UGC NET प्रश्न पत्र 1 प्रैक्टिस बुक

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ÙetLe keâe@efcheefšMeve šeFcme
efJeMJeefJeÅeeueÙe Devegoeve DeeÙeesie (UGC)
je°êrÙe hee$elee hejer#ee (NET)
efMe#eCe SJeb MeesOe DeefYeÙeesiÙelee
ØeMve he$e : I
UGC-NTA NET/JRF
Øewefkeäšme yegkeâ
JÙeeKÙee meefnle nue
mebheeove SJeb mebkeâueve
UGC hejer#ee efJeMes<e%e meefceefle
keâchÙetšj «eeefHeâkeäme
yeeueke=â<Ce, Ûejve efmebn, Devegjeie heeC[sÙe
mebheeokeâerÙe keâeÙee&ueÙe
ÙetLe keâe@efcheefšMeve šeFcme
12, ÛeÛe& uesve, ØeÙeeiejepe-211002
cees. : 9415650134
Email : yctap12@gmail.com
website : www.yctbooks.com
ØekeâeMeve Iees<eCee
mecheeokeâ SJeb ØekeâeMekeâ Deevevo kegâceej cenepeve ves ™he efØebefšbie Øesme, ØeÙeeiejepe mes cegefõle keâjJeekeâj,
ÙetLe keâe@efcheefšMeve šeFcme, 12, ÛeÛe& uesve, ØeÙeeiejepe-211002 kesâ efueS ØekeâeefMele efkeâÙee~
Fme hegmlekeâ keâes ØekeâeefMele keâjves ceW mecheeokeâ SJeb ØekeâeMekeâ Éeje hetCe& meeJeOeeveer yejleer ieF& nw
efHeâj Yeer efkeâmeer $egefš kesâ efueS Deehekeâe megPeeJe SJeb menÙeesie meeoj Dehesef#ele nw~
cetuÙe : 150/-
efkeâmeer Yeer efJeJeeo keâer efmLeefle ceW vÙeeefÙekeâ #es$e ØeÙeeiejepe nesiee~
efJe<eÙe-metÛeer
efJeMJeefJeÅeeueÙe Devegoeve DeeÙeesie (Ùetpeermeer NTA) je°êrÙe hee$elee hejer#ee : efMe#eCe SJeb MeesOe DeefYeÙeesiÙelee
Ùetpeermeer NTA vesš/pesDeejSHeâ hejer#ee DeefveJeeÙe& ØeLece ØeMve-he$e : hee"dÙe›eâce ------------------------------------------------------------------- 3
Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-1 -------------------------------------------------------------------------------------------------------- 4-10
Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-1 : JÙeeKÙee meefnle nue ----------------------------------------------------------------------- 11-14
Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-2 ------------------------------------------------------------------------------------------------------ 15-22







Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-9 ---------------------------------------------------------------------------------------------------- 98-106

Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-9 : JÙeeKÙee meefnle nue ------------------------------------------------------------------- 107-109
Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-10 ------------------------------------------------------------------------------------------------ 110-119

Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-10 : JÙeeKÙee meefnle nue ------------------------------------------------------------------ 120-123
2
DeefveJeeÙe& ØeLece ØeMve he$e–I : veJeerve heee"dÙe›eâce SJeb mš^sšpeer
meeceevÙe ØeMve he$e – efMe#eCe Deewj MeesOe DeefYeÙeesiÙelee
Fme ØeMve he$e keâe cegKÙe GösMÙe hejer#eeLeea keâer efMe#eCe Deewj MeesOe • Ùegefòeâ kesâ Øekeâej, efveieceveelcekeâ Deewj Deeieceveelcekeâ Ùegefòeâ keâe
#ecelee keâe cetuÙeebkeâve keâjvee nw~ Dele: Fme hejer#ee keâe GösMÙe efMe#eCe cetuÙeebkeâve Deewj efJeefMe°erkeâjCe~
Deewj MeesOe DeefYeJe=efòe keâe cetuÙeebkeâve keâjvee nw~ Gvemes Dehes#ee nw efkeâ • Deveg™heleeSB~
hejer#eeLeea kesâ heeme meb%eeveelcekeâ #ecelee nes Deewj Jes Fmekeâes ØeoefMe&le keâj
mekesâ~ meb%eeveelcekeâ #ecelee ceW efJemle=le yeesOe, efJeMues<eCe, cetuÙeebkeâve, leke&â • JesCe keâe DeejsKe : leke&â keâer JewOelee megefveef§ele keâjves kesâ efueS JesCe
mebjÛevee keâer mecePe, efveieceveelcekeâ leLee Deeieceveelcekeâ leke&â Meeefceue nQ~ DeejsKe keâe mejue Deewj yengØeÙeesie~
hejer#eeefLe&eW mes Ùen Yeer Dehes#ee keâer peeleer nw efkeâ GvnW GÛÛe efMe#ee ceW • YeejleerÙe leke&âMeeŒe : %eeve kesâ meeOeve~
efMe#eCe Deewj DeefOeiece keâe meeceevÙe %eeve nes~ metÛevee kesâ œeesleeW keâer • ØeceeCe : ØelÙe#e, Devegceeve, Gheceeve, Meyo, DeLee&heefòe Deewj
meeceevÙe peevekeâejer Deewj %eeve nes~ GvnW Fmekesâ meeLe-meeLe GvnW ueesieeW, DevegheueefyOe~
heÙee&JejCe Øeeke=âeflekeâ mebmeeOeveeW kesâ yeerÛe mebJÙeJenej Deewj peerJeve keâer • Devegceeve keâer mebjÛevee, Øekeâej, JÙeeefhle, nslJeeYeeme~
iegCeJeòee hej Gvekesâ ØeYeeJe keâer peevekeâejer nesveer ÛeeefnS~ efJemle=le FkeâeF&-7 : DeebkeâÌ[eW keâer JÙeeKÙee
hee"Ÿe›eâce efJeJejCe Fme Øekeâej nQ–
FkeâeF&-1 : efMe#eCe DeefYeJe=efòe • DeebkeâÌ[eW keâe œeesle, Øeeefhle Deewj JeieeakeâjCe
efMe#eCe : DeJeOeejCeeSB, GösMÙe, efMe#eCe keâe mlej (mcejCe Meefòeâ, • iegCeelcekeâ SJeb cee$eelcekeâ DeebkeâÌ[W~
mecePe Deewj efJeÛeejelcekeâ), efJeMes<eleeSB Deewj cetue Dehes#eeSB~ • efÛe$eJele JeCe&ve (yeej-Ûeeš&, efnmšes«eece, heeF&-Ûeeš&, šsyeue Ûeeš& Deewj
efMe#eeLeea keâer efJeMes<eleeSB : efkeâMeesj Deewj JeÙemkeâ efMe#eeLeea keâer jsKee-Ûeeš&) Deewj DeebkeâÌ[eW keâe ceeve-efÛe$eCe~
Dehes#eeSB (Mewef#ekeâ, meeceeefpekeâ / YeeJeveelcekeâ Deewj meb%eeveelcekeâ, • DeebkeâÌ[eW keâer JÙeeKÙee~
JÙeefòeâiele efYeVeleeSB) • DeebkeâÌ[s Deewj megMeemeve~
efMe#eCe ØeYeeJekeâ lelJe : efMe#ekeâ, meneÙekeâ meece«eer, mebmLeeiele FkeâeF&-8 : metÛevee Deewj mebÛeej ØeewÅeesefiekeâer (DeeF& meer šer)
megefJeOeeSB, Mewef#ekeâ JeeleeJejCe~
GÛÛe DeefOeiece mebmLeeDeeW ceW efMe#eCe keâer heæefle : DeOÙeehekeâ kesâefvõle • DeeF& meer šer : meeceevÙe mebef#eefhleÙeeB Deewj MeyoeJeueer~
yeveece efMe#eeLeea keWâefõle heæefle, Dee@heâ ueeFve yeveece Dee@ve ueeFve • Fbšjvesš, Fvšêvesš, F&-cesue, ßeJÙe-ÂMÙe keâebøesâefmebie keâer cetueYetle
heæefleÙeeB (mJeÙeb, mJeÙebØeYee, cetkeäme FlÙeeefo)~ yeeleW~
efMe#eCe meneÙekeâ ØeCeeueer : hejbhejeiele DeeOegefvekeâ Deewj DeeF& meer šer • GÛÛe efMe#ee ceW ef[efpešue henueW~
DeeOeeefjle~ • DeeF& meer šer Deewj megMeemeve~
cetuÙeebkeâve ØeCeeefueÙeeB : cetuÙeebkeâve kesâ lelJe Deewj Øekeâej, GÛÛe efMe#ee FkeâeF&-9 : ueesie, efJekeâeme Deewj heÙee&JejCe
ceW efJekeâuhe DeeOeeefjle ›esâef[š ØeCeeueer ceW cetuÙeebkeâve, kebâhÙetšj
DeeOeeefjle hejer#ee, cetuÙeebkeâve heæefleÙeeW ceW veJeeÛeej~ • efJekeâeme Deewj heÙee&JejCe : efceuesefveÙece efJekeâeme Deewj mebhees<eCeerÙe
FkeâeF&-2 : MeesOe DeefYeJe=efòe efJekeâeme keâe ue#Ùe~
• MeesOe : DeLe&, Øekeâej Deewj efJeMes<eleeSB, ØelÙe#eJeeo SJeb Gòej- • ceeveJe Deewj heÙee&JejCe mebJÙeJenej : ve=peeleerÙe ef›eâÙeekeâueehe Deewj
ØelÙe#eJeeo MeesOe kesâ Gheeiece~ heÙee&JejCe hej Gvekesâ ØeYeeJe~
• MeesOe heæefleÙeeb : ØeÙeesieelcekeâ, efJeJejCeelcekeâ, Ssefleneefmekeâ, iegCeelcekeâ • heÙee&JejCehejkeâ cegös : mLeeveerÙe, #es$eerÙe Deewj JewefÕekeâ, JeeÙeg Øeot<eCe,
SJeb cee$eelcekeâ~ peue Øeot<eCe, ce=oe Øeot<eCe, OJeefve Øeot<eCe, DeheefMe° ("esme, lejue,
• MeesOe kesâ ÛejCe~ yeeÙees-cesef[keâue, peesefKecehetCe&, Fuewkeäšêefvekeâ) peueJeeÙeg heefjJele&ve Deewj
Fmekesâ meeceeefpekeâ DeeefLe&keâ leLee jepeveereflekeâ DeeÙeece~
• MeesOe ØeyevOe SJeb DeeuesKe uesKeve : heâecexš Deewj meboYe& keâer Mewueer~
• MeesOe ceW DeeF& meer šer keâe DevegØeÙeesie~ • ceeveJe mJeemLÙe hej Øeot<ekeâeW keâe ØeYeeJe~
• MeesOe veweflekeâlee~ • Øeeke=âeflekeâ Deewj Tpee& kesâ œeesle, meewj, heJeve, ce=oe, peue, Yet-leehe,
FkeâeF&-3 : yeesOe yeeÙees-ceeme, veeefYekeâer Deewj Jeve~
• Skeâ ieÅeebMe efoÙee peeSiee, Gme ieÅeebMe mes hetÚs ieÙes ØeMveeW keâe Gòej • Øeeke=âeflekeâ peesefKece Deewj DeeheoeSB : vÙetveerkeâjCe keâer ÙegefòeâÙee@~
osvee nesiee~ • heÙee&JejCe (mebj#eCe) DeefOeefveÙece (1986), peueJeeÙeg heefjJele&ve
FkeâeF&-4 : mebØes<eCe mebyebOeer je°êrÙe keâeÙe& Ùeespevee, Devleje&°êrÙe mecePeewles / ØeÙeeme –
• mebØes<eCe : mebØes<eCe keâe DeLe&, Øekeâej Deewj DeefYeue#eCe~ ceeWšêrÙeue Øeesšeskeâe@ue, efjÙees meccesueve, pewJe efJeefJeOelee meccesueve,
keäÙeesšes Øeesšeskeâe@ue, hesefjme mecePeewlee, Debleje&°êrÙe meewj mebefOe~
• ØeYeeJeer mebØes<eCe : JeeefÛekeâ SJeb iewj-JeeefÛekeâ, Devle: meebmke=âeflekeâ SJeb FkeâeF&-10 : GÛÛe efMe#ee ØeCeeueer
meecetefnkeâ mebØes<eCe, keâ#ee-mebØes<eCe~
• ØeYeeJeer mebØes<eCe keâer yeeOeeSB~ • GÛÛe DeefOeiece mebmLeeSB Deewj ØeeÛeerve Yeejle ceW efMe#ee~
• peve-ceeref[Ùee SJeb meceepe~ • mJeleb$elee kesâ yeeo Yeejle ceW GÛÛe DeefOeiece Deewj MeesOe keâe GodYeJe~
FkeâeF&-5 : ieefCeleerÙe leke&â Deewj DeefYeJe=efòe • Yeejle ceW ØeeÛÙe, heejbheefjkeâ Deewj iewj-heejbheefjkeâ DeefOeiece keâeÙe&›eâce~
• leke&â kesâ Øekeâej • JÙeeJemeeefÙekeâ/lekeâveerkeâer Deewj keâewMeue DeeOeeefjle efMe#ee~
• mebKÙee ßesCeer, De#ej ëe=bKeuee, ketâš Deewj mebyebOe~ • cetuÙe efMe#ee Deewj heÙee&JejCehejkeâ efMe#ee~
• ieefCeleerÙe DeefYeJe=efæ (DebMe, meceÙe Deewj otjer, Devegheele, meceevegheele, • veerefleÙeeB, megMeemeve, jepeveerefle Deewj ØeMeemeve~
ØeefleMelelee, ueeYe Deewj neefve, yÙeepe Deewj Útš, Deewmele Deeefo)~ efšhheCeer :
FkeâeF&-6 : ÙegefòeâÙegòeâ leke&â 1. ØelÙeskeâ Ùetefveš (cee@[Ÿetue) mes 2-2 DebkeâeW Jeeues 5 ØeMve lewÙeej efkeâS
• Ùegefòeâ kesâ {ebÛes keâe yeesOe : Ùegefòeâ kesâ ™he, efve™heeefOekeâ leke&âJeekeäÙe keâe peeSbies~
{eBÛee, DeJemLee Deewj Deeke=âefle, DeewheÛeeefjkeâ SJeb DeveewheÛeeefjkeâ Ùegefòeâ 2. Ùeefo Âef°Jeeve hejer#eeLeea kesâ efueS «eeheâ/efÛe$e Jeeues ØeMve lewÙeej efkeâS
oes<e, Yee<ee keâe ØeÙeesie, MeyoeW keâe ue#ÙeeLe& Deewj JemlJeLe&, efJejesOe peeles nQ lees Âef° yeeefOele hejer#eeefLe&ÙeeW kesâ efueS Gleves ner DebkeâeW Jeeues
keâe hejbhejeiele Jeie&~ ØeMveeW kesâ DeJelejCe efoS peeSb~
3
PRACTICE SET-1
1. Identify the characteristics and basic 3. Which of the following strategies of teaching
requirements of reflective level teaching in the are learner-centered?
following list of statements: efvecveefueefKele ceW mes efMe#eCe keâer Gve jCeveerefleÙeeW keâe
keâLeveeW keâer efvecveefueefKele metÛeer ceW efJeceMeea efÛebleve mlej kesâ ÛeÙeve keâerefpeS, pees DeefOeiecekeâlee& keWâefõle nw–
efMe#eCe keâer efJeMes<eleeDeeW leLee Gvekeâer cetueYetle Dehes#eeDeeW 1. Cybernetics/meeFyejvesefškeäme
keâes efÛeefvnle keâerefpeS: 2. Lecture with audio visual aids
1. Teacher presents the information and ideas ßeJÙe-ÂMÙe-meneÙekeâ efMe#eCe meece«eer keâer meneÙelee mes efoÙee
systematically to help to recall them when ieÙee JÙeeKÙeeve
needed/efMe#ekeâ metÛeveeDeeW Deewj efJeÛeejeW keâes JÙeJeeqmLele 3. Question-answer session/ØeMve-Gòej me$e
lejerkesâ mes Øemlegle keâjlee nw leeefkeâ DeeJeMÙekeâlee heÌ[ves hej GvnW 4. Practical tasks based project
Ùeeo keâjves ceW ceoo efceues~ JÙeeJeneefjkeâ keâeÙe&-DeeOeeefjle heefjÙeespevee
2. Teacher conduct drills and exercises to fix up 5. Group discussion/mecetn ÛeÛee&
the ideas in the minds of the students Choose the correct answer from the options
efMe#ekeâ Úe$e/Úe$eeDeeW kesâ ceeqmle<keâ ceW efJeÛeej ÂÌ{ keâjves given below
nsleg DeYÙeeme keâjelee nw~ efvecveefueefKele efJekeâuheeW ceW mes Dehevee Gòej ÛegefveS:
3. Issues are raised and discussed with a view to (a) 1 and 4/1 Deewj 4 (b) 1 and 2/1 Deewj 2
sift the potential rational solution of problems (c) 3 and 4/3 Deewj 4 (d) 4 and 5/4 Deewj 5
mecemÙeeDeeW kesâ mebYeeefJele leeefke&âkeâ meceeOeeve Øeehle keâjves kesâ 4. Which of the following sequences correctly
GösMÙe mes cegöeW keâes efJeÛeejeLe& G"eÙee peelee nw Deewj Gve reflects the development of teaching support
hej ÛeÛee& keâer peeleer nw~ systems in Indian Higher Education?
4. Teacher asks students to give examples and efvecveefueefKele ceW mes keâewve-mee ›eâce YeejleerÙe GÛÛe efMe#ee
parallel ideas/efMe#ekeâ Úe$eeW/Úe$eeDeeW mes GoenjCe Deewj ceW efMe#eCe-meceLe&ve ØeCeeueer kesâ efJekeâeme keâes mener {bie mes
meceeveeblej efJeÛeej osves kesâ efueS keânlee nw~ Øeefleefyebefyele keâjlee nw?
5. Academic sessions are conducted in a (a) Audio-visual, Aural-oral, Visual and ICT
dialogic mode to explore and explain the based/ÂMÙe-ßeJÙe, keâeefCe&keâ - ceewefKekeâ, ÂMÙehejkeâ Deewj
basis of arguments/lekeâeX ceW efveefnle DeeOeejeW keâe DeeF&.meer.šer. - DeeOeeefjle
DevJes<eCe Deewj Gvekeâer JÙeeKÙee keâjves kesâ efueS mebJeeoelcekeâ (b) Aural-oral, Visual, Audio-visual and ICT
™he ceW Mewef#ekeâ me$e keâjeÙes peeles nQ~ based/keâeefCe&keâ-ceewefKekeâ, ÂMÙe-ßeJÙe Deewj DeeF&.meer.šer.
Choose the correct answer from the options - DeeOeeefjle
given below: (c) ICT based, Audio-visual, Aural-oral and
efvecveefueefKele ceW mes mener efJekeâuhe keâe ÛeÙeve keâerefpeS– Visual/DeeF&.meer.šer.-DeeOeeefjle, ÂMÙe-ßeJÙe, keâeefCe&keâ -
(a) 1 and 2/1 Deewj 2 (b) 3 and 4/3 Deewj 4 ceewefKekeâ Deewj ÂMÙehejkeâ
(c) 3 and 5/3 Deewj 5 (d) 4 and 5/4 Deewj 5 (d) Visual, Aural-oral, ICT based and Audio-
2. For effective teaching which of the following is visual/ÂMÙehejkeâ, keâeefCe&keâ - ceewefKekeâ, DeeF&.meer.šer. -
a key behaviour? DeeOeeefjle Deewj ÂMÙe-ßeJÙe
ØeYeeJeeslheeokeâ efMe#eCe ceW efvecveefueefKele ceW mes keâewve mee 5. In which of the following evaluation systems,
ØecegKe JÙeJenej nw? evaluation occurs informally during learning?
