NATIONAL LAW UNIVERSITY, DELHI

B.A,LLB. (Hons.): I-YEAR, I-SEMESTER

Mid-Semester Examinations, October-2014

Paper 1.1: Legal Methods

Time: 2.00 Hours Total Marks: 20

Instructions:
1. Read the questions carefully and answer.
2. No clarification shall be sought on the question paper.
3. Do not write anything on the question paper except your Roll No.

PART-A
Answer ALL the questions.

Q.1 Identify the traces of inquisitorial procedure within the Indian Legal System. What are
the advantages of adversarial procedure and inquisitorial procedure? (5 Marks)

Q.2 The distinction between ‘Law and Equity’; ‘Public Law’ and ‘Private Law’ are only of
historical significance. Critically comment. (5 Marks)

Q.3 Compare the role of ‘legal encyclopedia treatise’ and ‘commentary’ in legal research.
(2 Marks)
Q.4 Enumerate salient features of socialist legal culture. (2 Marks)

PART-B (LOGIC)
Answer ALL the questions. All questions carry equal marks. Illustrate your
answer with example.
(6 Marks)
Q.1 What is an Inference?

Q.2 What is SYLLOGISM?

Q.3 What is Logical Proposition? How is it different from ordinary sentence?

Q.4 What is Categorical or Unconditional Proposition?

Q.5 What is Hypothetical Proposition?

Q.6 What is Disjunctive Proposition?

 NATIONAL LAW UNIVERSITY, DELHI
B.A, LLB. (Hons.): I-YEAR, I-SEMESTER

Mid-Semester Examinations, October-2014

Paper 1.2: Law of Torts-I

Time: 2.00 Hours Total Marks: 20

Instructions:

1. Read the questions carefully and answer.

2. No clarification shall be sought on the question paper.
3. Do not write anything on the question paper except your Roll No.

Answer ALL the questions.

Q.1 Can a minor sue and be sued in tort? Explain personal capacity of minor as claimant and
defendant by referring to the relevant principles and case law in the area.
Defendant, a minor, hired a horse from Plaintiff for the purpose of riding, under express
instructions not to jump it. Defendant lent the horse to his friend who jumped it over a long
distance whereby it became sick and ultimately died. The Plaintiff sues Defendant in tort
seeking compensation for death of his horse. Defendant pleads that tort law grants complete
immunity to minors from liability for consequences of their acts. Decide. (7 Marks)

Q.2 The claimant, the mother of the last victim of ‘X’ - a serial killer who had committed 13
murders over a five years’ period- sued the police in tort for negligently failing to apprehend
‘X’, which allowed him to remain at large and kill her daughter. The police take the defence
that it didn’t owe general duty of care to the victims of crime. Decide. (7 Marks)

Q.3 “As far as economic analysis is concerned, there is no intrinsic reason why a victim should
sue the person who injured him. Nor is there any intrinsic reason why a plaintiff should argue
in court that the defendant wronged him, rather than that the defendant was in a better
position to reduce overall costs...Corrective Justice Theory insists that different legal
liabilities are not simply interchangeable cost-shifting implements in the reformer's tool box.”
Which theory, according to you, correctly explains the functions of tort law? (6 Marks)
 NATIONAL LAW UNIVERSITY, DELHI
B.A, LLB. (Hons.): I-YEAR, I-SEMESTER
Mid-Semester Examinations, October-2014
Paper 1.3: History of Legal and Constitutional Development in India

Time: 2.15 Hours Total Marks: 20

Instructions:

1. Read the questions carefully and answer.

2. No clarification shall be sought on the question paper.
3. Do not write anything on the question paper except your Roll No.

Answer ALL the questions.

