. Surface figure
III. Hopsacking C. Dobby
IV. Hucka back D. Leno
E. Basket

Codes :
I II III IV
(1) B A E C
(2) A C B E
(3) C B D A
(4) D E A C

46. Match the items given in List – I with the Items given in List – II :
List – I List – II
I. Laurie Baker A. Pencils
II. Gulbreth B. Household equipment
III. D.W. Ross C. Therbligs
IV. Parker D. Housing
V. Kotler E. Human values
VI. Peet and Thye F. Values in colours
G. Marketing
Codes :
I II III IV V VI
(1) B C F E G D
(2) D C F A G E
(3) D C F E G B
(4) D G F A E B
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44. ÃÖæ“Öß – I ´Öë פ‹ ÝÖ‹ ´Ö¤ Û Ö ×´Ö»ÖÖ®Ö ÃÖæ“Öß – II ´Öë פ‹ ÝÖ‹ ´Ö¤ ÃÖê Û ¸ë :
ÃÖæ“Öß – I ÃÖæ“Öß – II
I. ®Ö´ÖÛ A. Œ»Öê¤ ®Ö ¦¾µÖ (¾ÖîØ™ÝÖ) ÃÖÖ¬ÖÛ
II. ÃÖÖê×›µÖ´Ö Û Ö²ÖÖì®Öê™ B. Û ›Ì Û Û ¸®Öê Û Ö ÃÖÖ¬ÖÛ
III. ²ÖÖê¸ê ŒÃÖ C. “ÖãÛ Ö®Öê Û Ö ÃÖÖ¬ÖÛ
IV. ×»ÖÃÖÖ¯ÖÖê»Ö D. ÃÖ´ÖŸÖÖ¾ÖÖ¤ß ÃÖÖ¬ÖÛ
E. “Ö´ÖÛ
Ûæ ™ :
I II III IV
(1) C D B A
(2) A E C D
(3) D C E A
(4) B A D C

45. ÃÖæ“Öß – I ´Öë פ‹ Û ¯Ö›ÌÖë Û Ö ×´Ö»ÖÖ®Ö ÃÖæ“Öß – II ´Öë ¤ß ÝÖ‡Ô ˆ®ÖÛ ß ²Öã®ÖÖ‡Ô ÃÖê Û ßו֋ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
I. ›Öê×™› ×þÖÃÖ A. ÃÖÖ¤ß ²Ö®ÖÖ‡Ô
II. ÝÖÖê•ÖÌ B. ÃÖ¸±ê ÃÖ ×± ÝÖ¸
III. ÆÖê¯ÖÃÖî×Û ®ÝÖ C. ›Öê²Öß
IV. ÆŒÛ Ö²ÖîÛ D. »Öß®ÖÖê
E. ²ÖÖÃÛê ™

Ûæ ™ :
I II III IV
(1) B A E C
(2) A C B E
(3) C B D A
(4) D E A C

46. ÃÖæ“Öß – I ´Öë פ‹ ÝÖ‹ ´Ö¤ Û Ö ×´Ö»ÖÖ®Ö ÃÖæ“Öß – II ´Öë פ‹ ÝÖ‹ ´Ö¤ ÃÖê Û ¸ë :
ÃÖæ“Öß – I ÃÖæ“Öß – II
I. »ÖÖî¸ ß ²ÖêÛ ¸ A. ¯Öë×ÃÖ»ÖÃÖË
II. ×ÝÖ»Ö²ÖΣî Ö B. ‘Ö¸ê »Öæ ˆ¯ÖÛ ¸ÞÖ
III. ›ß.›²»µÖæ ¸ÖîÃÖ C. £Ö¸²Ö×»ÖÝÖÃÖ
IV. ¯ÖÖÛÔ ¸ D. †Ö¾ÖÖÃÖ
V. Û Öê™ »Ö¸ E. ´ÖÖ®Ö¾ÖßµÖ ´Ö滵Ö
VI. ¯Öß™ ‹Þ› £ÖÖ‡Ô F. ¸Ó ÝÖÖë Û ß ¾ÖÖæÃÖ
G. ײÖÛÎ ß-Û »ÖÖ
Ûæ ™ :
I II III IV V VI
(1) B C F E G D
(2) D C F A G E
(3) D C F E G B
(4) D G F A E B
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47. Match List – I with List – II.
List – I List – II
I. CARA A. Minorities
II. RCI B. International
Agency
III. NCPCR C. Human Rights
IV. NHRC D. Child Rights
V. UNICEF E. Disability
F. Adoption
Codes :
I II III IV V
(1) E F D C B
(2) F E D C B
(3) F C D E B
(4) F E D C A