(a) Encouraging students to elaborate their own efvecveefueefKele ceW mes efkeâme cetuÙeebkeâve ØeCeeueer ceW efMe#eCe
answer or that of other students
kesâ oewjeve DeveewheÛeeefjkeâ ™he mes cetuÙeebkeâve neslee nw?
Úe$eeW keâes mJeÙeb Deheves Ùee DevÙe Úe$eeW kesâ Gòej keâer
(a) Evaluation in choice-based credit system
efJeJesÛevee kesâ efueS Øeeslmeeefnle keâjvee~ efJekeâuhe - DeeOeeefjle ØeCeeueer ceW cetuÙeebkeâve
(b) Summarizing what was told by the student
(b) Evaluation through computer based test
Úe$e Éeje Deheveer keâefLele yeele keâe meejebMe yeveevee~
keâchÙetšj - DeeOeeefjle hejer#eCe kesâ ceeOÙece mes cetuÙeebkeâve
(c) Teacher comments for the purpose of
organizing what is to come/efMe#ekeâ YeeJeer DeeÙeespeve (c) Summative evaluation/mebkeâueveelcekeâ cetuÙeebkeâve
kesâ GösMÙe mes efšhheefCeÙeeb keâjlee nw~ (d) Formative evaluation/efvecee&Ceelcekeâ cetuÙeebkeâve
(d) Making ideas clear to learners who may be at 6. Consider the following sizes of computer
different level of understanding memory, Choose the correct ascending order.
Gve DeefOeiecekeâlee&DeeW keâes efJeÛeej mhe„ keâjvee, efpevekeâer keâchÙetšj cesceesjer keâer efvecveefueefKele meeFpe hej efJeÛeej
mecePe keâe mlej efYeVe nes mekeâlee nw~ keâerefpeS~ mener Deejesner ›eâce keâe ÛeÙeve keâerefpeS~
Practice Set-1 4 YCT
A. MB B. GB D. It is aimed at the conceptualization of ideas
C. KB D. TB and facts/Ùen efJeÛeejeW SJeb leLÙeeW kesâ mebØelÙeÙeerkeâjCe keâer
Choose the correct answer from the options Ûes°e keâjlee nw~
given below.
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~ E. The purpose is to promote autonomy in the
learning process through self- control
(a) B, D, A, C (b) D, B, A, C
(c) A, B, C, D (d) C, A, B, D Fmekeâe GösMÙe mJe-efveÙeb$eCe Éeje DeefOeiece Øeef›eâÙee ceW
7. Which of the following contribute to effective mJeeÙeòelee keâe meceLe&ve nw~
cross cultural communication? Choose the correct answer from the options
efvecveefueefKele ceW mes keâewve-mes ØeYeeJeer Deble: meebmke=âeflekeâ given below.
mecØes<eCe ceW Ùeesieoeve keâjles nQ? veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~
A. Quick flow of words/MeyoeW keâe lJeefjle ØeJeen (a) A and B only/kesâJeue A Deewj B
B. Use of foreign words/efJeosMeer MeyoeW keâe GheÙeesie (b) B and D only/kesâJeue B Deewj D
C. Selection of simple words (c) C and D only/kesâJeue C Deewj D
meeOeejCe MeyoeW keâe GheÙeesie (d) D and E only/kesâJeue D Deewj E
D. Taking turns to speak/yeesueves kesâ efueÙes yeejer uesvee 10. Today is what day if day before yesterday it
E. Maintenance of etiquette was 13th of the present month and ...................
efMe°eÛeej keâes yeveeS jKevee last month with 31 days a Tuesday?
Choose the correct answer from the options Ùeefo hejmeeW Jele&ceeve cenerves keâe 13Jeeb efove Deewj 31 efove
given below.
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~ Jeeues efJeiele cenerves keâe leermeje efove cebieueJeej Lee lees
(a) A, B and C only/kesâJeue A, B Deewj C Deepe keâewve-mee efove nw?
(b) B, C, and D only/kesâJeue B, C Deewj D (a) Monday/meesceJeej (b) Tuesday/cebieueJeej
(c) A, D and E only/kesâJeue A, D Deewj E (c) Wednesday/yegOeJeej (d) Friday/Meg›eâJeej
(d) C, D and E only/kesâJeue C, D Deewj E 11. It is preferable to start the classroom
8. According to National Skills Qualifications communication with
Framework (NSQF) the level 8 competency is efvecveefueefKele ceW mes efkeâmekesâ meeLe keâ#eeiele mecØes<eCe
equivalent to. ØeejbYe keâjvee yesnlej neslee nw?
je°êrÙe keâewMeue Den&lee ™hejsKee (Sve.Sme.keäÙet.Sheâ.) kesâ (a) Listening commands/ßeJeCe DeeosMe Éeje
Devegmeej mlej 8 ÙeesiÙelee efkeâmekesâ meceleguÙe nw? (b) Anecdotes/GheeKÙeeve Éeje
(a) Post graduate degree/DeJej mveelekeâesòej ef[«eer
(c) Unrelated questions/iewj-meboYe&iele ØeMve hetÚ keâj
(b) Under graduate degree/mveelekeâ ef[«eer
(d) Casual comments/DeveewheÛeeefjkeâ efšhheefCeÙeeb Éeje
(c) Under graduate (Hons.) degree
DeJej mveelekeâ (Dee@veme&) ef[«eer 12. A good classroom talk should help develop
(d) Doctoral degree/[e@keäšjerÙe ef[«eer
Skeâ Gòece keâ#eeieled Jeelee& efkeâmes efJekeâefmele keâjves ceW
9. Identify the features of understanding level meneÙekeâ nesveer ÛeeefnS?
teaching from the following. (a) Jargonised language/efJeefMe„ MeyoeJeueer Ùegòeâ Yee<ee
yeesOe mlej efMe#eCe kesâ ue#eCe efvecveefueefKele ceW mes efÛeefÖle (b) Macro criticism/Je=nle-DeeueesÛevee
keâerefpeS~ (c) Summary sentences/meejebMe Ùegòeâ JeekeäÙe
A. The teacher takes the initiative in organizing (d) Technology orientation/ØeewÅeesefiekeâer GvcegKelee
subject matter, in structuring the various units 13. A good written communication will have
and in controlling the practices taken up by Skeâ Gòece efueefKele mecØes<eCe ceWs.............nesiee/nesieer/neWies~
students
(a) An intended purpose/ØelÙeeefMele ØeÙeespeve
efMe#ekeâ efJe<eÙeiele meece«eer keâes JÙeJeefmLele keâjves ceW efJeefYeVe
FkeâeFÙeeW keâer mebjÛevee ceW Deewj Úe$eeW kesâ DeYÙeeme keâes (b) A complex beginning/peefšue Meg®Deele
efveÙebef$ele keâjves ceW henue keâjlee nw~ (c) Long sentences/uecyes JeekeäÙe
B. It is basically dedicated in helping the student (d) An assumption that others know more than
to see the relationship and application as tool what they really know/Ùen ceevevee efkeâ otmejs ueesie
of fact./Ùen meeOeejCele: Úe$eeW kesâ mebyebOeeW keâes osKeves SJeb Deheves JeemleefJekeâ %eeve mes keâneR DeefOekeâ peeveles nQ
leLÙe kesâ GhekeâjCe ™he ceW DevegØeÙeesie ceW meneÙelee osves kesâ 14. Dynamics of efficient communication in a
efueÙes meceefhe&le neslee nw~ classroom includes
C. It is directed as problem raising and problem
keâ#ee ceWs kegâMeue mecØes<eCe keâer efJeMes<eleeDeeW ceW Meeefceue nw–
solving in a collaborative manner 1. Teacher centric listening/ efMe#ekeâ-kesâeqvõle ßeJeCe
Ùen mecemÙee GlheVe keâjves Deewj mecemÙee efveJeejCe ceW 2. Promotion of one way action
menÙeesie kesâ ™he ceW efveoxefMele neslee nw~ SkeâlejHeâe keâej&JeeF& keâes yeÌ{eJee
3. Ignoring students inhibitions (a) S L I A C R E M O M C
efJeÅeeefLe&ÙeeW keâer Debleyee&Oee keâes vepejDeboepe keâjvee (b) S L I A C R E M O C M
4. Balancing interactive and static elements (c) S L A I C R E M M O C
DevÙeesvÙeef›eâÙeelcekeâ Deewj eqmLej lelJeeW ceW meblegueve yew"evee (d) S L A I R C E M O M C
17. A certain principal is invested at the annual
5. Brainstorming procedure/efJeÛeejJesMe Øeef›eâÙee
rate of interest of 5% for 2 years. The
6. Understanding learners sociometry
difference between compound interest and
DeefOeiecekeâlee&DeeW kesâ meceepeefceeflekeâ he#e keâes mecePevee simple interest is Rs. 1 (Rupee one). What is the
Choose the correct answer from the options principal?
given below : Skeâ efveÙele cetue OevejeefMe keâe 5³ keâer Jeeef<e&keâ yÙeepe oj
veerÛes efoS ieS efJekeâuheeW ceW mes mener efJekeâuhe keâe ÛeÙeve
hej 2 Je<e& kesâ efueS efveJesMe efkeâÙee peelee nw~ Ûe›eâJe=efæ
keâerefpeS :
(a) 1, 3 and 4/1, 3 Deewj 4
yÙeepe Deewj meeOeejCe yÙeepe keâe Deblej 1 ®heÙes nw~ cetue
(b) 2, 4 and 6/2, 4 Deewj 6 jeefMe efkeâleveer nw?
(c) 1, 3 and 6/1, 3 Deewj 6 (a) Rs. 150/150 ®heÙes (b) Rs. 250/250 ®heÙes
(d) 4, 5 and 6/4, 5 Deewj 6 (c) Rs. 300/300 ®heÙes (d) Rs. 400/400 ®heÙes
15. Given below are two statements one is labelled 18. 'A' is the only sister of a man 'B' and 'C' is the
as Assertion (A) and the other is labelled as maternal grandson of B's father. How is 'A'
Reason (R). related to 'C'?
veerÛes oes keâLeve efoS ieS nQ efpeve ceW mes Skeâ keâes Skeâ heg®<e 'B' keâer Skeâ cee$e yenve 'A' nw Deewj 'B' kesâ
DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~ efhelee keâe veeleer 'C' nw~ 'A' keâe 'C' mes keäÙee mebyebOe nw?
Assertion/DeefYekeâLeve (A) : (a) Sister/yenve (b) Niece/Yeleerpeer
For impact of communication, the individual (c) Grandmother/oeoer (d) Mother/ceeB
students must be considered as a product of
19. The Least Common Multiple (LCM) of two
common cause/mecØes<eCe keâer ØeYeeJeMeeruelee kesâ efueS ØelÙeskeâ
numbers is 144 and their Greatest Common
efJeÅeeLeea keâes DeeJeMÙekeâ ™he mes meePee GösMÙe keâe heefjCeece ceevee Divisor (G.C.D.) is 2. What are the numbers,
peevee ÛeeefnS~ given their sum is 34.
Reason/leke&â (R) : oes mebKÙeeDeeW keâe ueIegòece meceeve iegCekeâ (Sue.meer.Sce)
Effective teachers normally attempt to identify the 144 nw Deewj Gvekeâe DeefOekeâlece meceeve efJeYesokeâ
general characteristics of learners to communicate
with them/Deeceleewj hej ØeYeeJeer efMe#ekeâ DeefOeiecekeâlee&DeeW kesâ (peer.meer.[er.) 2 nw~ Ùeefo Gvekeâe Ùeesie 34 nw lees Ùes mebKÙeeSb
meeLe mecØes<eCe nsleg Gvekeâer meeceevÙe efJeMes<eleeDeeW keâer henÛeeve keâewve meer nw?
keâjves keâe ØeÙeeme keâjles nQ~ (a) 20, 14 (b) 22, 12
In the light of the above statements choose the (c) 24, 10 (d) 18, 16
correct answer from the options given below. 20. What is the actual (equivalent) discount of
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW three successive discounts of 8%, 10% and
mes meJee&efOekeâ GheÙegòeâ Gòej Ûegves: 12% by sale of an article?
(a) Both (A) and (R) are true and (R) is the Skeâ Jemleg keâer efye›eâer hej 8³, 10³ Deewj 12³ keâer leerve
correct explanation of (A)/(A) Deewj (R) oesveeW GòejJeleea ÚtšeW keâer JeemleefJekeâ (meceeve) Útš keäÙee nw?
mener nw Deewj (R), (A) keâer mener JÙeeKÙee nw (a) 28.316% (b) 27.136%
(b) Both (A) and (R) are true and (R) is not the (c) 28.136% (d) 27.631%
correct explanation of (A)/(A) Deewj (R) oesveeW 21. Which of the following conditions are necessary
mener nw hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw for Anumana (inference) according to Classical
(c) (A) is true, but (R) is false Indian Logic?
(A) mener nw hejvleg (R) mener veneR nw MeeŒeerÙe YeejleerÙe leke&âMeeŒe kesâ Devegmeej Devegceeve kesâ
(d) (A) is false, but (R) is true efueS efvecveefueefKele ceW mes keâewvemeer oMeeSb DeeJeMÙekeâ nw?
(A) mener veneR nw hejvleg (R) mener nw 1. Cognition of the hetu (middle term) in the
16. In a certain code, U N I V E R S A L is written paksa or minor term/he#e ceW nsleg keâe meb%eeve
as L A S R E V I N U. In the same coding 2. The relation of invariable concomitance
language, C O M M E R C I A L S will be between the middle and the major term
written as : nsleg Deewj meeOÙe kesâ yeerÛe DeheefjJeleea menJeefle&lee keâe mebyebOe
Skeâ keâes[ ceW U N I V E R S A L keâes L A S R E V 3. Cognition of the major term in the minor term
I N U kesâ ™he ceW efueKee peelee nw~ Gmeer keâes[ Yee<ee ceW he#e ceW meeOÙe keâe meb%eeve
C O M M E R C I A L S keâes Fme ™he ceW efueKee 4. Cognition of minor term only
peeSiee– kesâJeue he#e keâe meb%eeve
Choose the correct answer from the options Question No./ØeMve mebKÙeeSb (26 – 30)
given below Based on the data given, answer the five questions
GheÙegòeâ efJekeâuhe ÛegveW: that follow.
(a) 1 and 2 only/kesâJeue 1 Deewj 2 veerÛes efoS ieS DeebkeâÌ[eW kesâ Devegmeej Deieues heebÛe ØeMveeW kesâ Gòej
(b) 2 and 3 only/kesâJeue 2 Deewj 3 oerefpeS
(c) 1, 2 and 3 only/1, 2 Deewj 3 Consider that five stores (A, B, C, D and E) have sold
(d) 1 and 3 only/kesâJeue 1 Deewj 3 2400 laptops. Let the percentages of laptops sold by
22. Consider the following argument: A, B, C, D and E be 15%, 25%, 30%, 9% and 21%
efvecveefueefKele leke&â hej efJeÛeej keâerefpeS: respectively.
Major Premise : No squares are rectangles ceeve ueerefpeS heebÛe mšesjeW (A, B, C, D Deewj E) ves 2400
Minor Premise : All rectangles are circles uewheše@he yesÛe efoÙee nw~ A, B, C, D Deewj E Éeje yesÛes ieS
cegKÙe DeeOeej JeekeäÙe : keâesF& Yeer Jeie& DeeÙeleekeâej veneR neslee~ uewheše@he keâe ØeefleMele ›eâceMe: 15 ØeefleMele, 25 ØeefleMele, 30
ieewCe DeeOeej JeekeäÙe : meYeer DeeÙele Je=òe nesles nQ~ ØeefleMele, 9 ØeefleMele Deewj 21 ØeefleMele nw~
Conclusion/efve<keâ<e&: 26. What is the average number of laptops sold by
Some circles are not squares/kegâÚ Je=òe Jeie& veneR nw~ the stores A, C and D together?
What is the Mood of the above proposition? A, C Deewj D mšesj keâes efceueekeâj yesÛes ieS uewheše@he keâer
Ghejesòeâ DeeOeej JeekeäÙe keâe keäÙee efJevÙeeme nw? Deewmele mebKÙee efkeâleveer nw?
(a) A I E (b) A E O (a) 1296 (b) 1104
(c) E A O (d) E A I (c) 368 (d) 432
23. 'Some animals are not harmful' is an example 27. If the data given above were to be represented
of which of the following types of propositions? in the form of a pie chart, then what would be
‘kegâÚ heMeg neefvekeâejkeâ veneR nw’ - Ùen efkeâme leke&â-JeekeäÙe the central angle corresponding to the number
keâe GoenjCe nw? of laptops sold by E?
(a) Particular Affirmative/efJeMes<e efJeOesÙe Ùeefo GheÙeg&òeâ efoS ieS DeebkeâÌ[eW keâes heeF& Ûeeš& ceW oMee&Ùee
(b) Particular Negative/efJeMes<e efve<esOe ieÙee neslee lees E Éeje yesÛes ieS uewheše@he kesâ Deveg™he
(c) Universal Negative/meeJe&Yeewce efve<esOe keWâõerÙe keâesCe keäÙee neslee?
(d) Universal Affirmative/meeJe&Yeewce efJeOesÙe (a) 37.8 (b) 75.6
24. What fallacy is committed in the following (c) 38.6 (d) 77.2
argument? 28. What is the ratio of the laptops sold by store A
efvecveefueefKele leke&â ceW keâewve-mee leke&â-oes<e nw? to that of the laptops sold by store D?
"Mr. X is wrong in what he said because he is mšesj A Éeje yesÛes ieS uewheše@he keâe mšesj D Éeje yesÛes
undisciplined by nature" ieS uewheše@he keâer leguevee ceW Devegheele keäÙee nw?
efcemšj Skeäme ves pees keâne, GmeceW Jen ieuele nw keäÙeeWefkeâ (a) 3:5 (b) 5:3
Jen mJeYeeJe mes DevegMeemevenerve nw (c) 2:5 (d) 5:2
(a) Ad hominem/S[ nesefcevesce 29. What is the difference between the number of
laptops sold by store C and the total number of
(b) Ad populum/S[ heeshÙetuece
laptops sold by stores A and D together?
(c) Ad hoc/S[ ne@keâ mšesj C Éeje yesÛes ieS uewheše@he keâer mebKÙee Deewj mšesj A
(d) Ad misericordiam/S[ efcepejerkeâesef[&Ùece Deewj D Éeje efceuekeâj yesÛes ieS uewheše@heeW keâer kegâue mebKÙee
25. Consider the following propositions. kesâ yeerÛe ceW Deblej efkeâlevee nw?
efvecveefueefKele leke&â JeekeäÙe hej efJeÛeej keâerefpeS:
(a) 36 (b) 144
No television is a computer. (c) 72 (d) 180
keâesF& šsueerefJepeve keâchÙetšj veneR neslee~ 30. The difference between the number of laptops
Some televisions are not computer.
sold by stores A and E when expressed as
kegâÚ šsueerefJepeve keâchÙetšj veneR nw~
percentage with reference to the number of
According to the square of opposition; the
above opposition is called as laptops sold by store A, would be
efJejesOe Jeie& (mkesâJej Dee@Heâ DeheesefpeMeve) kesâ Devegmeej mšesj A Deewj E Éeje yesÛes ieS uewheše@heeWs keâer mebKÙee A
Ghejesòeâ efJejesOe keâes keäÙee keâne peelee nw: Éeje yesÛes ieS kegâue uewheše@heeW keâer mebKÙee kesâ yeerÛe efkeâleves
(a) Subalteration/GheeßeÙeCe
(b) Subcontrary/GheefJehejerleeLe&keâ Meyo
ØeefleMele keâe Deblej nesiee?