Q.1 Read the excerpt given below and identify the school of thought the author belongs to giving reasons and critically
analyse the themes covered in the excerpt in light of the readings discussed in class. (7 Marks)
It was the aim of the greatest among the early British administrators in India to train the peoples of India to govern and
protect themselves, as Sir Thomas Munro wrote in 1824, rather than to establish the rule of a British bureaucracy. The
method which they contemplated was doubtless that carried out with the most conspicuous success in Mysore, which,
thanks in the main to the efforts of Sir Mark Cubbon as resident, was handed back to Indian rule in 1881 with the
assurance that a tradition of sound government had been created which could be operated without detailed British
supervision. Elsewhere this ideal proved impossible of accomplishment; the necessity of securing justice and order led to
the progressive extension of direct British sovereignty and the evolution of that splendid instrument of government, the
Indian Civil Service. That service, however, brought with it British political ideas and made English the official language
of the higher functions of government. The result was inevitable; with steadily increasing strength the Indian intelligentsia
has demanded the fulfilment of self-government, in the form of British Parliamentary institutions. To men deeply imbued
with the fundamental principles of democracy, such as Lord Morley of Blackburn, these demands seemed inconsistent
with the structure of Indian society, which is founded on the basis of social inequality and racial and religious diversity.
But the services of India in the war elicited a formal declaration on August 20th 1917 of the policy of the British
Government as involving steps to the gradual realization of responsible government in India as an integral part of the
British Empire.
It is possible to condemn the declaration as an ill-considered piece of war propaganda; it seems clear at least that Lord
Curzon did not realize that the pledge involved parliamentary government of the British type. But, whether the adoption
of the policy was wise or not, it is clear that it had to be honoured, and the constitution of 1919 was the method suggested
by Mr. Montagu and Lord Chelmsford to inaugurate the process of change. … It is the essential merit of the Act of 1935
that it recognizes the failure of the Act of 1919 and presents, so far as Indian social conditions permit, the possibility in
the provinces of true responsible government. It would, of course, be absurd to ignore the difficulties of operating the
system under Indian conditions, which necessitate reserving large powers of intervention to the governors, but the task is
at least not impossible as it was under the Act of 1919.
…In this sketch of the constitutional history I have necessarily concentrated attention on those matters which appeared to
me of special significance as bearing on the evolution of self-government. After the earlier periods administrative and
judicial details have, therefore, been passed over. Brevity also has dictated curtailment of discussion; otherwise I should
have desired to deal fully with the views of the apologists for the action of Warren Hastings, and the defenders of the
remarkable and in my opinion quite untenable claims put forward by the rulers of the Indian States.
Q.2 How did the concept of “separate property” evolve from Joint Family Property to make it more freely alienable and to
encourage partition? Discuss in the light of Alen Gledhill’s article. (2.5 Marks)
Q.3 Enumerate the administrative techniques and methods adopted by the British to colonise the Muslim law.
(2.5 Marks)
Q.4 From the first royal trading charter issued by Queen Elizabeth in 1600 to the Indian Independence Act of 1947, law
legitimised the authority of the British Empire. Would it then be correct to say that Britain linked its legitimacy to
promises of law and order and yet law itself formed the base to structural violence faced by Indians? (5 Marks)

Q.5 How did Bentham and the Utilitarian thought influence criminal law in India? (3 Marks)
 NATIONAL LAW UNIVERSITY, DELHI

B.A, LLB. (Hons.): I-YEAR, I-SEMESTER

Mid-Semester Examinations, October-2014

Paper 1.4: Political Science-I

Time: 2.00 Hours Total Marks: 20

Instructions:

1. Read the questions carefully and answer.

2. No clarification shall be sought on the question paper.
3. Do not write anything on the question paper except your Roll No.

Q.1 Is doing theory the same as explaining an act, practice, event or process?
(8 Marks)

Q.2 Why do we need political theory and what are its types? (8 Marks)

Q.3 Write short notes on any one of the following: (4 Marks)

a) Objectivity and Political Theory

b) Dialectical Materialism
c) Concept of Power
 NATIONAL LAW UNIVERSITY, DELHI

B.A, LLB. (Hons.): I-YEAR, I-SEMESTER

Mid-Semester Examinations, October-2014

Paper 1.5: English-I

Time: 2.00 Hours Total Marks: 20

Instructions:

1. Read the questions carefully and answer.

2. No clarification shall be sought on the question paper.
3. Do not write anything on the question paper except your Roll No.
4. Be legible and tidy.
5. Please answer within the word limit
6. Answer in the order of the questions.
7. Write your Roll Number, in the designated space above, immediately on receipt of this
question paper.

SECTION-I

Q.1 Give a one word equivalent to the following doublets and triplets: (2 Words, 2 Marks)
a) Agree and convenant
b) Cancel, annul, and set aside

Q.2 Give the meaning of the following: (20-30 words, 2 Marks)

a) Res ipsa loquitur
b) Chattel

Q.3 In the following sentence supply appropriate punctuations and disambiguate the meaning (i.e.
show the two possible sentences, and explain their meanings): This man said the jungle is
fool. (16 words, 2 Marks)

Q.4 Name the two daughters of Oedipus. (2 words, 2 Marks)

SECTION-II

Q.5 Compare your experience as a student of law with that of M.K. Gandhi.
(400 words, 4 Marks)

Q.6 Discuss the concept of law as depicted in the play ‘Antigone’. (400 words, 4 Marks)

Q.7 R. Michael has listed five reasons for his love of teaching, please enumerate.
(400 words, 4 Marks)