48. Match the barriers in communication given under List – I with the appropriate causal
activity given under List – II.
List – I List – II
I. Physical A. Biases and Prejudices
II. Physiological B. Feedback
III. Psychological C. Screeching of cars
IV. Semantic D. Dilectical differences in meaning
E. Hearing impairment
Codes :
I II III IV
(1) A C B D
(2) B D A C
(3) C E A D
(4) D A B C
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47. ÃÖæ“Öß – I Û Öê ÃÖæ“Öß – II Ûê ÃÖÖ£Ö ÃÖã´Öê×»ÖŸÖ Û ßו֋ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
I. ÃÖß ‹ †Ö¸ ‹ A. †»¯ÖÃÖÓܵÖÛ
II. †Ö¸ ÃÖß †Ö‡Ô B. †ÓŸÖ¸ÖÔ™ÒßµÖ ‹•ÖëÃÖß
III. ‹®Ö ÃÖß ¯Öß ÃÖß †Ö¸ C. ´ÖÖ®Ö¾ÖÖ׬ÖÛ Ö¸
IV. ‹®Ö ‹“Ö †Ö¸ ÃÖß D. ²ÖÖ»Ö †×¬ÖÛ Ö¸
V. µÖæ ‹®Ö †Ö‡Ô ÃÖß ‡Ô ‹± E. ×¾ÖÛ »ÖÖÓÝÖŸÖÖ
F. †×³ÖÝÖÏÆ ÞÖ
Ûæ ™ :
I II III IV V
(1) E F D C B
(2) F E D C B
(3) F C D E B
(4) F E D C A

48. ÃÖæ“Öß – I ´Öë ¤ß ÝÖ‡Ô ÃÖÓ¾ÖÖ¤ ´Öë ²ÖÖ¬ÖÖ†Öë Û Öê ÃÖæ“Öß – II ´Öë פ‹ ÝÖ‹ ˆ¯ÖµÖãŒŸÖ Û Ö¸ÞÖÖŸ´ÖÛ Û ÖµÖÔÛ »ÖÖ¯Ö Ûê ÃÖÖ£Ö ÃÖã´Öê×»ÖŸÖ
Û ßו֋ :
ÃÖæ“Öß – I ÃÖæ“Öß – II
I. ¿ÖÖ¸ß×¸Û A. ¯ÖõÖ¯ÖÖŸÖ †Öî¸ ¯Öæ¾ÖÖÔÝÖÏÆ
II. ¿Ö¸ß¸×ÛÎ µÖÖŸ´ÖÛ B. ± ß›²ÖîÛ
III. ´Ö®ÖÖê¾Öî–ÖÖ×®ÖÛ C. ŸÖê•ÖÝÖ×ŸÖ Ûê Û Ö¸ ´Öë •ÖÖê¸ ¤Ö¸ ²ÖÎêÛ »ÖÝÖÖ®Öê ÃÖê ×®ÖÛ »Ö®Öê ¾ÖÖ»Öß ŸÖßÜÖß †Ö¾ÖÖ•Ö
IV. ¿Ö²¤Ö£ÖÔ ×¾ÖÂÖµÖÛ D. †£ÖÔ ´Öë ²ÖÖê»Öß ÃÖÓ²Ö¬Öß †ÓŸÖ¸
E. ÁÖ¾ÖÞÖ ²ÖÖ׬֟ÖÖ
Ûæ ™ :
I II III IV
(1) A C B D
(2) B D A C
(3) C E A D
(4) D A B C

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49. Match the name of the persons given under List – I with the idea contributed by them
given under List – II.
List – I List – II
I. Varghese Kurein A. Diffussion of Innovation
II. Mohammad Yunus B. Milk Revolution
III. Evrett Rogers C. Media as magic multiplier
IV. Wilbur Shramm D. Micro Credit
E. Wood’s triangle
Codes :
I II III IV
(1) B D A C
(2) B D E A
(3) E C B A
(4) E D C B

50. Match the items in List-I with List-II.

List – I List – II
I. Leptokurtic distribution A. Post Hoc test
II. HA : µx ≠ 85 B. Difference in location between 2
independent groups.
III. Tukey’s HSD test C. Difference in location between 2
dependent groups.
IV. Mann-Whitney test D. Difference between more than 2 means.
V. Sign test E. Narrower peak and greater
concentration in tails.
VI. HA : µx > 70 F. two tailed test.