(c) Contradiction/efJejesOeeYeeme (a) 30% (b) 40%
(d) Contrary/efJehejerleeLe&keâ Meyo (c) 45% (d) 50%
31. Which of the following number systems uses (c) Rio Summit/efjÙees
efMeKej meccesueve
two numbers to represent data in computer? (d) Paris Agreement/hesefjme mecePeewlee
...........mebKÙee ØeCeeueer kesâ lenle keâchÙetšj ceW [eše Øeefle™heCe 37. Climate change can have serious consequences
kesâ efueS oes mebKÙeeDeeW keâe ØeÙeesie efkeâÙee peelee nw: for:
(a) Bicentennial/efÉMelekeâerÙe (b) Biometric/pewJeceerleerÙe peueJeeÙeg heefjJele&ve keâe efvecveefueefKele hej iebYeerj ØeYeeJe
(c) Binary/efÉYeepekeâ (d) Byte/yeeFš heÌ[ mekeâlee nw:
32. Satellite communication works through 1. Water security/peue megj#ee
mewšsueeFš mebÛeej efvecveefueefKele ceW mes efkeâmekesâ ceeOÙece mes 2. Food security/KeeÅe megj#ee
keâeÙe& keâjlee nw? 3. Erosion of coastal zones/lešerÙe #es$eeW keâe #ejCe
(a) Radar/j[ej 4. Soil fertility/ce=oe GJe&jlee
(b) Receptor/Dee«eenkeâ (efjmeshšj) 5. Respiratory health/Õemeve mJeemLÙe
(c) Transmitter/mebÛeejkeâ (šêbmeefcešj) Choose the correct answer from the options
(d) Transponder/šêbmeheeQ[j given below:
33. Which of the following is the binary equivalent efvecveefueefKele ceW mes mener efJekeâuhe keâe ÛeÙeve keâerefpeS:
of the decimal number 35? (a) 1, 2 and 3/1, 2 Deewj 3
efvecveefueefKele ceW mes keâewve oMeceueJe mebKÙee 35 keâe (b) 1, 2, 4 and 5/1, 2, 4 Deewj 5
efÉYeepekeâ meceleguÙe nw? (c) 1, 2, 3 and 5/1, 2, 3 Deewj 5
(a) 100001 (b) 100101 (d) 1, 2, 3, 4 and 5/1, 2, 3, 4 Deewj 5
(c) 100011 (d) 101001 38. Photochemical smog in urban areas is known
34. In banking system, ATM means to cause
yeQefkebâie ØeCeeueer ceW S šer Sce keâe keäÙee DeLe& nw? Menjer #es$eeW ceW ØekeâeMe jemeeÙeefvekeâ (Heâesšeskesâefcekeâue)
(a) Automatic Transfer Money Oetce-kegânje keâer efJeÅeceevelee kesâ efvecveefueefKele heefjCeece
Dee@šescesefškeâ šêbmeHeâj ceveer nesles nQ:
(b) Automatic Time Money 1. Respiratory effects/Õeeme mebyebOe ØeYeeJe
Dee@šescesefškeâ šeFce ceveer 2. Eye irritation/DeebKe ceW peueve
3. Nose and throat irritation/veekeâ Deewj ieues ceW peueve
(c) Automatic Teller Machine
4. Carcinogenic effect/keQâmej pevekeâ ØeYeeJe
Dee@šescesefškeâ šsuej ceMeerve 5. Reduction in visibility/ÂMÙelee ceW keâceer
(d) Automatic Tele Money Choose the correct answer from the options
Dee@šescesefškeâ šsueer ceveer given below:
35. In IT Act 2000, which section deals with
efvecveefueefKele ceW mes mener efJekeâuhe keâe ÛeÙeve keâerefpeS:
(a) 1, 2 and 4/1, 2 Deewj 4
punishment for cyber terrorism?
(b) 1, 2, 3 and 5/1, 2, 3 Deewj 5
DeeF& šer DeefOeefveÙece, 2000 ceW meeFyej DeelebkeâJeeo kesâ
(c) 2, 4 and 5/2, 4 Deewj 5
efueS ob[ keâe ØeeJeOeeve efkeâme Oeeje ceW efkeâÙee ieÙee nw? (d) 1, 2, 3, 4 and 5/1, 2, 3, 4 Deewj 5
(a) 45(F)/45 (SHeâ) (b) 66(B)/66 (yeer) 39. Landslides area of
(c) 66(F)/66 (SHeâ) (d) 67(B)/67 (yeer) YetmKeueve keâer Glheefòe keâe cetue keäÙee nw?
36. Clean Development Mechanism was first (a) Chemical origin/jemeeÙeefvekeâ
introduced in which of the following (b) Hydrological origin/peue-Jew%eeefvekeâ
international agreements? (c) Hydro-biological origin/peue-pewefJekeâerÙe
‘keäueerve [sJeueheceWsš ceskeâeefvepce’ efvecveefueefKele ceW mes efkeâme (d) Geo-physical origin/Yet-YeeweflekeâerÙe
Debleje&„êrÙe mecePeewles ceW henueer yeej ØeejbYe efkeâÙee ieÙee? 40. In communication, interpretation of the
(a) Montreal Protocol/ceebefš^Ùeue Øeesšeskeâe@ue message depends upon
(b) Kyoto Protocol/keäÙeesšes Øeesšeskeâe@ue mebÛeej ceW mebosMe keâer JÙeeKÙee efkeâme hej efveYe&j keâjleer nw?
(a) The context/meboYe& (a) Higher Education Finance Academy
(b) Transmission speed/mebÛeejCe ieefle neÙej SspegkesâMeve HeâeF&vesvme Skesâ[ceer
(b) Higher Education Financing Agency
(c) Associated noise/mebyeæ Meesj neÙej SspegkesâMeve HeâeF&veWefmebie Spesvmeer
(d) Channel efficiency/Ûewveue #ecelee (c) Higher Education Framework Association
41. The Tenth Five Year Plan approach paper on neÙej SspegkesâMeve øesâceJeke&â SmeesefmeÙesMeve
(d) Higher Education Funding Agency
higher education focussed on
neÙej SspegkesâMeve HeâeqC[bie Sspesvmeer
GÛÛe efMe#ee mes mebyebefOele omeJeeR hebÛeJeeef<e&keâ Ùeespevee kesâ 45. The concept of community college ensures
Âef„keâesCe he$e ceW efvecveefueefKele ceW mes efkeâme hej peesj efoÙee which of the following?
ieÙee nw meecegoeefÙekeâ ceneefJeÅeeueÙe keâer DeJeOeejCee efvecveefueefKele
ceW mes efkeâvekeâes megefveef§ele keâjleer nw?
(a) Internationalisation/Debleje&„êrÙekeâjCe
1. Life skill engagement/peerJeve keâewMeue ceW mebefuehlelee
(b) Ruralisation/«eeceerCeerkeâjCe 2. Lateral entry into higher education system
(c) Universalisation/meeJe&YeewceerkeâjCe GÛÛe efMe#ee ØeCeeueer ceW heeefÕe&keâ ØeJesMe
(d) I C T orientation/DeeF& meer šer GvcegKelee 3. Educational opportunities for rural students
42. The highest college density, i.e., the highest «eeceerCe efJeÅeeefLe&ÙeeW kesâ efueS Mew#eefCekeâ DeJemej
4. Providing employment to the educated
number of colleges per lakh eligible population
unemployed
in the age group of 18-23 years in which of the
efMeef#ele yesjespeieejeW keâes jespeieej cegnwÙee keâjevee
following states?
5. Expansion of local colleges
DeefOekeâlece ceneefJeÅeeueÙe IevelJe DeLee&le 18-23 Je<e& kesâ mLeeveerÙe ceneefJeÅeeueÙeeW keâe efJemleej
DeeÙeg mecetn ceW Den& Øeefle Skeâ ueeKe pevemebKÙee hej 6. Preparing the youth for lower level
ceneefJeÅeeueÙeeW keâer DeefOekeâlece mebKÙee efkeâme jepÙe ceW nw? employment market
efvecvemlejerÙe jespeieej yeepeej nsleg ÙegJeeDeeW keâes lewÙeej keâjvee
(a) Bihar/efyenej (b) Karnataka/keâvee&škeâ Choose the correct answer from the option
(c) Uttar Pradesh/Gòej ØeosMe (d) Gujarat/iegpejele given below:
43. UGC-CARE has been set up for promoting efvecveefueefKele ceW mes mener efJekeâuhe keâe ÛeÙeve keâerefpeS:
Ùet.peer.meer.-kesâÙej keâer mLeehevee efvecveefueefKele ceW mes (a) 1, 2 and 3/1, 2 Deewj 3
(b) 2, 3 and 4/2, 3 Deewj 4
efkeâvnW/efkeâve henuegDeeW keâes Øeeslmeeefnle keâjves kesâ efueS keâer (c) 3, 4 and 5/3, 4 Deewj 5
ieF& nw: (d) 4, 5 and 6/4, 5 Deewj 6
1. Quality research/iegCeJeòeehejkeâ MeesOe Question No./ØeMve mebKÙee (46-50)
2. Academic integrity/Dekeâeoefcekeâ melÙeefve…e Read the passage below and answer the questions
that follow.
3. Publication ethics/ØekeâeMeve pevÙe veweflekeâlee veerÛes efoS ieS ieÅeebMe keâes OÙeevehetJe&keâ heefÌ{S :
4. Inclusion and access/meceeJesMeve Deewj hengBÛe The logic of preponderance of one state over the other as
5. International collaborative research a pacifying condition is challenged in balance-of-power
theory, which is based on the premise that two states or
Debleje&„êrÙe mlej hej menÙeesieelcekeâ MeesOe
coalitions of states are unlikely to go to war if there is an
Choose the correct option from those given
approximate parity or equilibrium in their capabilities.
below:
According to this theory, it is usually the stronger state
efvecveefueefKele ceW mes mener efJekeâuhe keâe ÛeÙeve keâerefpeS: that goes to war in order to dominate its weaker
(a) 1, 2, 3 and 5/1, 2, 3 Deewj 5 opponents. Hegemony of a single actor is the most
(b) 2, 3 and 4/2, 3 Deewj 4 dangerous condition, because the hegemonic state will be
(c) 2, 3 and 5/2, 3 Deewj 5 encouraged to impose its will on others. When a
hegemonic state emerges, weaker states, fearing
(d) 1, 2 and 3/1, 2 Deewj 3
domination or extinction, will therefore flock together in
44. Abbreviation HEFA stands for
order to prevent conquest or domination by the stronger
HEFA efvecveefueefKele ceW mes efkeâmekeâe mebef#ehle nw?
side. This balance-of-power logic has fundamental 47. According to the balance-of-power theory,
problems when confronted with situations in which a weaker states come together to
stronger state is content with the status quo but a weaker meòee kesâ meblegueve efmeæeble kesâ Devegmeej keâcepeesj jepÙe Skeâ
state becomes an aggressor due to dissatisfaction with a
meeLe efceuekeâj
territorial or political order. For the weaker party to go
(a) Emerge as a hegemonic coalition
on the offensive, however, it requires some advantage
that enables it to sustain the conflict for an extended ØecegKe ie"yebOeve kesâ ™he ceW GYejles nQ
period. Although equality of capability is often difficult (b) Encourage conflicts/Ùegæ keâes Øeelmeeefnle keâjles nQ
to measure, it is fairly accurate to argue that challengers (c) Prevent the hegemony/DeeefOehelÙe keâes jeskeâles nQ
in a rivalry dyad must have some capacity to maintain an (d) Follow the stronger nation
enduring rivalry. If the power differential is too high,
cepeyetle je„^ keâe DevegmejCe keâjles nQ
then logically the weaker party should eventually give up
48. When does a weaker state go to war against the
the conflict. Although there are exceptions to this general
principle, they are few in number. stronger state?
meòee kesâ meblegueve efmeæeble kesâ lenle Skeâ jepÙe keâer otmejs jepÙe kesâ Øeefle Skeâ keâcepeesj jepÙe cepeyetle jepÙe kesâ efJe®æ Ùegæ ceW keâye
ØeeOeevÙelee kesâ efJeÛeej keâes efJejesOe-Meceve kesâ ™he ceW Ûegveewleer efceueleer nw, peelee nw?
pees Fme ceevÙelee hej DeeOeeefjle nw efkeâ oes jepÙe Ùee jepÙeeW keâe ie"yebOeve (a) To show that it is also equally strong
hejmhej Ùegæ veneR keâjWies, efJeMes<ele: Gme heefjeqmLeefle ceW peye Fvekeâer Ùen oMee&ves kesâ efueS efkeâ Jen meceeve ™he mes cepeyetle nw
#eceleeDeeW ceW ueieYeie meceevelee Ùee meecÙe nes~ Fme efmeæeble kesâ Devegmeej (b) To become hegemonic in its own way
meeceevÙele: MeefòeâMeeueer jepÙe ner Dehevee ØeYegòJe oMee&ves kesâ efueS keâcepeesj mJeÙeb Deheves lejerkesâ mes ØecegKe yeveves nsleg
(c) To impress upon other weak states
efJejesOeer mes Ùegæ keâjlee nw~ efkeâmeer Skeâ he#e keâe JeÛe&mJe meyemes Kelejveekeâ
DevÙe keâcepeesj jepÙeeW hej Dehevee ØeYeeJe [eueves nsleg
eqmLele nw, keäÙeeWefkeâ Meemekeâ keâes DevÙeeW hej Deheveer FÛÚe Leesheves kesâ efueS
(d) To settle a territorial dispute
Øeeslmeeefnle efkeâÙee pee mekeâlee nw~ peye efkeâmeer ØecegKe jepÙe keâe ØeeogYee&Je
ØeeosefMekeâ efJeJeeo keâe meceeOeeve keâjves nsleg
neslee nw, lees keâcepeesj jepÙe Dehevee ØeYegòJe Keesves Ùee efJeueghle nesves kesâ YeÙe
49. What is needed to maintain an enduring
mes mecetn keâe efvecee&Ce keâjWies leeefkeâ cepeyetle he#e Éeje efJepeÙe Ùee ØeYegòJe
rivalry by a weaker state?
keâes jeskeâe pee mekesâ~ Fme meòee kesâ meblegueve efmeæeble ceW cetueYetle mecemÙeeSb efkeâmeer keâcepeesj jepÙe Éeje ØeefleÉbÉ keâes yeveeS jKeves nsleg
leye GlheVe nes peeleer nQ, peye cepeyetle jepÙe ÙeLeeeqmLeefle mes mebleg„ nes, efkeâmekeâer DeeJeMÙekeâlee nw?
hejvleg keâcepeesj jepÙe ØeeosefMekeâ Ùee jepeveereflekeâ JÙeJemLee ceW Demebleg„ nesves (a) Rivalry dyad/ØeefleÉbÉ Ùegice
kesâ keâejCe Dee›eâecekeâ nes peelee nw~ keâcepeesj he#e keâes Dee›eâecekeâ nesves nsleg (b) Stronger state preferring status quo
cepeyetle jepÙeeW Éeje ÙeLeeeqmLeefle keâes JejerÙelee
Ssmeer ueeYe-eqmLeefle keâer DeeJeMÙekeâlee nesleer nw, pees Fmes efJemleeefjle DeJeefOe (c) Advantage to sustain conflict
lekeâ Ùegæ ceW yeves jnves kesâ meceLe& yeveeS~ ÙeÅeefhe #ecelee keâer meceevelee keâes Ùegæ keâes keâeÙece jKeves ceW ueeYe keâer eqmLeefle
ceehevee ØeeÙe: keâef"ve neslee nw, Ùen leke&â osvee mener nesiee efkeâ ØeefleÉbÉ- (d) Issue of political equilibrium
jepeveereflekeâ meblegueve keâe cegöe
Ùegice ceW Ûegveewleerkeâlee& kesâ heeme Fme efJejesOe Ùegòeâ eqmLeefle ceW keâeÙece jnves 50. The balance-of-power theory points that
keâer kegâÚ #ecelee nes~ Ùeefo Meefòeâ-Yeso DelÙeefOekeâ GÛÛe nw, lees leeefke&âkeâ meòee keâe meblegueve efmeæeble ceevelee nw efkeâ
™he mes Deblele: keâcepeesj he#e Ùegæ ceW nej ceeve uesiee~ Fme meeceevÙe (a) Stronger nations are in pacifying condition
cepeyetle je„^ MeebeflehetCe& eqmLeefle ceW nQ
efmeæeble kesâ kegâÚ DeheJeeo Yeer nw, Ûeens Jes mJeuhe ner neW~ (b) Weaker states become aggressive in the long
46. Two states cannot go to war if their capabilities run/keâcepeesj jepÙe oerIee&JeefOe ceW Dee›eâcekeâ yeve peeles nQ~
are (c) Power differentials are of no use in the
oes jepÙe Ùegæ ceW veneR peeÙeWies Ùeefo Fvekeâer #eceleeSb: present day world
(a) Unequal/Demeceeve nQ Jele&ceeve efJeÕe ceW meòee efJeYesokeâeW keâe keâesF& ØeÙeesie veneR nw
(d) Power parity between states maintains
(b) Almost equal/ueieYeie yejeyej nQ
(c) Pacifying/MeebeflehetCe& nQ balance and peace/jepÙeeW kesâ ceOÙe meòee meceevelee
(d) Fluctuating/Gleej-ÛeÌ{eJe Jeeueer nQ meblegueve Deewj Meebefle keâes yeveeS jKeleer nw~
SOLUTION : PRACTICE SET-1
ANSWER
1. (c) 6. (d) 11. (b) 16. (c) 21. (a) 26. (d) 31. (c) 36. (b) 41. (a) 46. (b)
2. (d) 7. (d) 12. (c) 17. (d) 22. (c) 27. (b) 32. (d) 37. (a) 42. (b) 47. (c)
3. (a) 8. (c) 13. (a) 18. (d) 23. (b) 28. (b) 33. (c) 38. (b) 43. (d) 48. (d)
4. (b) 9. (b) 14. (d) 19. (d) 24. (a) 29. (b) 34. (c) 39. (d) 44. (b) 49. (c)
5. (d) 10. (c) 15. (a) 20. (b) 25. (a) 30. (b) 35. (c) 40. (a) 45. (a) 50. (d)
SOLUTION
1. (c) : efMe#eCe keâe efJeceMeea mlej efMe#eCe keâe meJeexÛÛe mlej neslee nw~ 1 TB 1024 GB
FmeceW mce=efle mlej Deewj yeesOe mlej meefcceefuele nesles nQ~ FmeceW 1 PB 1024 TB
mecemÙeeDeeW kesâ mebYeeefJele leeefke&âkeâ meceeOeeve Øeehle keâjves kesâ 1 EB 1024 PB
GösMÙe mes cegöeW keâes efJeÛeejeLe& G"eÙee peelee nw Deewj Gve hej 1 ZB 1024 EB
ÛeÛee& keâer peeleer nw~ Fmekesâ Deefleefjòeâ, lekeâeX ceW efveefnle DeeOeejeW 1YB 1024 ZB
keâe DevJes<eCe Deewj Gvekeâer JÙeJemLee keâjves kesâ efueS mebJeeoelcekeâ 7. (d) : kesâJeue C, D Deewj E
™he mes Mewef#ekeâ me$e keâjeÙes peeles nQ~ Deble: meebmke=âeflekeâ mecØes<eCe efJeefYeVe mebmke=âefleÙeeW Deewj
2. (d) : DeefOeiecekeâlee&DeeW keâes efJeÛeej mhe° keâjvee efpevekeâer mecePe keâe meeceeefpekeâ mecetneW ceW mecØes<eCe keâe DeOÙeÙeve keâjlee nw~ Ùen
mlej efYevve nes mekeâlee nw, ØeYeeJeeslheeokeâ efMe#eCe keâe ØecegKe mebØes<eCe keâer Gve heefjefmLeefleÙeeW keâe Yeer DeOÙeÙeve keâjlee nw
JÙeJenej/iegCe nw~ efpemekesâ Devleie&le efJeefYeVe meebmke=âeflekeâ he=‰Yetefce kesâ ueesie
yeesefjMe, ØeYeeJeeslheeokeâ efMe#eCe kesâ heeBÛe ØecegKe JÙeJenej Deeheme ceW yeeleÛeerle keâjles nQ~ ØeYeeJeer Deble: meebmke=âeflekeâ
yeleeles nQ: hee" mhe°lee, efveoxMeelcekeâ efJeefJeOelee, efMe#eCe
mebØes<eCe ceW Ghejesòeâ lelJe Ùeesieoeve keâjles nQ~
keâeÙe& DeefYeefJevÙeeme, DeefOeiece Øeef›eâÙee ceW mebueivelee Deewj
8. (c) : mveelekeâ (Dee@veme&) ef[«eer NSQF ÙeesiÙelee mebyebOeer øesâceJeke&â nw
Úe$eeW keâe meheâuelee oj~
3. (a) : meeFyesjvesefškeäme Deewj JÙeeJeneefjkeâ keâeÙe& DeeOeeefjle heefjÙeespevee pees %eeve keâewMeue Deewj DeefYe™efÛe kesâ efuenepe mes meYeer
DeefOeiecekeâlee& kesâefvõle efMe#eCe jeCeveerefleÙeeB nQ~ DeefOeiecekeâlee& ÙeesiÙeeleeDeeW keâes leÙe keâjlee nw~ Fmes iegCeJeòee ieejbšer {eBÛee
kesâefvõle jCeveerefle Jen nesleer nw efpemeceW DeefOeiecekeâlee& keâer Yeer keâne pee mekeâlee nw~ NSQF, Ssmeer ef[«eer keâe oeÙeje
meef›eâÙe Yeeieeroejer nesleer nw leLee efMe#eCe keâer Yetefcekeâe kesâJeue cegnwÙee keâjeSiee efpemeceW JÙeeJemeeefÙekeâ Deewj meeceevÙe efMe#ee kesâ
meneÙekeâ keâer nesleer nw~ yeerÛe yeoueeJe keâer mentefueÙele nw Ùes 1-10 mlej lekeâ keâer
4. (b) : YeejleerÙe GÛÛeefMe#ee ceW efMe#eCe-meceLe&ve ØeCeeueer kesâ efJekeâeme ßesCeer ceW yeebše ieÙee nw~ mlej-8 mveelekeâ (Dee@veme&) ef[«eer kesâ
keâe mener Deveg›eâce nw; meceleguÙe nw~
keâeefCe&keâ-ceewefKekeâ, ÂMÙehejkeâ, ÂMÙe-ßeJÙe Deewj DeeF& meer šer
9. (b) : yeesOe mlej kesâ efMe#eCe keâer efvecve efJeMes<eleeSb nQ–
DeeOeeefjle
1. Ùen meeOeejCele: Úe$eeW kesâ mebyebOeeW keâes osKeves SJeb leLÙe
5. (d) : efvecee&Ceelcekeâ cetuÙeebkeâve ØeCeeueer ceW efMe#eCe kesâ oewjeve
kesâ GhekeâjCe ™he ceW DevegØeÙeesie ceW meneÙelee osves kesâ
DeveewheÛeeefjkeâ ™he mes cetuÙeebkeâve neslee nw~ Fmes Deebleefjkeâ
efueÙes meceefhe&le neslee nw~
cetuÙeebkeâve kesâ veece mes Yeer peevee peelee nw~ Fmekesâ GoenjCe 2. Ùen efJeÛeejeW SJeb leLÙeeW kesâ mebØelÙeÙeerkeâjCe keâer Ûes°e
nQ, FkeâeF& kesâ Deble ceW hejer#eCe, ceewefKekeâ hejer#eCe, $ewceeefmekeâ keâjlee nw~
hejer#eCe Deeefo~ 10. (c) : Ùeefo efJeiele cenerves keâe leermeje efove cebieueJeej nw lees, Fmeer
6. (d) : keâchÙetšj ceW [eše leLee efveoxMeeW keâes meb«eefnle keâjves nsleg Skeâ Øekeâej Je<e& keâs Deieuee omeJeeB, me$ejnJeeb, ÛeewyeermeJeeb Deewj
mšesjspe SefjÙee neslee nw, efpemes cesceesjer keânles nQ~ Fmekeâe
FòeâermeJeeb efove Yeer cebieueJeej nesiee~ Dele: Deieues cenerveW keâe
ceeheve efvecve Øekeâej mes neslee nw~
1 bits 0.25 nibble
ØeLece efove yegOeJeej nesiee~ lees henuee, Dee"Jeeb, hevõnJeeb,
1Byte 8 bits yeeF&meJeeb SJeb GvleermeJeeB efove Yeer yegOeJeej nesiee~ Ùeefo
1 kb 1024 B Jele&ceeve cenerveW ceW hejmeeW 13Jeeb efove Lee lees Deepe keâe efove
1 MB 1024 KB
15Jeeb nesiee~ Fme Øekeâej Deepe yegOeJeej nw~
1 GB 1024 MB
11. (b) : GheeKÙeeve Éeje keâ#eeieled mecØes<eCe ØeejcYe keâjvee yesnlej neslee  R 
2
nw~ GheeKÙeeve Skeâ efJeefOe nw efpemekesâ Devleie&le keâneveer yeleeves Q Devlej · P  100 
 
keâer heefjkeâuhevee keâe ØeÙeesie efkeâÙee peelee nw pees efkeâmeer 2
 5 
JeemleefJekeâ ceveg<Ùe Ùee Je=òeevle hej DeeOeeefjle neslee nw~ ⇒ 1 = P 
 100 
12. (c) : keâ#eeieled Jeelee& DelÙevle DeeJeMÙekeâ nw~ Ùen efJeÅeeefLe&ÙeeW keâes
Gvekesâ efJeÛeejeW keâes met$eyeæ keâjves ceW, efJeÛeejeW kesâ Deeoeve- ⇒ P = 20 × 20
Øeoeve keâjves ceW Deewj Deheves DeefOeiece hej efJeÛeej keâjves ceW ⇒ P = 400 Rs.
ceoo keâjlee nw Deewj Ùen efMe#ekeâeW keâes Úe$eeW kesâ efJeÛeej keâes 18. (d) : mecyevOe efÛe$e efvecveJele nw-
mecePeves Deewj mecePeeves ceW meneÙelee keâjlee nw~ Dele: keâ#eeieled
Jeelee& meejebMe Ùegòeâ JeekeäÙe efJekeâefmele keâjves ceW meneÙekeâ nesveer
ÛeeefnS~
13. (a) : efueefKele mecØes<eCe Skeâ DeceewefKekeâ mecØes<eCe keâe Øekeâej nw~
Deewj Ùen heÌ{ves Jeeues Deewj efueKeves Jeeues kesâ ceOÙe Skeâ
mecyevOe mLeeefhele keâjlee nw~ Ùen mJeÛÚ Deewj mecePeves ceW Dele: efÛe$e mes mhe° nw A, C keâer ceeB nw~
Deemeeve nesvee ÛeeefnS~ efueefKele mecØes<eCe mebjefÛele efJeÛeejeW kesâ 19. (d) : efoÙee nw-
DeeOeej hej neslee nw~ Dele: Skeâ Gòej efueefKele mecØes<eCe ceW L.C.M. ⇒144 & H.C.F. ⇒ 2
ØelÙeeefMele ØeÙeespeve nesiee~ ceevee, mebKÙeeÙeW 2x Deewj 2y nQ~
14. (d) : keâ#ee ceW kegâMeue mecØes<eCe efMe#ekeâ Deewj Úe$eeW kesâ ceOÙe keâ#ee ØeMveevegmeej,
ceW hejmhej ef›eâÙee keâes meefcceefuele keâjlee nw peneB Fmekeâe 2x ± 2y · 34
GösMÙe keâ#ee kesâ JeeleeJejCe keâes mekeâejelcekeâ yeveevee neslee nw Ùee, x ± y · 17 ...............(1)
efpemekesâ Éeje Úe$e Deemeeveer mes DeefOeiece Deewj mecØes<eCe keâj met$e mes-
mekeâles nQ~ keâ#ee ceW kegâMeue mecØes<eCe keâer kegâÚ efJeMes<eleeSB L.C.M. × H.C.F. · henueer mebKÙee × otmejer mebKÙee
efvecve nQ- Ùee, 144 × 2 · 2x × 2y
ef›eâÙeeefJeefOe DeeOeeefjle~ Ùee, xy · 72
mJeDeefOeiece keâes Øeeslmeenve~ hegve: met$e mes-
efJeÛeejJesMe Øeef›eâÙee~ (x - y)2 = (x + y)2 - 4xy
DevÙeesvÙe ef›eâÙeelcekeâ Deewj efmLej lelJeeW ceW meblegueve~ ceeve jKeves hej-
DeefOeiecekeâlee&DeeW kesâ meceepeefceeflekeâ he#e keâes mecePevee~ (x - y)2 = 172 -4 × 72
keâjkesâ meerKevee~ Ùee, (x - y)2 = 289 - 288
Ùee, (x - y)2 = 1
mece#e ef›eâÙee keâjvee FlÙeeefo~
Ùee, x-y=1 ...............(2)
15. (a) : mecØes<eCe keâer ØeYeeJeMeeruelee kesâ efueS ØelÙeskeâ efJeÅeeLeea keâes meceer. (1) Deewj meceer. (2) keâes peesÌ[ves hej-
DeeJeMÙekeâ ™he mes meePee GösMÙe keâe heefjCeece ceevee peevee ( x + y) + (x - y) = 17 + 1
ÛeeefnS keäÙeeWefkeâ Deeceleewj hej ØeYeeJeer efMe#ekeâ DeefOeiecekeâlee&DeeW Ùee, 2x = 18
kesâ meeLe mecØes<eCe nsleg Gvekeâer meeceevÙe efJeMes<eleeDeeW keâer Ùee, x=9
henÛeeve keâjves keâe ØeÙeeme keâjles nQ~ Dele: DeefYekeâLeve Deewj meceer . ( 1 ) mes-
keâejCe oesveeW mener nw leLee keâejCe DeefYekeâLeve keâer mener 9 + y = 17
Ùee, y = 17 - 9
JÙeeKÙee nw~
Ùee, y=8
16. (c) : "UNIVERSAL" keâes "LASREVINU" efueKee ieÙee
Dele: mebKÙeeÙeW nQ-
nw~ Fmemes Ùen mhe° ™he mes %eele neslee nw keâer ketâš ceW MeyoeW 2x = 2 × 9 = 18
keâe ›eâce efJehejerle ™he ceW efueKee ieÙee nw~ 2 y = 2 × 8 = 16
Dele: "COMMERCIALS" keâes "SLAICREMMOC" 20. (b) : A% Deewj B% keâer oes GòejJeleea Útš hej efJeefOe-
efueKee peeÙesiee~ AB
A+B-
17. (d) : efoÙee nw, 100
R · 5³, meceÙe · 2 Je<e& efoÙee nw- Útš - 8³, 10³ Deewj 12³
Ûe›eâJe=efæ yÙeepe Deewj meeOeejCe yÙeepe keâe Devlej · 1 Rs. 8³ Deewj 10³ keâes uesves hej-
8 × 10 27. (b) : efoÙee nw,
⇒ 8 + 10 -
100 kegâue yesÛes ieÙes uewheše@heeW keâer kegâue mebKÙee ⇒ 2400
⇒ 18 - 0.8 21
E Éeje yesÛes uewheše@heeW keâer kegâue mebKÙee ⇒ 2400 ×
⇒ 17.2% 100
Deye, 17.2%Deewj 12% uesves hej- ⇒ 504
17.2 × 12 Dele: DeYeer° kesâvõerÙe keâesCe
⇒ 17.2 + 12 -
100 E Éeje yesÛes ieÙes uewheše@heesW keâer keâgue mebKÙee
⇒ × 360
⇒ 29.2 -2.064 kegâue yesÛes ieÙes uewheše@heesW keâer kegâue mebKÙee
⇒ 27.136%
504
21. (a) : MeeŒeerÙe YeejleerÙe leke&âMeeŒe kesâ Devegmeej efvecve oMeeSB ⇒ × 360
DeeJeMÙekeâ nQ- 2400
I. he#e ceW nsleg keâe meb%eeve ⇒ 75.60
II. nsleg Deewj mee#Ùe kesâ yeerÛe DeheefjJeleea menJeefle&lee keâe mebyebOe 28. (b) : efoÙee nw-
22. (c) : cegKÙe DeeOeej JeekeäÙe : keâesF& Yeer Jeie& DeeÙeleekeâej veneR A Éeje yesÛes ieÙes kegâue uewheše@heeW keâer mebKÙee (ØeefleMele ceW)
neslee~ -E = 15³
ieewCe DeeOeej JeekeäÙe : meYeer DeeÙele Je=òe nesles nQ~ -A Deew j , D Éeje yes Ûes ieÙes kegâue uewheše@heeW keâer mebKÙee (ØeefleMele
efve<keâ<e& : kegâÚ Je=òe Jeie& veneR nw~ -O ceW) = 9³
Dele: Ghejesòeâ DeeOeej JeekeäÙe keâe efJevÙeeme EAO nw~ Dele: DeYeer° Devegheele ⇒ 15³ : 9³ ⇒ 5 : 3
23. (b) : ‘kegâÚ heMeg neefvekeâejkeâ veneR nQ’ Ùen DebMeJÙeeheer 29. (b) : efoÙee nw-
vekeâejelcekeâ Ùee efJeMes<e efve<esOe leke&â JeekeäÙe nw~ kegâue yesÛes ieÙes uewheše@heeW keâer kegâue mebKÙee ⇒ 2400
24. (a) : S[ nesefcevesce leke&âoes<e leye neslee nw peye Deehe efkeâmeer JÙeefòeâ C Éeje yesÛes ieÙes uewheše@heeW keâer kegâue mebKÙee
kesâ leke&â hej OÙeeve ve oskeâj Gmekesâ JÙeefòeâlJe hej OÙeeve osles 30
⇒ 2400 ×
nQ~ ÙeneB efcemšj Skeäme keâes DevegMeemevenervelee kesâ DeeOeej hej 100
ieuele keâne ieÙee nw~ ⇒ 720
25. (a) : GheeßeÙeCe Gve ØemleeJeveeDeeW ceW mebyebOe oMee&lee nw efpeveces keâòee& A Deewj D Éeje yesÛes ieÙes uewheše@heeW keâer kegâue mebKÙee nw A
Deewj efJeOesÙe meceeve nes hejvleg cee$ee efJeefYeVe nes~ ‘A’ Deewj Éeje yesÛes ieÙes uewheše@heeW keâer kegâue mebKÙee ± D Éeje yesÛes
‘I’ SJeb ‘E’ Deewj ‘O’ kesâ ceOÙe mebyevOe keâes GheeßeÙeCe ieÙes uewheše@heeW keâer kegâue mebKÙee
keânles nQ~ ⇒ 2400 ×
15
+ 2400 ×
9
keâesF& šsueerefJepeve keâchÙetšj vener neslee - E 100 100
kegâÚ šsueerefJepeve keâchÙetšj veneR nQ - O ⇒ 360 + 216
⇒ 576
Dele: ÙeneB GheeßeÙeCe mebyebOe nw~
Dele: DeYeer° Devlej ⇒ 720 – 576 = 144
26. (d) : efoÙee nw-
30. (b) : mšesj A Éeje yesÛes ieÙes uewheše@heeW keâer mebKÙee
kegâue yesÛes ieÙes uewheše@heeW keâer mebKÙee ⇒ 2400
15
A ôeje yesÛes ieÙes kegâue uewheše@heeW keâer mebKÙee =
100
×2400 = 360
⇒ 2400 ×
15
⇒ 360 mšesj E ôeje yesÛes ieÙes uewheše@heeW keâer mebKÙee
100
21
C ôeje yesÛes ieÙes kegâue uewheše@heeW keâer mebKÙee =
100
×2400 = 504
⇒ 2400 ×
30
⇒ 720 mšesj A Deewj mšesj E Éeje yesÛes ieS uewheše@heeW keâer mebKÙee
100 keâe Deblej = 504 – 360 = 144
D ôeje yesÛes ieÙes kegâue uewheše@heeW keâer mebKÙee 144
9
Dele: mšesj A kesâ mevoYe& ceW = ×100
⇒ 2400 × ⇒ 216
360
100 DeYeer° ØeefleMele · 40%
Dele: A, C Deewj D ôeje yesÛes ieÙes kegâue uewheše@heeW keâer 31. (c) : efÉYeepekeâ mebKÙee ØeCeeueer kesâ lenle keâchÙetšj ceW [eše
mebKÙee ⇒ 360 ± 720 ± 216 Øeefle™heCe kesâ efueS oes mebKÙeeDeeW keâe ØeÙeesie efkeâÙee peelee nw~
Dele: DeYeer° Deewmele ⇒
1296
⇒ 432 Jen Debkeâ 0 Deewj 1 nw efpevekeâe ØeÙeesie efÉYeepekeâ mebKÙee
3 ØeCeeueer kesâ Devleie&le efkeâÙee peelee nw~
32. (d) : Ghe«en cetue ™he mes Skeâ Deelce efveefnle mecØes<eCe ØeCeeueer nw~ 39. (d) : YetmKeueve yeÌ[s hewceeves hej efheC[ keâe Üeme nw pees
Ùen jsef[Ùees lejbieeW keâe ØeÙeesie keâjkesâ efmeiveue Yespelee nw Deewj ieg™lJeekeâ<e&Ce kesâ ØeYeeJe kesâ keâejCe Glheve neslee nw efpememes
šêbmeheeW[j kesâ GheÙeesie kesâ meeLe efmeiveue Øeehle keâjlee nw pees Ûeóeve, ceueJee he=LJeer kesâ õJÙeceeve mes veerÛes keâer Deesj keâer
Skeâ Skeâerke=âle efjmeerJej nw Deewj jsef[ÙeeW efmeiveue keâe ieefle keâjlee nw~ Dele: YetmKeueve keâer Glheefòe keâe cetue keâejCe
šêbmeceeršj keâjlee nw~ Yet-YeeweflekeâerÙe nw~
40. (a) : mebÛeej ceW mebosMe keâer JÙeeKÙee meboYe& hej efveYe&j keâjleer nw~
33. (c) : 35 keâe efÉYeepekeâ-
efkeâmeer Yeer keâLeve keâe mevoYe& %eele ve nes leye Gmekeâer JÙeeKÙee
veneR keâer pee mekeâleer nw~
41. (a) : GÛÛe efMe#ee mes mebyebefOele omeJeeR hebÛeJeeef<e&keâ Ùeespevee kesâ
Âef°keâesCe he$e ceW Devleje&°êrÙekeâjCe hej yeue efoÙee ieÙee nw~
42. (b) : ceeveJe mebmeeOeve efJekeâeme ceb$eeueÙe kesâ Deeue FefC[Ùee meJex
Dele: efÉYeepekeâ mebKÙee ⇒ (100011)2
34. (c) : yeQefkeâie ØeCeeueer ceW ATM keâe DeLe& nw- Dee@šescesefškeâ šsuej Deeve neÙej SpegkesâMeve (AISHE) 2017-18 kesâ Devegmeej,
ceMeerve~ Ùen Skeâ Fuesefkeäš^keâ yeQefkebâie DeeGšuesš nw pees cetue DeefOekeâlece ceneefJeÅeeueÙe IevelJe DeLee&led 18-23 Je<e& kesâ
DeeÙeg mecetn ceW Den& Øeefle Skeâ ueeKe pevemebKÙee hej
uesve-osve kesâ efueÙes ØeÙeesie keâer peeleer nw, efpemekeâe DeeefJe<keâej
ceneefJeÅeeueÙeeW keâer DeefOekeâlece mebKÙee keâvee&škeâ ceW nw~ Fmekesâ
pee@ve Meshe[& yesjve, [es [Ÿet keâeBie Deewj [esveeu[ yesšpesue ves
yeeo otmejs mLeeve hej DeebOeÇ ØeosMe SJeb leermejs mLeeve hej
efceuekeâj efkeâÙee~ leefceuevee[g Deeles nQ~
35. (c) : metÛevee lekeâveerkeâer DeefOeefveÙece, 2000 YeejleerÙe mebmeo Éeje 43. (d) : Ùet.peer.meer. ves 14 peveJejer 2019 keâer DeefOemetÛevee Éeje
17 Dekeäštyej 2000 keâes heeefjle ngDee Skeâ DeefOeefveÙece nw~ mechetCe& efJe<eÙeeW hej iegCeJeòeehetCe& heef$ekeâeDeeW keâer meleled
cetue DeefOeefveÙece ceW 94 OeejeSB nQ pees 13 DeOÙeeÙe ceW efveiejeveer Deewj henÛeeve keâjves kesâ efueS Skeâ Iees<eCee keâer nw,
efJeYeeefpele nQ Deewj 4 DevegmetefÛeÙeeB nQ~ efpemeces mes Oeeje 66 efpemekesâ Devegmeej, Ùet.peer.meer. ves Mewef#ekeâ Deewj MeesOe
(Sheâ) ceW meeFyej DeelebkeâJeeo ceW oC[ keâe ØeeJeOeeve nw~ DeeÛeejveerefle men mebIe (kesâÙej) keâer mLeehevee keâer nw~ Fmekeâe
36. (b) : keäueerve [sJeueheceWš ceskeâeefvepce keâes keäÙeesšes Øeesšeskeâe@ue ceg KÙe keâeÙe& YeejleerÙe efJeMJeefJeÅeeueÙeeW ceW MeesOe keâer iegCeJeòee
Debleje&°êrÙe mecePeewles ceW henueer yeej ØeejcYe efkeâÙee ieÙee~ Ùen ceW megOeej keâjvee Deewj Mewef#ekeâ SJeb MeesOe keâer DeKeC[lee kesâ
Glmepe&ve ceW keâceer ueeves Jeeues heefjÙeespevee keâes ueeiet keâjves keâer meeLe-meeLe ØekeâeMeve DeeÛeejveerefle keâes yeÌ{eJee osvee nw~
Devegceefle Øeoeve keâjlee nw pees ØeceeefCele Glmepe&ve keâšewleer 44. (b) : neÙej SpegkesâMeve heâeFveWefmebie SpeWmeer (HEFA) Yeejle kesâ
FkeâeFÙeeW keâes GlheVe keâjlee nw efpememes Glmepe&ve JÙeeheej ØecegKe Mewef#ekeâ mebmLeeveeW ceW hetBpeeriele heefjmebheefòeÙeeW kesâ efvecee&Ce
kesâ efueS Yeejle mejkeâej Deewj kesâveje yeQkeâ keâe Skeâ mebÙegòeâ
ÙeespeveeDeeW keâe keâejesyeej efkeâÙee pee mekeâlee nw~
GÅece nw~
37. (a) : peueJeeÙeg heefjJele&ve keâe peue megj#ee, KeeÅe megj#ee leLee lešerÙe
45. (a) : meecegoeefÙekeâ ceneefJeÅeeueÙe efvecve ÛeerpeW megefveef§ele keâjleer nwb-
#es$eeW kesâ #ejCe hej iebYeerj ØeYeeJe heÌ[ mekeâlee nw~ peueJeeÙeg
i. peerJeve keâewMeue ceW mebefuehlelee
heefjJele&ve kesâ keâejCe peueÛe›eâ ØeYeeefJele nesiee efpemekesâ ii. GÛÛe efMe#ee ØeCeeueer ceW heeefÕe&keâ ØeJesMe
HeâuemJe™he peue megj#ee Kelejs ceW heÌ[sieer pees KeeÅe megj#ee iii. «eeceerCe efJeÅeeefLe&ÙeeW kesâ efueS Mew#eefCekeâ DeJemej
keâes efJeHeâue keâjves kesâ efueS GòejoeÙeer nesieer~ Fmekesâ 46. (b) : oes jepÙe Ùegæ ceW veneR peeÙeWies Ùeefo Fvekeâer #eceleeSb ueieYeie
Deefleefjòeâ, peueJeeÙeg heefjJele&ve kesâ keâejCe iuesefMeÙej efheIeueWies yejeyej nw~
efpememes lešerÙe #es$eeW kesâ peuemlej ceW Je=efæ nesieer~ 47. (c) : meòee kesâ meblegueve efmeæevle kesâ Devegmeej keâcepeesj jepÙe Skeâ
38. (b) : ØekeâeMe jemeeÙeefvekeâ Oetceü keâesnjs kesâ meeceevÙe Ieškeâ Deespeesve meeLe efceuekeâj DeeefOehelÙe keâes jeskeâles nQ~
veeFefš^keâ Dee@keämeeF[, S›eâesueerve, heâe@cexefu[neF[ SJeb 48. (d) : Skeâ keâcepeesj jepÙe ØeeosefMekeâ efJeJeeo keâe meceeOeeve keâjves nsleg
hejekeämeerSsmeerefšue veeFš^sš (PAN) nw~ ØekeâeMe jemeeÙeefvekeâ cepeyetle jepÙe kesâ efJe™æ Ùegæ ceW peelee nw~
Oetce-keâesnjs kesâ keâejCe Yeer iecYeerj mJeemLÙe mecemÙeeSB nesleer 49. (c) : efkeâmeer keâcepeesj jepÙe Éeje ØeefleÉbÉ keâes yeveeS jKeves nsleg
nQ~ Deespeesve SJeb veeFefš^keâ Dee@keämeeF[ veekeâ Je ieues ceW Ùegæ keâes keâeÙece jKeves ceW ueeYe keâer efmLeefle keâer DeeJeMÙekeâlee
peueve hewoe keâjlee nw, Fvekeâer GÛÛe meevõlee mes mejoo&, nesleer nw~
Úeleer ceW oo&, ieues keâe Meg<keâ nesvee, KeeBmeer SJeb MJeeme 50. (d) : meòee keâe meblegueve efmeæevle ceevelee nw efkeâ jepÙeeW kesâ ceOÙe