G. one tailed test.

Codes :
I II III IV V VI
(1) D F A C B G
(2) E F A B C G
(3) E G A D C F
(4) E D F A B G
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49. ÃÖæ“Öß – I ´Öë פ‹ ÝÖ‹ ¾µÖ׌ŸÖµÖÖë Ûê ®ÖÖ´Ö †Öî¸ ÃÖæ“Öß – II ´Öë פ‹ ÝÖ‹ ˆ®ÖÛê ×¾Ö“ÖÖ¸ Ûê µÖÖêÝÖ¤Ö®Ö Û Öê ÃÖã´Öê×»ÖŸÖ Û ¸ë :
ÃÖæ“Öß – I ÃÖæ“Öß – II
I. ¾ÖÝÖáÃÖ Ûã ׸µÖ®Ö A. ®Ö¾ÖÖê®´ÖêÂÖ Û Ö ¯ÖÏÃÖÖ¸
II. ´ÖÖêÆ ´´Ö¤ µÖã®ÖãÃÖ B. ¤æÝ¬Ö ÛÎ ÖÓןÖ
III. ‹¾Ö¸ê ™ ¸Öê•ÖÃÖÔ C. “Ö´ÖŸÛ Ö×¸Û ŸÖ¸ßÛê ÃÖê ²ÖœÌÖ®Öê ¾ÖÖ»Öê Û Ö¸Û Ûê º ¯Ö ´Öë ´Öß×›µÖÖ
IV. ×¾Ö»²Ö¸ ÁÖî´Ö D. ÃÖæõ´Ö Š ÞÖ
E. ¾Öã›ËÃÖ ×¡ÖÛ ÖêÞÖ
Ûæ ™ :
I II III IV
(1) B D A C
(2) B D E A
(3) E C B A
(4) E D C B

50. ÃÖæ“Öß – I ´Öë ¤ß ÝÖ‡Ô ´Ö¤Öë Û Öê ÃÖæ“Öß – II Ûê ÃÖÖ£Ö ÃÖã´Öê×»ÖŸÖ Û ßו֋ :

ÃÖæ“Öß – I ÃÖæ“Öß – II
I. »ÖÖêÛ Ù™Û ×¾ÖŸÖ¸ÞÖ A. ¯ÖÖêÙ ‹“Ö.†Öê.ÃÖß. ™ê Ù
II. ‹“Ö : µx ≠ 85 B. 2 þ֟ÖÓ¡Ö ÃÖ´ÖæÆ Öë Ûê ²Öß“Ö †¾ÖãÖÖ¯Ö®Ö ´Öë †ÓŸÖ¸
‹
III. ŸÖãÛ á ‹“Ö ‹ÃÖ ›ß ¯Ö¸ßõÖÞÖ C. 2 †Ö×ÁÖŸÖ ÃÖ´ÖæÆ Öë Ûê ²Öß“Ö †¾ÖãÖÖ¯Ö®Ö ´Öë †ÓŸÖ¸
IV. ´Öî®Ö-×¾Ö™®Öß ¯Ö¸ßõÖÞÖ D. 2 ´ÖÖ¬µÖ´ÖÖë ÃÖê †×¬ÖÛ Ûê ²Öß“Ö †ÓŸÖ¸
V. ÃÖÖ‡®Ö ¯Ö¸ßõÖÞÖ E. ´Ö¬µÖ ´Öë ÃÖÓÛ ¸Ö †Öî¸ ²ÖÖÊ ¯Ö׸׬ֵÖÖë ¯Ö¸ •µÖÖ¤Ö
VI. ‹“Ö‹ : µx > 70 F. ¤Öê ²ÖÖÊ ¯Ö׸׬ֵÖÖë ¯Ö¸ ¯Ö¸ßõÖÞÖ
G. ‹Û ²ÖÖÊ ¯Ö×¸×¬Ö ¯Ö¸ ¯Ö¸ßõÖÞÖ
Ûæ ™ :
I II III IV V VI
(1) D F A C B G
(2) E F A B C G
(3) E G A D C F
(4) E D F A B G
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