DeJejesOe nes mekeâlee nw~ meòee meceevelee meblegueve Deewj Meeefvle keâes yeveeS jKeleer nw~
PRACTICE SET-2
1. Which of the following statements describe the 4. Conducting discussions to examine the pros
most critical features of effectiveness of teaching? and cons of an issue
efvecveebefkeâle keâLeveeW ceW mes keâewve-mes keâLeve efMe#eCe efkeâmeer cegös kesâ mekeâejelcekeâ Deewj vekeâejelcekeâ henuegDeeW keâer
ØeYeeefJelee keâer meyemes cenlJehetCe& (›eâebeflekeâ) efJeMes<eleeDeeW peebÛe nsleg heefjÛeÛee& DeeÙeesefpele keâjvee
keâes JeefCe&le keâjles nQ? 5. Providing opportunity to students to give their
1. To be effective in teaching requires the own interpretation of facts presented
orchestration and integration of key and helping efJeÅeeefLe&ÙeeW keâes Øemlegle leLÙeeW keâer mJeÙeb Éeje JÙeeKÙee keâjves
behaviour/efMe#eCe ceW ØeYeeefJelee nsleg cegKÙe Deewj meneÙekeâ keâe DeJemej Øeoeve keâjvee
JÙeJenej keâe mebieleerkeâjCe Deewj mecevJeÙeve Choose correct answer from the options given
2. Teaching means training the mind of students below
efMe#eCe keâe DeLe& nw, efJeÅeeefLe&ÙeeW kesâ ceeqmle<keâ keâe ØeefMe#eCe efvecveebefkeâle efJekeâuheeW ceW mes Dehevee Gòej ÛegefveS:
3. Effective teachers functions as an able (a) 1, 4 and 5/1, 4 Deewj 5
facilitators and guides for student's knowledge (b) 1, 2 and 3/1, 2 Deewj 3
building process/ØeYeeJeer efMe#ekeâ meceLe& ceeie&oMe&keâeW (c) 2, 3 and 4/2, 3 Deewj 4
Deewj megkeâjkeâeW kesâ ™he ceW keâeÙe& keâjles ngS, efJeÅeeLeea kesâ %eeve (d) 3, 4 and 5/3, 4 Deewj 5
efvecee&Ce Øeef›eâÙeeDeeW ceW ceoo keâjles nw 3. A student finds its difficult to understand,
4. Teaching is basically informing the students analyse and interpret the concepts and
principles relating to a subject of study
efMe#eCe cegKÙele: efJeÅeeefLe&ÙeeW keâes mebmetefÛele keâjvee nw
formally prescribed. Which learner
5. Through effective teaching students can be characteristics would be most relevant in such
taught to become agents of their own learning a situation to be probed?
ØeYeeJeer efMe#eCe Éeje efJeÅeeefLe&ÙeeW keâes mJeÙeb Deheves DeefOeiece Skeâ efJeÅeeLeea keâes DeewheÛeeefjkeâ ™he mes efJeefnle efJe<eÙe kesâ
kesâ meeOekeâeW keâer Yetefcekeâe ceW Deevee efmeKeeÙee pee mekeâlee nw DeOÙeÙeve ceW DeJeOeejCeeÙeW Deewj efmeæebleeW kesâ DeJeyeesOe,
Choose correct answer from the options given efJeMues<eCe Deewj JÙeeKÙee ceW keâef"veeF& nesleer nw~ Ssmeer
below
eqmLeefle ceW DeefOeiecekeâlee& kesâ keâewve-mes DeefYeue#eCe
efvecveebefkeâle efJekeâuheeW ceW mes Dehevee Gòej ÛegefveS:
(efJeMes<eleeDeeW) keâer peeBÛe keâjvee meyemes mebiele nesiee?
(a) 1, 2 and 3/1, 2 Deewj 3
(a) Academic characteristics
(b) 1, 3 and 5/1, 3 Deewj 5
Mewef#ekeâ DeefYeue#eCe/efJeMes<eleeSb
(c) 2, 3 and 4/2, 3 Deewj 4
(b) Social characteristics
(d) 3, 4 and 5/3, 4 Deewj 5 meeceeefpekeâ DeefYeue#eCe/efJeMes<eleeSb
2. What are the basic requirements for organizing (c) Emotional characteristics
teaching at understanding level?
mebJesoveelcekeâ DeefYeue#eCe/efJeMes<eleeSb
DeJeyeesOe mlej hej efMe#eCe DeeÙeesefpele keâjves nsleg cegKÙe
(d) Cognitive characteristics
DeeJeMÙekeâleeSb keäÙee nw? meb%eeveelcekeâ DeefYeue#eCe/efJeMes<eleeSb
1. Giving large number of positive and negative 4. What are the characteristics of field-dependent
examples of facts and concepts being learners? He/she
presented/Øemlegle efkeâS pee jns leLÙeeW Deewj #es$e-Deeefßele DeefOeiecekeâlee&DeeW kesâ ue#eCe/efJeMes<eleeSb keäÙee
DeJeOeejCeeDeeW mes mecyeeqvOele yeÌ[er mebKÙee ceW mekeâejelcekeâ nQ? Jen,
Deewj vekeâejelcekeâ GoenjCe osvee
1. Personalizes curriculum
2. Presenting facts with focus on remembering
the basic features underlying them hee"dÙe›eâce ceW efvepeerkeâjCe ueelee nw~
leLÙeeW keâes jsKeebefkeâle keâjves Jeeueer cegKÙe efJeMes<eleeDeeW keâes 2. Rarely seeks physical contact with the teacher
Ùeeo keâjves hej yeue osles ngS Gvekeâer Øemlegefle efMe#ekeâ mes Yeeweflekeâ mebheke&â keâce ner jKelee nw~
3. Giving opportunity to promptly supply the 3. Seeks guidance and demonstrations from
needed information/Dehesef#ele metÛevee keâes legjble teachers
GheueyOe keâjves keâe DeJemej Øeoeve keâjvee efMe#ekeâ mes efveoxMeve SJeb ØeoMe&ve keâer Dehes#ee jKelee nw~
4. Like to cooperate/menÙeesie ceW ®efÛe-JÙeòeâ keâjlee nw~ Choose the correct answer from the following
5. Prefers to work alone options:
Dekesâues keâeÙe& keâjves keâes JejerÙelee oslee nw~ efvecveefueefKele efJekeâuheeW ceW mes mener Gòej keâe ÛeÙeve
Choose your answer from the following keâerefpeS:
options: A B C D
efvecveebefkeâle efJekeâuheeW ceW mes Dehevee Gòej ÛegefveS: (a) 5 3 2 1
(b) 1 2 3 5
(a) 1, 2 and 3/1, 2 Deewj 3 (c) 3 4 1 5
(b) 2, 3 and 4/2, 3 Deewj 4 (d) 2 4 5 1
(c) 1, 3 and 4/1, 3 Deewj 4 7. In which of the following research methods,
(d) 3, 4 and 5/3, 4 Deewj 5 manipulation and control of variables, and
5. In which of the methods of teaching ICT randomization of samples are two basic
support is implied? requirements?
efMe#eCe keâer efkeâve efJeefOeÙeeW ceWs DeeF& meer šer meceLe&ve efveefnle efvecveefueefKele ceW mes efkeâme MeesOe efJeefOe ceW Ûej heefjJele&ve ceW
nw? nsjHesâj (cewveerheguesMeve) Deewj efveÙeb$eCe leLee ØeefleoMe& keâe
(a) Lecture method/JÙeeKÙeeve efJeefOe ceW ÙeeÂÛÚerkeâjCe, oes cegKÙe Dehes#eeÙeW nQ?
(b) Buzz session/ietbefpele me$e ceW (a) Ex-post facto research/keâeÙeexòej MeesOe
(c) Interactive presentation/Deble:ef›eâÙeelcekeâ Øemlegefle ceWb (b) Descriptive research/JeCe&veelcekeâ MeesOe
(d) MOOCs/SceDeesDeesmeerSme (cetkeäme) ceW (c) Case study research/JÙeef„ DeOÙeÙeve MeesOe
6. There are two sets given below in which Set I (d) Experimental research/ØeÙeesieelcekeâ MeesOe
offers Types of Research and Set II gives their 8. Which of the following sequences correctly
description. Match the two sets: represents the steps of research using a
veerÛes oes mesš efoS ieS nQ efpeveceW mesš-I ceW MeesOe kesâ quantitative paradigm?
efvecveefueefKele ceW mes efkeâme ›eâce ceW cee$eelcekeâ Øeefleceeve
Øekeâej keâe GuuesKe nw peyeefkeâ mesš-II ceW Gvekeâe JeCe&ve nw:
(hewj[eFce) keâe GheÙeesie keâjles ngS MeesOe kesâ ÛejCeeW keâes
Set/mesš-I Set/mesš-II
mener {bie mes oMee&Ùee ieÙee nw?
(Types of Research (Description/JeCe&ve)
(a) Formation of Hypothesis, Hypothesis testing,
MeesOe kesâ Øekeâej) Conclusions and Reporting
A. Fundamental 1. In depth study with heefjkeâuhevee keâe efvecee&Ce, heefjkeâuhevee hejer#eCe, efve<keâ<e&
Research focus on typicalities Deewj ØeefleJesove uesKeve
ceewefuekeâ MeesOe efJeefMe„leeDeeW hej keWâefõle ienve (b) Selection of a research problem, Formation of
DeOÙeÙeve Hypothesis, Hypothesis testing, Generalization
B. Applied Research 2. Intervention based and conclusions and Implications of results
JÙeJeùle MeesOe ameliorative moves MeesOe mecemÙeee keâe efveOee&jCe, heefjkeâuhevee keâe efvecee&Ce,
nmle#eshe DeeOeeefjle megOeejelcekeâ heefjkeâuhevee hejer#eCe, meeceevÙeerkeâjCe SJeb efve<keâ<e& leLee
henue heefjCeeceeW kesâ efveefnleeLe&
(c) Problem identification, Selection of Samples,
C. Action Research 3. Exploring applicability
Developing a research design and Field work
ef›eâÙeelcekeâ MeesOe of truths/principles in
mecemÙee keâer henÛeeve, ØeefleoMe& keâe ÛeÙeve, MeesOe DeefYekeâuhe
new situations
veÙeer heefjeqmLeefleÙeeW ceW keâes efJekeâefmele keâjvee Deewj Heâeru[Jeke&â
(d) Defining a problem, Survey of related studies,
melÙe/efmeæebleeW kesâ DevegØeÙeesie Sampling, Data collection and Data analysis
keâer mecYeeJeveeDeeW keâes mecemÙee keâes heefjYeeef<ele keâjvee, mebyebefOele DeOÙeÙeveesW keâe
leueeMevee meJex#eCe, ØeefleoMe& ØeefleÛeÙeve, ØeoòeeW keâe meb«enCe Deewj
D. Case Study 4. Impact studies in order ØeoòeeW keâe efJeMues<eCe
Research to know the impact 9. In terms of research ethics, which of the
JÙeefòeâ - DeOÙeÙeve ØeYeeJe peeveves nsleg ØeYeeJe following may be considered as the most
MeesOe DeOÙeÙeve vulnerable stage?
MeesOe DeeÛeej veerefle kesâ meboYe& ceW efvecveefueefKele ceW mes efkeâmes
5. Adding to corpus of
meyemes DeefOekeâ Demegjef#ele ÛejCe ceevee peelee nw?
knowledge by
(a) Defining the purpose and scope of study
formulating theory
DeOÙeÙeve kesâ GösMÙe SJeb keâeÙe&#es$e keâes heefjYeeef<ele keâjvee
efmeæeble efvecee&Ce kesâ ceeOÙece mes
(b) Defining the population and sampling method
%eevekeâes<e ceW DeefYeJe=efæ mece«e SJeb ØeefleoMe& heæefle keâes heefjYeeef<ele keâjvee
(c) Data analysis, interpretation and reporting of 1. Identifying the level of redundancy
results/ØeoòeeW keâe efJeMues<eCe, Gvekeâer JÙeeKÙee leLee Meyoe[byej kesâ mlej keâer henÛeeve keâjvee
heefjCeece keâer peevekeâejer 2. Use of unfamiliar words
(d) Selection of research tools whether qualitative DeheefjefÛele MeyoeW keâe GheÙeesie
or quantitative/MeesOe kesâ meeOeveeW keâe ÛeÙeve, Ûeens Jes 3. Ignoring the students vocabulary
iegCeelcekeâ DeLeJee cee$eelcekeâ nes~ efJeÅeeefLe&ÙeeW kesâ Meyo-%eeve keâes DeveosKeer keâjvee
10. ICT application in research is most useful for 4. Fragmented sentences/KeeqC[le JeekeäÙe
which of the following reasons? 5. Voice inflexion/JeeCeer ceW Gleej-ÛeÌ{eJe
efvecveefueefKele ceW mes efkeâme keâejCe kesâ DeeOeej hej MeesOe ceW 6. Contextualizing the speech
metÛevee Deewj mebØes<eCe ØeewÅeesefiekeâer (DeeF&.meer.šer.) keâe Yee<eCe keâes Øeemebefiekeâ yeveevee
DevegØeÙeesie meJee&efOekeâ GheÙeesieer nw? Choose the correct answer from the options
(a) For reducing the cost of research given below
MeesOe keâer ueeiele keâce keâjves kesâ efueS veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveS:
(b) For academic decoration/Dekeâeoefcekeâ DeuebkeâjCe nsleg (a) 1, 2 and 3/1, 2 Deewj 3
(c) For enhancing the scope of accessibility of (b) 2, 3 and 4/2, 3 Deewj 4
research data/MeesOe kesâ ØeoòeeW keâer GheueyOelee keâer (c) 3, 4 and 6/3, 4 Deewj 6
iegbpeeFMe ceW efJemleej nsleg (d) 1, 5 and 6/1, 5 Deewj 6
(d) For promoting dialogic interactions 15. Given below are two statements - one is
mebJeeoelcekeâ Deble:ef›eâÙee kesâ mebJeOe&ve nsleg labelled as Assertion (A) and the other as
11. The key of active listening by students in a Reason (R).
classroom is veerÛes DeefYekeâLeve (A) Deewj leke&â (R) kesâ ™he ceW oes keâLeve
efJeÅeeefLe&ÙeeW Éeje keâ#ee ceW ØeYeeJeer {bie mes megveves keâe efoS ieS nQ:
DeeOeej nw Assertion/DeefYekeâLeve (A) :
(a) Sympathy towards the teacher Skills of oration coupled with wit and humour
efMe#ekeâ kesâ Øeefle menevegYetefle make classroom communication compelling
(b) Interest in informal education neme Deewj heefjneme kesâ meeLe Jeekedâ keâewMeue keâ#ee mebØes<eCe keâes
DeveewheÛeeefjkeâ efMe#ee ceW ®efÛe mecceesnkeâ yeveelee nw~
(c) Empathetic learning/leovegYeteflekeâ DeefOeiece Reason/leke&â (R) :
(d) Desire to memorize/mcejCe keâjves keâer Ûeen Rhetorical interventions do not make classroom
12. Communicated message is considered as a/an communication purposeful
mebÛeeefjle mebosMe keâes ceevee peelee nw Deeuebkeâeefjkeâ nmle#eshe keâ#ee mebÛeej keâes GösMÙehejkeâ veneR yeveeles nQ~
(a) Social product/meeceeefpekeâ Glheeo In the light of the above two statements choose
(b) Unnatural product/iewj - Øeeke=âeflekeâ Glheeo the correct option.
(c) Spin-off product/Deueef#ele (eqmheve - Dee@Heâ) Glheeo
Ghejesòeâ keâLeveeW kesâ Deeueeskeâ ceW, mener efJekeâuhe ÛegefveS:
(a) Both (A) and (R) are true and (R) is the
(d) Techno product/šskeävees Glheeo
correct explanation of (A)/(A) Deewj (R) oesveeW
13. Semantic noise in classroom communication
can be limited by avoiding the use of mener nw Deewj (R), (A) keâer mener JÙeeKÙee nw~
keâ#eeiele mecØes<eCe ceW DeLe&iele Meesj keâes meerefcele efkeâÙee pee (b) Both (A) and (R) are true and (R) is not the
mekeâlee nw, efkeâmekesâ GheÙeesie mes yeÛekeâj: correct explanation of (A)/(A) Deewj (R) oesveeW
(a) Dialogues/mebJeeo
mener nw Deewj (R), (A) keâer mener JÙeeKÙee veneR nw~
(c) (A) is true but (R) is false
(b) Cliched jargon/efIemeer-efhešer MeyoeJeueer
(A) mener nw, hejvleg (R) ieuele nw~
(c) Non verbal cues/iewj - Meeeqyokeâ mebkesâle
(d) Multi-media/ceušer - ceeref[Ùee (d) (A) is false but (R) is true
14. Which of the following are useful in (A) ieuele nw, hejvleg (R) mener nw~
overcoming the communication barriers in a 16. The missing two numbers in the following
classroom? series are
keâ#ee ceW mebØes<eCe kesâ Debleie&le DeJejesOeeW keâes otj keâjves kesâ efvecveefueefKele ëe=bKeuee ceW Deieueer oes mebKÙee keäÙee nesieer?
efueS efvecveebefkeâle ceW mes keâewve GheÙeesieer nQ? 1, 4, 3, 16, 5, 36, ?, ?, 9, 100
(a) 7, 50 (b) 7, 64 (a) Sub-alternation/GheeßeÙeCe
(c) 8, 72 (d) 8, 81 (b) Contraries/efJehejerleeLe&keâ Meyo
17. Average of three number is 22. Sum of two of (c) Contradictions/efJejesOeeYeeme
the number is 24 and these two numbers are in (d) Sub contraries/Ghe efJehejerleeLe&keâ Meyo
the ratio 7:5. Find these three numbers. 23. By which means of knowledge in Indian logic,
leerve mebKÙeeDeeW keâe Deewmele 22 nw~ oes mebKÙeeDeeW keâe Ùeesie the similarity between two objects is drawn?
24 nw Deewj Fve oes mebKÙeeDeeW keâe Devegheele 7:5 nw~ Fve YeejleerÙe leke&âMeeŒe ceW %eeve kesâ efkeâme meeOeve mes oes
leerve mebKÙeeDeeW keâes %eele keâerefpeS: JemlegDeeW kesâ yeerÛe meceevelee Øeehle keâer peeleer nw?
(a) 6, 30, 42 (b) 6, 25, 35 (a) Comparison/leguevee (b) Inference/Devegefceefle
(c) 14, 10, 42 (d) 4, 20, 42 (c) Perception/ØelÙe#eCe (d) Implication/efveefnleeLe&
18. In a certain coded language 'CHEMISTRY' is 24. Which of the following statements expresses the
written as DGFLJRUQZ, then in the same code informative use of language?
'GEOMETRY' will be written as: efvecveefueefKele ceW mes keâewve mee keâLeve Yee<ee kesâ metÛeveelcekeâ
Ùeefo efkeâmeer ketâš Yee<ee ceW 'CHEMISTRY' keâes GheÙeesie keâes DeefYeJÙeòeâ keâjlee nw?
'DGFLJRUQZ' efueKee peelee nw lees Fmeer ketâš Yee<ee (a) Get out of my class/cesjer keâ#ee mes yeenj Ûeues peeSb
ceW 'GEOMETRY' keâes efkeâme ™he ceW efueKee peeSiee: (b) Why are you so late?/Deehe Fleves efJeueefcyele keäÙeeW nw?
(a) HDPLFSSZ (b) HDLPFSXS (c) I request my students to be punctual
(c) HLDPFSSX (d) HDPLFSSX ceQ Deheves Úe$eeW keâes meceÙeefve… jnves keâe DevegjesOe keâjlee ntB~
19. If 20% of (a+b) = 50% of (ab) and 40% of (a– (d) She is very caring and cooperative
b) = 70% of ab, then what fraction of a is b? Jen DelÙeefOekeâ osKeYeeue keâjleer nQ Deewj menÙeesieMeerue nQ~
Ùeefo (a+b) keâe 20% (ab) kesâ 50% kesâ yejeyej nw Deewj 25. "Mr. X is penniless. Therefore, he should be
(a–b) keâe 40% ab kesâ 70% kesâ yejeyej nw lees b, a keâe given preference in admission to college". This
keâewve mee Yeeie nw? reasoning represents which kind of fallacy?
‘‘efcemšj Skeäme kebâieeue nw~ FmeefueS Gmekeâes ceneefJeÅeeueÙe
3 −3
(a)
17
(b)
17
ceW ØeJesMe osves ceW JejerÙelee efoÙee peevee ÛeeefnS~’’ Ùen leke&â
4 17 - oes<e efkeâme Øekeâej kesâ oes<e keâe Åeeslekeâ nw?
(c) (d) (a) Ad hominem/S[ nesefcevesce
17 3
20. The next term in the following series is ABB, (b) Ad misericordiam/S[ efcepesefjkeâesef[&Ùece
BCF, CDL? (c) Ad baculum/S[ yeskegâuece
efvecveefueefKele ëe=bKeuee cesW Deieuee heo keäÙee nesiee? (d) Ignoratio elenchi/FiveesjsefMeÙees FuesvkeâeF&
ABB, BCF, CDL? Questions Nos. Comprehension (26-30)
(a) DEU (b) DET Consider the table given below and answer the
(c) DES (d) DER questions that follow–
21. Out of the given four options which one does efvecveefueefKele leeefuekeâe hej efJeÛeej keâjles ngS Gme hej DeeOeeefjle
not belong to the class of other three? ØeMveesW keâe Gòej oW–
veerÛes efoS ieS Ûeej efJekeâuheeW ceW mes keâewve mee DevÙe leerve Publishing Number Ratio of Percentage No. of
ßesefCeÙeeW mes mebyebefOele veneR nw? House of Books Academic of Books Distributors
Neurologist, Cardiologist, Alchemist, ØekeâeMeve Published and Non- Distributed in
Gynecologist YeJeve ØekeâeefMele Academic efJeleefjle Publishing
lebef$ekeâe efJe%eeveer, ùoÙejesie efJeMes<e%e, keâerefceÙeeiej, hegmlekeâeW keâer Books hegmlekeâeW keâe House
mebKÙee Dekeâeoefcekeâ ØeefleMele ØekeâeMeve ie=n
Œeerjesie efJeMes<e%e Deewj iewj ceW efJelejkeâeW
(a) Gynecologist/Œeerjesie efJeMes<e%e Dekeâeoefcekeâ keâer mebKÙee
(b) Cardiologist/ùoÙejesie efJeMes<e%e hegmlekeâeW keâe
(c) Alchemist/keâerefceÙeeiej Devegheele
A 28200 7:3 81 17
(d) Neurologist/lebef$ekeâe efJe%eeveer
B 32200 5:9 74 23
22. The proportions "All Indians eat rice" and
C 29700 6:5 92 18
"Some Indians eat rice" are an example of
D 31200 8:5 86 24
leke&â - JeekeäÙe - ‘‘meYeer YeejleerÙe ÛeeJeue keâe mesJeve keâjles E 33800 7:6 78 26
nQ’’ Deewj ‘‘kegâÚ YeejleerÙe ÛeeJeue keâe mesJeve keâjles nQ’’, F 35700 11:6 82 21
efkeâmekeâe Skeâ GoenjCe nw: G 37800 5:13 89 24

26. What is the difference between the number of 32. BCD stands for
academic books published by publishing houses yeer.meer.[er. keâe leelheÙe& nw:
A and D? (a) Binary Coded Decimal/yeeFvejer keâes[s[ [smeerceue
ØekeâeMeve ie=n A Deewj D Éeje ØekeâeefMele Dekeâeoefcekeâ (b) Binary Coded Digit/yeeFvejer keâes[s[ ef[efpeš
hegmlekeâeW keâer mebKÙee ceW efkeâlevee Deblej nw? (c) Bit Coded Decimal/efyeš keâes[s[ [smeerceue
(a) 450 (b) 504
(d) Bit Coded Digit/efyeš keâes[s[ ef[efpeš
(c) 540 (d) 604
33. Which one of the following allows a phone call
27. How many books were given to each
to be routed over network wires?
distributor by publisher E, if each distributor
efvecveebefkeâle ceW mes efkeâmeceW vesšJeke&â JeeÙeme& kesâ ceeOÙece mes
gets equal number of books?
Ùeefo ØelÙeskeâ efJelejkeâ keâes meceeve mebKÙee ceW hegmlekeWâ Skeâ Heâesve keâe@ue efkeâÙee pee mekeâlee nw?
efceueleer nQ lees ØelÙeskeâ efJelejkeâ keâes ØekeâeMekeâ E Éeje (a) Video Conferencing/efJeef[Dees keâe@vøeWâefmebie
effkeâleveer hegmlekeWâ oer ieF& Leer? (b) Teleconferencing/šsueer keâe@vøeWâefmebie
(a) 1024 (b) 1014 (c) Optical Fiber/Dee@eqhškeâue HeâeFyej
(c) 986 (d) 962 (d) VOIP/Jeer Dees DeeF& heer
28. What is the average number of non-academic 34. Which one of the following represents one
book published by publishers F and G? billion characters?
ØekeâeMekeâ F Deewj G Éeje ØekeâeefMele iewj Dekeâeoefcekeâ efvecveefueefKele ceW mes keâewve 1 Dejye (efyeefueÙeve) mebue#eCeeW
hegmlekeâeW keâer Deewmele mebKÙee efkeâleveer nw? keâe Øeefle™heCe nw?
(a) 18850 (b) 18950 (a) 1 Kilobyte/1 efkeâuees yeeFš
(c) 19850 (d) 19950 (b) 1 Megabyte/1 cesiee yeeFš
29. If the total number of books published by (c) 1 Gigabyte/1 ieeriee yeeFš
publishers D, E and F is increased by 20% and
(d) 1 Terabyte/1 šsje yeeFš
the total number of books published by the
remaining publishers be decreased by 20%, 35. Scrambling of data before transmission across
then what will be the average of books a network to avoid manipulation by a third
published by all the publishers? party is known as...............
Ùeefo ØekeâeMekeâ D, E Deewj F Éeje ØekeâeefMele hegmlekeâeW keâer efkeâmeer le=òeerÙe he#e Éeje nsj-Hesâj mes yeÛeeJe kesâ efueS
efkeâmeer vesšJeke&â ceW mebÛejCe kesâ hetJe& [eše efJeueieve
kegâue mebKÙee ceW 20³ Je=efæ nesleer nw Deewj Mes<e ØekeâeMekeâeW
(m›ewâcyeefuebie) keâes keäÙee keâne peelee nw?
keâer hegmlekeâeW ceW 20 ØeefleMele keâer keâceer nesleer nw lees meYeer
(a) Protection/mebj#eCe (b) Permutation/›eâceÛeÙe
ØekeâeMekeâeW Éeje ØekeâeefMele hegmlekeâeW keâe Deewmele efkeâlevee (c) Detection/DeefYe%eeve (d) Encryption/ketâšyeæve
nw? 36. A measure such as building a plinthwall for
(a) 31880 (b) 32518 floods would be termed as
(c) 33318 (d) 36610 yeeÌ{ jeskeâves kesâ efueS kegâjmeer (eqhuebLe) oerJeej yeveeves pewmes
30. What is the total number of books distributed GheeÙe keâes keäÙee keâne peeSiee?
by publishers C and E? (a) Preparedness/hetJe& lewÙeejer
ØekeâeMekeâ C Deewj E Éeje efJeleefjle hegmlekeâeW keâer mebKÙee (b) Prevention/efveJeejCe
kegâue efkeâleveer nw? (c) Mitigation/Meceve
(a) 53688 (b) 54026 (d) Adaptation/Devegketâueve
(c) 27513 (d) 27324 37. Presently, which of the following contributes to
31. Identify the correct pair from the following: the total installed renewable energy capacity in
efvecveefueefKele ceW mes mener Ùegice keâer henÛeeve keâjW: India currently.
(a) AVI - File Transfer Protocol
Yeejle ceW Jele&ceeve ceW kegâue mebmLeeefhele veJeerkeâjCeerÙe Tpee&
SJeerDeeF& - HeâeFue š^bemeHeâj Øeesšeskeâe@ue #ecelee ceW efvecveefueefKele ceW efkeâme-efkeâme keâe Ùeesieoeve nw:
(b) Excel - Word Processing Software 1. Solar energy/meewj Tpee&
Skeämesue - Je[& Øeesmesefmebie mee@HeäšJesÙej 2. Wind energy/heJeve Tpee&
3. Hydroelectricity/peue efJeÅegle
(c) HDD - Cloud Storage Facility
4. Conversion of Urban and industrial waste in
SÛe[er[er - keäueeG[ mšesjspe Hewâefmeefuešer energy
(d) Ubuntu-Operating System/Gyevleg-Dee@hejsefšbie efmemšce Menjer Deewj DeewÅeesefiekeâ DeheefMe„ keâe Tpee& ceW ™heeblejCe
5. Biomass energy/yee@Ùeesceeme Tpee& efJekeâemeMeerue osMeeW ceW veiejerÙe "esme DeheJepÙe& keâer mebjÛevee
6. Geothermal power/efpeÙeesLece&ue Tpee& ceW KeeÅe DeheJepÙe& kesâ DebMe keâer Øe™heer meercee keäÙee nw?
Choose the correct answer from the options (a) 10-15% (b) 20-30%
given below (c) 25-35%
efvecveefueefKele ceW mes mener efJekeâuhe Ûegves: (d) Greater than 40%/40% mes DeefOekeâ
(a) 1, 2, 3, 5 and 6/1, 2, 3, 5 Deewj 6 41. In order to be eligible for the status of 'Deemed
(b) 1, 2, 3, 4 and 6/1, 2, 3, 4 Deewj 6 to be University', an institution, must fulfill
(c) 1, 2, 3, 4 and 5/1, 2, 3, 4 Deewj 5 other essential conditions along with the
following options, what other achievement are
(d) 1, 2, 3, 4, 5 and 6/1, 2, 3, 4, 5 Deewj 6
mandatory.
38. The most relevant effect of particulate matter veeefcele efJeÕeefJeÅeeueÙe yeveves keâer Den&lee Øeehle keâjves kesâ
in air, on human health is:
JeeÙeg ceW keâCeekeâej heoeLe& keâer GheeqmLeefle keâe ceeveJe efueS, efkeâmeer mebmLeeve kesâ heeme, DevÙe DeefveJeeÙe& MeleeX keâes
mJeemLÙe hej meJee&efOekeâ Øeemebefiekeâ ØeYeeJe efvecveefueefKele ceW hetje keâjves kesâ meeLe-meeLe, efvecveefueefKele efJekeâuheeW ceW mes
mes keâewve mee nw: keäÙee Deewj GheueeqyOeÙeeB nesveer DeefveJeeÙe& nw?
(a) At least 2 research publications in peer
(a) Impaired blood formation/jòeâ efvecee&Ce #eefle«emlelee
reviewed as SCOPUS/WOS journals per year
(b) Chest congestion/Úeleer ceW pekeâÌ[ve per faculty/Øeefle mebkeâeÙe ceW Øeefle Je<e& mecekeâ#eer hegvejeref#ele
(c) Aggravation of respiratory diseases
DeLeJee Sme meer Dees heer Ùet Sme/[yuÙet Dees Sme peve&ue ceW
Õeeme mebyebOeer jesieeW keâe yeÌ{vee
keâce mes keâce 2 MeesOe keâe ØekeâeMeve nesvee
(d) Headache and rise in blood pressure level
(b) At least 5 research publications in peer
mejoo& Deewj jòeâÛeehe mlej ceW Je=efæ reviewed as SCOPUS/WOS journals per year
39. Given below are two statements - one is
per faculty/Øeefle mebkeâeÙe ceW Øeefle Je<e& mecekeâ#eer hegvejeref#ele
labelled as Assertion (A) and the other as
Reason (R).
veerÛes DeefYekeâLeve (A) Deewj leke&â (R) kesâ ™he ceW oes keâLeve keâce mes keâce 5 MeesOe keâe ØekeâeMeve nesvee
efoS ieS nw: (c) At least 1 research publications in peer
reviewed as SCOPUS/WOS journals per year
Assertion/DeefYekeâLeve (A) :
per faculty/Øeefle mebkeâeÙe ceW Øeefle Je<e& mecekeâ#eer hegvejeref#ele
It is crucial to sustain Himalayan ecosystem
efnceeueÙeer heeefjleb$e keâes keâeÙece jKevee DelÙeble cenòJehetCe& nQ~
keâce mes keâce 1 MeesOe keâe ØekeâeMeve nesvee
Reason/leke&â (R) :
(d) At least 3 research publications in peer
Himalayan ecosystem is home to a number of reviewed journals per year per faculty
indigenous species
Øeefle mebkeâeÙe ceW Øeefle Je<e& mecekeâ#eer hegvejeref#ele DeLeJee Sme
efnceeueÙeer heeefjleb$e Deveskeâ mJeosMeer peeefleÙeeW keâe Iej nw~
meerDeesheerÙet Sme/[yuÙet Dees.Sme. peve&ue ceW keâce mes keâce 3
In the light of the above two statements choose
the correct option. MeesOe keâe ØekeâeMeve nesvee
Ghejesòeâ oes keâLeveeW kesâ Deeueeskeâ ceW, mener efJekeâuhe ÛegefveS: 42. Which of the following schemes of Government
of India aims to support innovative research
projects that are socially relevant, locally need
based, nationally important and globally
mener nw Deewj (R), (A) keâer mener JÙeeKÙee nw~ significant?
(b) Both (A) and (R) are true and (R) is not the Yeejle mejkeâej keâer efvecveefueefKele efkeâme Ùeespevee keâe GösMÙe
correct explanation of (A)/(A) Deewj (R) oesveeW veJeesvces<eer DevegmebOeeve heefjÙeespeveeDeeW keâes meceLe&ve osvee nw,
mener nw Deewj (R), (A) keâer mener JÙeeKÙee veneR nw~ pees meeceeefpekeâ ™he mes Øeemebefiekeâ, mLeeveerÙe DeeJeMÙekeâlee
Deveg™he, je„êrÙe Âef„ mes cenòJehetCe& leLee JewefÕekeâ cenòJe
(d) (A) is false but (R) is true
keâer nes:
(A) ieuele nw, hejvleg (R) mener nw~ (a) SPARC/Sme heer S Deej meer
40. In developing countries, the fraction of food (b) STRIDE/Sme šer Deej DeeF& [er F&
waste in the composition of municipal solid (c) IMPRESS/DeeF& Sce heer Deej F& Sme Sme
waste is typically in the range (d) STARS/Sme šer S Deej Sme
43. Under GATS, higher education policies are to Reason/leke&â (R) :
be framed by which of the following Despite their elitist image, these institutions do not
Departments? find place in the top order of international ranking
‘iewšdme’ JÙeJemLee kesâ Devegmeej GÛÛe efMe#ee mebyebOeer Deefleßes… ÚefJe nesves kesâ yeeJepeto Ssmes mebmLeeveeW keâes Debleje&„êrÙe
veerefleÙeeW keâe efvecee&Ce efvecve ceW mes efkeâme efJeYeeie Éeje jQefkebâie kesâ Meer<e& heeÙeoeve ceW mLeeve Øeehle veneR nes heelee~
efkeâÙee peevee efveefnle nw: In the light of the above two statements choose
(a) Education/efMe#ee the correct option.
(b) External Affairs/efJeosMe Ghejesòeâ oes keâLeveeW kesâ Deeueeskeâ ceW, mener efJekeâuhe ÛegefveS:
(c) Commerce and Trade/JeeefCepÙe SJeb JÙeeheej (a) Both (A) and (R) are true and (R) is the
(d) Urban Planning/Menjer efveÙeespeve correct explanation of (A)/(A) Deewj (R) oesveeW
44. Which of the following are the main mener nw Deewj (R), (A) keâer mener JÙeeKÙee nw~
recommendations of 'Knowledge Commission' (b) Both (A) and (R) are true and (R) is not the
with regard to higher education in India? correct explanation of (A)/(A) Deewj (R) oesveeW
Yeejle ceW GÛÛe efMe#ee kesâ mebyebOe ceW vee@uespe keâceerMeve Éeje mener nw Deewj (R), (A) keâer mener JÙeeKÙee veneR nw~
efvecveefueefKele ceW mes keäÙee ØecegKe mebmlegefleÙeeB oer ieF& nQ?
1. Additional regulatory institutions
Deefleefjòeâ efJeefveÙeecekeâ mebmLeeveeW keâe nesvee (A) ieuele nw, hejvleg (R) mener nw~
2. Closure of private universities Comprehension (46-50):
efvepeer efJeÕeefJeÅeeueÙeeW keâes yebo efkeâÙee peevee Read the following passage carefully and answer
3. Massive expansion of higher education questions that follow.
GÛÛe efMe#ee keâe JÙeehekeâ efJemleej Under a freely flexible exchange rate system and a stable
foreign exchange market, the nation's currency will
4. Focus on affirmative action
depreciate until the monetary deficit is entirely
mekeâejelcekeâ keâej&JeeF& hej OÙeeve keWâefõle keâjvee eliminated. Under a managed float, the nations monetary
5. Efforts to achieve excellence authorities usually do not allow the full depreciation
Glke=â„lee megefveef§ele keâjves nsleg ØeÙeeme required to eliminate the deficit completely. Under a
fixed exchange rate system, the exchange rate can
6. Nationalisation of higher education
depreciate only within the narrow limits allowed so that
GÛÛe efMe#ee keâe je„êrÙekeâjCe most of the balance of payments adjustments must come
Choose the correct answer from the option from elsewhere. A depreciation to the extent that it is
given below allowed, stimulates production and income in the deficit
veerÛes efoS ieS efJekeâuhe ceW mes mener Gòej keâe ÛeÙeve nation and induces imports to rise, thus reducing part of
keâerefpeS: the original improvement in the trade balance resulting
from the depreciation under a freely flexible exchange
(a) 1, 2 and 3/1, 2 Deewj 3
rate system. This simply means that the depreciation
(b) 2, 4 and 6/2, 4 Deewj 6 needed to eliminate a balance of payment deficit is larger
(c) 3, 4 and 5/3, 4 Deewj 5 than if these automatic income changes were not present.
(d) 4, 5 and 6/4, 5 Deewj 6 Except under a freely flexible exchange rate system, a
balance of payment tends to reduce the nation's money
45. Given below are two statements - one is
supply, thus increasing its interest rates. This, in turn,
labelled as Assertion (A) and the other as
reduces domestic investment and income in the deficit
Reason (R).
nation, which induces its imports to fall and thereby
veerÛes DeefYekeâLeve (A) Deewj leke&â (R) kesâ ™he ceW oes keâLeve reduces the deficit. The increase in interest rates also
efoS ieS nw: attract foreign capital, which helps the nation finance the
Assertion/DeefYekeâLeve (A) : deficit. The reduction in income and in the money supply
Central Universities are considered elite higher also causes prices in the deficit nation to fall relative to
education institutions in India/Yeejle kesâ GÛÛeefMe#eCe prices in the surplus nation, thus further improving the
mebmLeeveeW ceW, kesâvõerÙe efJeÕeefJeÅeeueÙeeW keâes Glke=â„ ceevee peelee nw~ balance of trade of the deficit nation.

ØeMve mebKÙeeSb (46-50) (a) Balance of payment adjustment should come
from elsewhere/Yegieleeve meblegueve mebyebOeer meceeÙeespeve
efvecveefueefKele DeJelejCe keâes OÙeevehetJe&keâ heefÌ{S Deewj ØeMveeW kesâ
Gòej oerefpeS: keâneR Deewj mes efkeâÙee peevee ÛeeefnS
(b) Because of foreign exchange shortage
Skeâ mJeleb$e ™he mes vecÙe efJeefveceÙe oj ØeCeeueer leLee eqmLej efJeosMeer cegõe
efJeosMeer cegõe kesâ DeYeeJe kesâ keâejCe
efJeefveceÙe yeepeej kesâ Debleie&le, je„^ keâer cegõe keâe DeJecetuÙeve leye lekeâ
neslee jnsiee peye lekeâ ceewefõkeâ Ieeše hetCe&le: meceehle veneR nes peelee~ (c) For improving trade balance
ØeyebefOele hueJe kesâ lenle, je„^ kesâ ceewefõkeâ ØeeefOekeâjCeeW Éeje ØeeÙe: Ieešs keâes JÙeeheej meblegueve ceW megOeej ueeves kesâ efueS
hetCe& ™hesCe meceehle keâjves kesâ efueS Dehesef#ele hetCe& DeJecetuÙeve keâer (d) Full depreciation does not eliminate deficit
Devegceefle Øeoeve veneR keâer peeleer nw~ Skeâ efveÙele efJeefveceÙe oj ØeCeeueer kesâ mebhetCe& DeJecetuÙeve mes Ieeše meceehle veneR neslee nw
Debleie&le, efJeefveceÙe oj ceW DeJecetuÙeve kesâJeue Devegcele mebkeâerCe& meerceeDeeW kesâ 48. Limited depreciation of currency is allowed to
Yeerlej nes mekeâlee nw leeefkeâ Yegieleeve meblegueve mebyebOeer DeefOekeâebMe meceeÙeespeve cegõe kesâ meerefcele DeJecetuÙeve keâer Devegceefle oer peeleer nw:
keâneR Deewj mes efkeâÙee pee mekesâ~ DeJecetuÙeve keâes Gmeer meercee lekeâ Devegceefle (a) Nullify trade balance under free exchange
oer peeleer nw peye Ieešs mes «emle osMe ceW Glheeove leLee DeeÙe keâes Øeeslmeenve rate system/mJeleb$e efJeefveceÙe oj ØeCeeueer kesâ Debleie&le
efceues leLee DeeÙeele ceW Je=efæ nes Deewj Fme Øekeâej Skeâ mJeleb$e ™he mes JÙeeheej meblegueve keâes meceehle keâjves kesâ efueS
vecÙe efJeefveceÙe oj ØeCeeueer kesâ Debleie&le DeJecetuÙeve mes GlheVe JÙeeheej (b) Restrict foreign investment
meblegueve ceW DeeS ceewefuekeâ megOeej ceW keâceer ueeS~ Fmekeâe meerOee mee DeLe& efJeosMeer efveJesMe hej DebkegâMe ueieeves kesâ efueS
Ùen nw efkeâ Ùeefo DeeÙe ceW Ùes mJele: nesves Jeeues heefjJele&ve ve nes lees Yegieleeve (c) Increase domestic production
meblegueve mebyebOeer Ieešs keâes meceehle keâjves kesâ efueS Deewj DeefOekeâ DeJecetuÙeve Iejsuet Glheeove yeÌ{eves kesâ efueS
keâjves keâer DeeJeMÙekeâlee nesieer~ Skeâ mJeleb$e ™he mes vecÙe efJeefveceÙe oj kesâ (d) Curtail higher income
DeueeJee, Yegieleeve meblegueve mes osMe keâes Oeve keâer Deehetefle& ceW keâceer Deeleer nw GÛÛelece DeeÙe keâes keâce keâjves kesâ efueS
efpemekesâ heefjCeecemJe™he yÙeepe oj ceW Je=efæ nesleer nw~ Fmekesâ keâejCe, Ieešs
49. What happens under a free exchange system?
mes petPe jns je„^ ceW Iejsuet efveJesMe SJeb Deeceoveer ceW keâceer Dee peeleer nw
mJeleb$e efJeefveceÙe ØeCeeueer kesâ Debleie&le keäÙee neslee nw?
leLee Fmekesâ HeâuemJe™he DeeÙeele ceW keâceer Dee peeleer nw Deewj Ieeše keâce nes
(a) Reduction in money supply/Oeve Deehetefle& ceW keâceer
peelee nw~ yÙeepe ojeW ceW Je=efæ kesâ keâejCe efJeosMeer hetbpeer keâe Yeer DebleØe&Jeen
yeÌ{lee nw~ ueeYeepe&ve keâer eqmLeefle ceW jns je„^ keâer leguevee ceW, Ieešs mes «emle (b) Larger depreciation in the absence of
automatic income changes/mJele: Ieefšle DeeÙe
je„^ ceW peye Deeceoveer Deewj Oeve keâer Deehetefle& ceW keâceer Dee peeleer nw lees
cetuÙeeW ceW Yeer keâceer Dee peeleer nw, efpemekesâ heefjCeecemJe™he Ieešs mes «emle mebyebOeer heefjJele&veeW keâer DevegheeqmLeefle ceW Je=nòej DeJecetuÙeve
je„^ kesâ JÙeeheej meblegueve ceW megOeej Deelee nw~ (c) Increase in interest rates/yÙeepe ojeW ceW Je=efæ
46. What is needed to completely eliminate the (d) Less domestic investment/Iejsuet efveJesMe ceW keâceer
monetary deficit? 50. According to the passage, deficit in balance of
ceewefõkeâ Ieešs kesâ mebhetCe& Gvcetueve nsleg keäÙee DeeJeMÙekeâ nw? payments leads to
(a) Conditional exchange rate/meMele& efJeefveceÙe oj DeJelejCe kesâ Devegmeej, Yegieleeve meblegueve ceW Ieešs kesâ
heefjceCeecemJe™he neslee nw:
(b) Complete currency depreciation
(a) Price increase in the deficit nation
mebhetCe& cegõe DeJecetuÙeve
Ieešs mes «emle je„^ ceW cetuÙe Je=efæ
(c) Volatile foreign exchange market (b) Automatic adjustments in income
heefjJele&veMeerue efJeosMeer cegõe yeepeej Deeceoveer ceW mJele: meceeÙeespeve
(d) Free exchange rate system (c) Fall in import by surplus nations/ueeYe keâer eqmLeefle
mJeleb$e efJeefveceÙe oj ØeCeeueer ceW Ûeue jns je„êW Éeje DeeÙeele ceW efiejeJeš
(d) Improvements in the trade balance of the
47. Why full depreciation is not allowed? deficit nation
mebhetCe& DeJecetuÙeve keâes Devegceefle keäÙeeW veneR oer peeleer nw: Ieešs mes «emle je„^ kesâ JÙeeheej meblegueve ceW megOeej
ANSWER
1. (b) 6. (a) 11. (c) 16. (b) 21. (c) 26. (c) 31. (a) 36. (b) 41. (a) 46. (d)
2. (a) 7. (d) 12. (a) 17. (c) 22. (a) 27. (b) 32. (a) 37. (c) 42. (b) 47. (a)
3. (d) 8. (b) 13. (b) 18. (d) 23. (a) 28. (d) 33. (d) 38. (c) 43. (c) 48. (c)
4. (c) 9. (c) 14. (d) 19. (a) 24. (d) 29. (a) 34. (c) 39. (b) 44. (c) 49. (b)
5. (d) 10. (c) 15. (c) 20. (b) 25. (b) 30. (a) 35. (d) 40. (d) 45. (b) 50. (d)
SOLUTION
1. (b) : efMe#eCe ØeYeeefJelee keâer meyemes cenlJehetCe& efJeMes<eleeSB nQ- 6. (a) :
efMe#eCe ceW ØeYeeefJelee nsleg cegKÙe Deewj meneÙekeâ JÙeJenej MeesOe kesâ Øekeâej JeCe&ve
keâe mebieleerkeâjCe Deewj mecevJeÙeve~ (a) ceewefuekeâ MeesOe (v) efmeæeble efvecee&Ce kesâ
ØeYeeJeer efMe#eCe meceLe& ceeie&oMe&keâeW Deewj efveoxMekeâ kesâ ™he ceeOÙece mes %eevekeâes<e ceW
ceW keâeÙe& keâjles ngS efJeÅeeLeea kesâ %eeve efvecee&Ce ØeÇef›eâÙeeDeeW DeefYeJe=efæ
ceW ceoo keâjles nQ~ (b) JÙeJeùle MeesOe (iii) veÙeer heefjefmLeleÙeeW ceW
ØeYeeJeer efMe#eCe Éeje efJeÅeeefLe&ÙeeW keâes mJeÙeb Deheves melÙe/efmeæebleeW kesâ
DeefOeiece kesâ meeOekeâeW keâer Yetefcekeâe ceW Deevee efmeKeeÙee pee DevegØeÙeesie keâer mebYeeJeveeDeeW
mekeâlee nw~ keâes leueeMevee
ØeYeeJeer efMe#eCe kesâ efueS DeeJeMÙekeâ nw efkeâ efMe#ekeâ hee"eW (c) ef›eâÙeelcekeâ MeesOe (ii) nmle#eshe DeeOeeefjle
keâes Fme lejn mecePeeÙeW efkeâ Ùen Øeef›eâÙee mejue mes megOeejelcekeâ henue
peefšue, %eele mes De%eele, cetle& mes Decetle&, efJeMes<e mes (d) JÙeefòeâ-DeOÙeÙeve MeesOe (i) efJeefMe°leeDeeW hej keWâefõle
meeceevÙeerkeâjCe keâer Deesj ues peeS~ ienve DeOÙeÙeve
2. (a) : DeJeyeesOe mlej hej efMe#eCe DeeÙeesefpele keâjves nsleg cegKÙe 7. (d) : ØeÙeesieelcekeâ MeesOe efJeefOe ceW Ûej heefjJele&ve ceW nsj-hesâj Deewj
DeeJeMÙekeâleeSB nQ: efveÙeb$eCe leLee ØeefleoMe& keâe ÙeeÂÛÚerkeâjCe oes cegKÙe Dehes#eeSb
Øemlegle efkeâS pee jns leLÙeeW Deewj DeJeOeejCeeDeeW mes nQ~ ØeÙeesieelcekeâ MeesOe keâejCe Deewj ØeYeeJe mebyebOeeW keâes Gpeeiej
mecyebefOele mekeâejelcekeâ Deewj vekeâejelcekeâ GoenjCe yeÌ[er keâjlee nw~
mebKÙee ceW efoS peeS~ 8. (b) : cee$eelcekeâ Øeefleceeve keâe GheÙeesie keâjles ngS MeesOe kesâ ÛejCeeW
efkeâmeer cegös kesâ mekeâejelcekeâ Deewj vekeâejelcekeâ henuegDeeW keâe mener Deveg›eâce nw;
keâer peeBÛe nsleg heefjÛeÛee& DeeÙeesefpele keâjvee~ MeesOe mecemÙee keâe efveOee&jCe/ÛeÙeve
efJeÅeeefLe&ÙeeW keâes Øemlegle leLÙeeW keâer mJeÙeb Éeje JÙeeKÙee ↓
keâjves keâe DeJemej Øeoeve keâjvee~ heefjkeâuhevee keâe efvecee&Ce/Øeefleheeove
leLÙeeW keâes mcejCe keâjves kesâ meeLe-meeLe Gvns mecePevee~
↓
Øemlegle efJe<eÙe ceW o#elee Øeehle keâjvee SJeb meeceevÙeerkeâjCe MeesOe DeefYekeâuhe/ef[peeFve/™hejsKee
keâer #ecelee keâes efJekeâefmele keâjvee~
3. (d) : DeefOeiecekeâlee& keâer meb%eeveelcekeâ efJeMes<eleeDeeW keâer peeBÛe keâjvee ↓
ØeoòeeW keâe mebkeâueve
meyemes mebiele nesiee Ùeefo Skeâ efJeÅeeLeea keâes DeewheÛeeefjkeâ ™he
mes efveefnle efJe<eÙe kesâ DeOÙeÙeve ceW DeJeOeejCeeDeeW Deewj ↓
efmeæebleeW kesâ DeJeyeesOe, efJeMues<eCe Deewj JÙeeKÙee ceW keâef"veeF& ØeoòeeW keâe efJeMues<eCe
nesleer nw~ ↓
4. (c) : #es$e-Deeefßele DeefOeiecekeâlee&DeeW kesâ ue#eCe/efJeMes<eleeSB nQ: meeceevÙeerkeâjCe SJeb efve<keâ<e&
Jes hee"Ÿe›eâce ceW efvepeerkeâjCe ueelee nQ~ ↓
Jes efMe#ekeâ mes efveoxMeve SJeb ØeoMe&ve keâer Dehes#ee jKeles heefjCeeceeW keâe efveefnleeLe&
nQ~ Deewj 9. (c) : MeesOe DeeÛeej veerefle kesâ meboYeeX ceW ØeoòeeW keâe efJeMues<eCe,
Jes ØeeflemheOee& keâjves keâer yepeeÙe menÙeesie ceW ™efÛe JÙeòeâ Gvekeâer JÙeeKÙee leLee heefjCeece keâer peevekeâejer keâes meyemes
DeefOekeâ Demegjef#ele ÛejCe ceevee peelee nw~ Fmekeâe keâejCe Ùen
keâjles nQ~
nw efkeâ keâF& yeej Deheves hetJee&«eneW kesâ Ûeueles MeesOekeâlee& ØeoòeeW
5. (d) : Sce.Dees.Dees.meer.Sme. (cetkeäme) Skeâ efMe#eCe-DeefOeiece Øeef›eâÙee kesâ efJeMues<eCe kesâ Ghejeble Gvekeâer JÙeeKÙee keâjles meceÙe leLee
keâer Dee@veueeFve JÙeJemLee nw~ efpemeceW lekeâveerkeâer keâer heefjCeece keâer peevekeâejer osles Jeòeâ metÛeveeDeeW keâes Úghee ueslee nw
DeeJeMÙekeâlee nesleer nw~ Dele: efMe#eCe keâer Fme efJeefOe ceW Ùee ieuele DeLeJee ceveceeves {bie mes Øemlegle keâjves keâe ØeÙeeme
DeeF&.meer.šer. meceLe&ve efveefnle nw~ keâj mekeâlee nw~
10. (c) : MeesOe kesâ ØeoòeeW keâer GheueyOelee keâer iegbpeeFMe ceW efJemleej nsleg 18. (d) :
MeesOe ceW metÛevee SJeb ØeewÅeesefiekeâer keâe DevegØeÙeesie meJee&efOekeâ C H E M I S T R Y
GheÙeesieer nw~ Deepe kesâ meceÙe, MeesOe ceW DeeF& meer šer keâe +1 –1 +1 –1 +1 –1 +1 –1 +1
DevegØeÙeesie JÙeehekeâ mlej hej nes jne nw~ Ùen ØeoòeeW keâer D G F L J R U Q Z
Øeeefhle ØeoòeeW kesâ meb«enCe, efjheesš& lewÙeej keâjves, meceer#ee mecesle
keâF& keâeÙeeX ceW MeesOekeâeÙe& kesâ efueS DelÙeble GheÙeesieer nw~ G E O M E T R Y
11. (c) : ØeYeeJeer mebØes<eCe kesâ efueS megvevee Skeâ cenlJehetCe& DeJeÙeJe nw~ Dele: +1 –1 +1 –1 +1 –1 +1 –1
ØeYeeJeer {bie mes megveves kesâ DeYeeJe ceW mebosMe keâes ieuele mecePee H D P L F S S X
pee mekeâlee nw~ leovegYeteflekeâ DeefOeiece efJeÅeeefLe&ÙeeW Éeje keâ#ee
19. (a) : (a+b) keâe 20% = ab keâe 50%
ceW ØeYeeJeer {bie mes megveves keâe DeeOeej nw~
12. (a) : mebÛeeefjle mebosMe keâes meeceeefpekeâ Glheeo ceevee peelee nw~ efkeâmeer Ùee
20
× (a+b) =
50
× ab
mebosMe keâes mebÛeeefjle keâjves nsleg meceepe Skeâ DeeJeMÙekeâ DeJeÙeJe 100 100
nw~ Ùee 2 (a+b) = 5ab
13. (b) : efIemeer-efhešer MeyoeJeueer kesâ GheÙeesie mes yeÛekeâj keâ#eeiele 5
mechesÇ<eCe ceW DeLe&iele Meesj keâes meerefcele efkeâÙee pee mekeâlee nw~ Ùee (a+b) = ab ............(i)
2
14. (d) : keâ#ee mebØes<eCe efMe#eCe keâeÙe& keâe cenlJehetCe& Ieškeâ nw~ keâ#ee
Deye, (a–b) keâe 40% = ab keâe 70%
ceW mebØes<eCe kesâ Debleie&le DeJejesOeeW keâes otj keâjves kesâ efueS
efvecve efyevog GheÙeesieer nw~ 40 70
Ùee × (a–b) = × ab
1. Meyoe[byej kesâ mlej keâer henÛeeve keâjvee~ 100 100
2. JeeCeer ceW Gleej-ÛeÌ{eJe Ùee 4(a–b) = 7ab
3. Yee<eCe keâes Øemeebefiekeâ yeveevee 7
15. (c) : keâ#ee ceW efMe#ekeâ SJeb Úe$eeW kesâ ceOÙe mebJeeo keâes keâ#ee Ùee a–b = ab ...........(ii)
4
mebØes<eCe keânles nQ~ Ùen efMe#eCe SJeb DeefOeiece keâer cetueYetle
meceer. (i) Deewj (ii) keâes peesÌ[ves hej
Øeef›eâÙee nw~
neme Deewj heefjneme kesâ meeLe Jeekedâ keâewMeue keâ#ee mechesÇ<eCe 5 7
2 a =  +  ab
keâes mecceesnkeâ yeveelee nw~ Deeuebkeâeefjkeâ nmle#eshe Yeer keâ#ee 2 4
mebÛeej keâes GösMÙehejkeâ yeveelee nw~  10 + 7 
16. (b) : Fme ßebKeuee ceW 1 mes 10 lekeâ Øeeke=âeflekeâ mebKÙeeDeeW keâes
Ùee 2a=   ab
 4 
oMee&Ùee ieÙee nw, efpemeceW efJe<ece mebKÙeeDeeW keâes Jewmes ner DebkeâeW
17
ceW efueKee ieÙee nw peyeefkeâ mece mebKÙeeDeeW kesâ mLeeve hej Ùee 2a= ab
4
Gvekeâe Jeie& efueKee ieÙee nw~
Dele: 1, 22, 3, 42, 5, 62, 7, 82, 9, 102 8a
Ùee = ab
1, 4, 3, 16, 5, 36, 7, 64, 9, 100 17
17. (c) : leerve mebKÙeeDeeW keâe Deewmele ⇒ 22 8
∴ b=
oes mebKÙeeDeeW keâe Ùeesie ⇒ 24 17
Deewj Gmekeâe Devegheele ⇒ 7:5 meceer. (i) ceW b keâe ceeve jKeves hej –
ceevee ØeLece oes mebKÙee 7x Deewj 5x nw~ 8 5a 8
a+ = ×
Dele: 7x+5x ⇒ 24 17 2 17
12x ⇒ 24 8 20a
Ùee, a+ =
∴ x ⇒ 2 17 17
Dele: Ùen oes mebKÙeeÙeW nw – 20a 8
7× 2 = 14 Deewj 5×2 ⇒ 10 Ùee, – a=
17 17
Deye ceevee leermejer mebKÙee y nw~
3a 8
14 + 10 + y Ùee, =
Dele: ⇒ 22 17 17
3
8
Ùee 24 + y ⇒ 22 × 3 Ùee, a=
3
Ùee y ⇒ 66– 24
b 8 /17 3
Ùee y ⇒ 42 Dele: = =
Dele: leerveeW mebKÙeeÙeW 14, 10 Deewj 42 nw~ a 8 / 3 17

20. (b) : 78
27. (b) : E Éeje efJeleefjle hegmlekeâeW keâer mebKÙee ⇒ 33800 ×
100
⇒ 26,364
kegâue efJelejkeâeW keâer mebKÙee ⇒ 26
Dele: meYeer efJelejkeâeW Éeje efJeleefjle hegmlekeâeW keâer mebKÙee
26,364
⇒
26
⇒ 1014
21. (c) : veerÛes efoÙes ieS Ûeej efJekeâuheeW ceW mes leerve (lebef$ekeâeefJe%eeveer, 28. (d) : F Éeje ØekeâeefMele iewj Dekeâeoefcekeâ hegmlekeâeW keâer
ùoÙejesie efJeMes<e%e Deesj Œeerjesie efJeMes<e%e) efÛeefkeâlmee mebyebOeer mebKÙee
JÙeeJemeeÙe mes pegÌ[s nw, peyeefkeâ keâerefceÙeeiej Jen JÙeefòeâ nw pees = 35700 ×
6
⇒ 1,26,00
efÛeefkeâlmee DeOÙeÙeve mes peg[Ì e nw~ JeCe&ve efvecveJele nw- 17
G Éeje ØekeâeefMele iewj Dekeâeoefcekeâ hegmlekeâeW keâer mebKÙee
leebef$ekeâeefJe%eeveer · Jen pees ceefmle<keâ, jerÌ{ keâer nñer Deewj
13
vemeeW keâes ØeYeeefJele keâjves Jeeues efJekeâejeW keâes Fueepe keâjlee nw~ = 37800 × ⇒ 27300
18
ùoÙe jesie efJeMes<e%e · Jen pees ùoÙe mecyevOeer efJekeâejeW keâe F Deewj G Éeje ØekeâeefMele kegâue iewj Dekeâeoefcekeâ hegmlekeâeW keâer
Fueepe keâjlee nw~ mebKÙee ⇒ 12600 + 27300 ⇒ 39900
Œeer jesie efJeMes<e%e · Jen pees ceefnueeDeeW kesâ Øepeveve mJeemLÙe 39900
ceW efJeMes<e%elee jKelee nw~ Dele: DeYeer° Deewmele ⇒ = 19950
2
keâerefceÙeeiej · Jen JÙeefòeâ pees ØeeÛeerve jmeeÙeve keâe DeOÙeÙeve 29. (a) : D, E Deewj F Éeje ØekeâeefMele kegâue hegmlekeâeW keâer
Deewj DeYÙeeme keâjlee nw~ mebKÙee
22. (a) : GheeßeÙeCe Ùee DeOeervemLe mebyebOe ceW keâlee& Deewj = 31200 + 33800 + 35700
efJeOesÙe meceeve neslee nw hejvleg cee$ee efYevve nesleer nw~ 20% Je=efæ kesâ yeeo D, E & F Éeje ØekeâeefMele kegâue
meYeer YeejleerÙe ÛeeJeue keâe mesJeve keâjles nQ~ hegmlekeâeW keâer mebKÙee ⇒ 100700 ×
120
⇒ 120840
kegâÚ YeejleerÙe ÛeeJeue keâe mesJeve keâjles nQ~ 100
GheÙeg&òeâ leke&âJeekeäÙeeW ceW keâlee& Deewj efJeOesÙe meceeve nw hejvleg Mes<e ØekeâeMeve YeJeve Éeje kegâue hegmlekeâeW keâer mebKÙee
⇒ 28200 + 32200 +29700 +37800 ⇒ 127900
cee$ee efYevve nw~
20% keâer keâceer kesâ Øe§eele Mes<e ØekeâeMeve YeJeve Éeje
23. (a) : YeejleerÙe leke&âMeeŒe ceW, leguevee mes oes JemlegDeeW kesâ
ØekeâeefMele kegâue hegmlekeâeW keâer mebKÙee
yeerÛe meceevelee Øeehle keâer peeleer nw~
80
24. (d) : Jen DelÙeefOekeâ osKeYeeue keâjleer nQ Deewj menÙeesieMeerue nQ~ ⇒ 127900 × ⇒ 102320
100
Yee<ee kesâ metÛeveelcekeâ GheÙeesie keâes DeefYeJÙeòeâ keâjlee nw~ Dele: kegâue ØekeâeefMele hegmlekeâeW keâer mebKÙee
25. (b) : S[efcepesefjkeâesef[&Ùece Skeâ leke&âoes<e nw efpemeceW keâesF& JÙeefòeâ ⇒ 120840 + 102320 ⇒ 223160
Deheves efJejesOeer kesâ oÙeehetCe& efmLeefle keâes DeeOeej yeveekeâj leke&â
Deewj kegâue ØekeâeMeve YeJeve ⇒ 7
keâes efmeæ keâjves keâe ØeÙeeme keâjlee nw~ GheÙe&gòeâ GoenjCe ceW 223160
efcemšj X kesâ kebâieeuehetCe& efmLeefle keâes DeeOeej yeveekeâj leke&â Dele: DeYeer° Deewmele ⇒ ⇒ 31880
7
efkeâÙee ieÙee nw~ 92
26. (c) : A Éeje ØekeâeefMele Dekeâeoefcekeâ hegmlekeâeW keâer mebKÙee 30. (a) : C Éeje efJeleefjle hegmlekeâeW keâer mebKÙee = 29700 ×
100
7 = 27324
⇒ × 28200 ⇒ 19740
10 78
D Éeje ØekeâeefMele Dekeâeoefcekeâ hegmlekeâeW keâer mebKÙee E Éeje efJeleefjle hegmlekeâeW keâer mebKÙee = 33800 ×
100
8
⇒ × 31200 ⇒ 19200 = 26364
13 C Deewj E Éeje efJeleefjle hegmlekeâeW keâer mebKÙee
Dele: DeYeer° Devlej ⇒ 19740 – 19200 ⇒ 540 = 27324 + 26364 = 53688

31. (d) : efoÙes ieÙes leLÙeeW keâe mener JeCe&ve nw- 41. (a) : veeefcele efJeMJeefJeÅeeueÙe yeveves keâer Den&lee Øeehle keâjves kesâ efueS
1. S.Jeer.DeeF&. · Dee@ef[Ùees Jeeref[Ùees Fbšjuesye ceušerceeref[Ùee efkeâmeer mebmLeeve kesâ heeme, DevÙe DeefveJeeÙe& MeleeX keâes hetje keâjves
Øee™he nw efpemekeâe .avi efJemleej nw kesâ meeLe-meeLe Øeefle mebkeâeÙe ceW Øeefle Je<e& mecekeâ#eer hegvejeref#ele
2. Sskeämesue · ceeF›eâesmee@heäš Skeämesue Skeâ mee@heäšJesÙej DeLeJee Sme.meer.Dees.heer.Ùet.Sme./[yuÙet. Dees. Sme. peve&ue ceW
Øees«eece nw pees efJev[espe Sv[êÙe[, DeeF&.Dees.Sme., Deeefo keâce mes keâce 2 MeesOe keâe ØekeâeMeve DeefveJeeÙe& nw~
GhekeâjCeeW keâe ØeÙeesie neslee nw~ Fmekesâ Deefleefjòeâ DevÙe DeeJeMÙekeâ MeleX nQ:
3. SÛe.[er.[er. · Fmekeâe hetCe& ™he ne[& ef[mkeâ [êFJe nw~
• mebmLeeve 20 Je<eeX mes DeefOekeâ meceÙe ceW DeefmlelJe ceW nes~
Ùen Dee@keâÌ[eW keâe YeC[ejCe keâjlee nw~
4. Gyevleg = Gyevleg Skeâ DeeOegefvekeâ Dee@hejsefšbie efmemšce nw~ • mebmLeeve ceW keâce mes keâce 5 hejemveelekeâ efJeYeeie neW
32. (a) : yeer meer [er mes leelheÙe& nw – yeeFvejer keâes[s[ [smeerceue • mebmLeeve ceW efMe#ekeâ Úe$e Devegheele keâce mes keâce 1:20 nes
33. (d) : Jeer.Dees.DeeF&.heer. mes vesšJeke&â JeeÙeme& kesâ ceeOÙece mes Skeâ heâesve Deeefo
keâe@ue efkeâÙee pee mekeâlee nw~ Jeer.Dees.DeeF&.heer. keâe celeueye 42. (b) : Yeejle mejkeâej keâer Sme.šer.Deej.DeeF&.[er.F&. (mkeâerce heâe@j
Jee@Fme DeesJej Fbšjvesš Øeesšeskeâe@ue neslee nw, pees Skeâ efJeefOe šêbme ef[efmeefhuevejer efjmeÛe& heâe@j FefC[Ùeepe [sJeueefhebie
Ùee lekeâveerkeâeW keâe mecetn nw efpemekeâer meneÙelee mes šsueerheâesve Fkeâesvee@ceer) Ùeespevee keâe GösMÙe veJeesvces<eer DevegmebOeeve
keâe@ue efkeâÙee peelee nw FmeceW Sveeuee@ie Jee@Ùeme efmeiveue keâes heefjÙeespeveeDeeW keâes meceLe&ve osvee nw pees meeceeefpekeâ ™he mes
[sše hewkesâš ceW yeouee pee mekeâlee nw~ Øeemebefiekeâ, mLeeveerÙe DeeJeMÙekeâlee Deveg™he, je°êrÙe Âef° mes
34. (c) : ef[efpešue YeC[ejCe mes cenòJehetCe& leLee JewefMJekeâ cenlJe keâer nes~
1 efkeâuees yeeFš ⇒ 1000 yeeFšdme 43. (c) : ‘iewšdme’ JÙeJemLee kesâ Devegmeej, GÛÛe efMe#ee mebyebOeer veerefleÙeeW
Dele: 1 ieerieeyeeFš ⇒ 1000000000 yeeFšdme keâe efvecee&Ce JeeefCepÙe SJeb JÙeeheej efJeYeeie Éeje efkeâÙee peevee
⇒ 1 Dejye yeeFš efveefnle nw~
35. (d) : [sše efJeueieve mebJesoveMeerue [sše keâes yeeefOele Ùee nševes keâer 44. (c) : GÛÛe efMe#ee keâe JÙeehekeâ efJemleej, mekeâejelcekeâ keâeÙe&Jeener hej
DeheefjJele&veerÙe Øeef›eâÙee nw Deewj ketâšyeæve efkeâmeer le=leerÙe he#e OÙeeve keWâefõle keâjvee, Glke=â°lee megefveefMÛele keâjves nsleg ØeÙeeme
Éeje nsj-hesâj mes yeÛeeJe kesâ efueS DebkeâieefCeleerÙe lekeâveerkeâ keâe GÛÛe efMe#ee kesâ mebyebOe ceW ‘vee@uespe keâceerMeve’ Éeje oer ieF& ØecegKe
efkeâmeer vesšJeke&â ceW mebÛejCe kesâ hetJe& [sše efJeueieve keâjlee nw~ mebmlegefleÙeeB nQ~
36. (b) : yeeÌ{ jeskeâves kesâ efueS kegâjmeer (efhuebLe) oerJeej yeveeves pewmes 45. (b) : DeefYekeâLeve Deewj leke&â oesveeW melÙe nw, efkeâvleg leke&â DeefYekeâLeve
GheeÙe keâes efveJeejCe keâne peeSiee~ keâer JÙeeKÙee veneR keâjlee nw~ keäÙeeWefkeâ Ùen ØeefleÙeesefielee keâe
37. (c) : Yeejle ceW Jele&ceeve ceW kegâue mebmLeeefhele veJeerkeâjCeerÙe Tpee& DeYeeJe nw ve efkeâ Fve efJeMJeefJeÅeeueÙeeW keâer Glke=â° ÚefJe pees
Ùes mebmLeeve Debleje&°êrÙe jQefkebâie kesâ Meer<e& heeÙeoeve ceW mLeeve
#ecelee ceW meewj Tpee&, heJeve Tpee&, peue efJeÅegle, yee@Ùeesceeme Øeehle veneR keâj heeles nQ~
Tpee& leLee Menjer Deewj DeewÅeesefiekeâ DeheefMe° keâe Tpee& ceW 46. (d) : ceewefõkeâ Ieešs kesâ mechetCe& Gvcetueve nsleg mJeleb$e efJeefveceÙe oj
™heeblejCe keâe Ùeesieoeve nw~ Yet-T<cee Tpee& (efpeÙeesLece&ue ØeCeeueer DeeJeMÙekeâ nw~
Tpee&) keâer Yeejle ceW heÙee&hle mebYeeJeveeSb nQ efkeâvleg Fmekesâ 47. (a) : hetCe& DeJecetuÙeve keâer Devegceefle FmeefueS veneR oer peeleer nw keäÙeeWefkeâ
oesnve kesâ efueS nceejs heeme heÙee&hle lekeâveerkeâ keâe DeYeeJe nw Yegieleeve meblegueve mebyebOeer meceeÙeespeve keâneR Deewj mes efkeâÙee peevee
ÛeeefnS~
pees keâce ueeiele hej Ùen Tpee& megueYe keâje mekesâ~
48. (c) : Iejsuet Glheeove yeÌ{eves kesâ efueS meerefcele DeJecetuÙeve keâer
38. (c) : JeeÙeg ceW keâCeekeâej heoeLe& keâer GheefmLeefle keâe ceeveJe mJeemLÙe Devegceefle oer peeleer nw~
hej meJee&efOekeâ Øeemebefiekeâ ØeYeeJe MJeeme mebyebOeer jesieeW keâe yeÌ{vee
49. (b) : mJeleb$e efJeefveceÙe ØeCeeueer kesâ Debleie&le mJele: Ieefšle DeeÙe
nw~
mebyebOeer heefjJele&veeW keâer DevegheefmLeefle ceW Je=nòej DeJecetuÙeve
39. (b) : keâejCe, keâLeve keâer mener JÙeeKÙee veneR nw keäÙeeWefkeâ efnceeueÙe neslee nw~
heeefjleb$e keâes keâeÙece jKevee kesâJeue FmeefueS DeeJeMÙekeâ veneR 50. (d) : Skeâ mJeleb$e ™he mes vecÙe efJeefveceÙe oj kesâ DeueeJee, Yegieleeve
nw efkeâ Ùen Deveskeâ mJeosMeer pevepeeefleÙeeW keâe Iej nw yeefukeâ meblegueve mes osMe keâes Oeve keâer Deehetefle& ceW keâceer Deeleer nw
FmeefueS Yeer DeeJeMÙekeâ nw efkeâ Ùen JevemheefleÙeeW SJeb peerJe- efpemekesâ heefjCeecemJe™he yÙeepe oj ceW Je=efæ nesleer nw~
pevlegDeeW keâer DeveskeâeW ØepeeefleÙeeW keâes mebj#eCe Øeoeve keâjlee nw~ ueeYeepe&ve keâer eqmLeefle ceW jns je„^ keâer leguevee ceW, Ieešs mes
«emle je„^ ceW peye Deeceoveer Deewj Oeve keâer Deehetefle& ceW keâceer
40. (d) : efJekeâemeMeerueosMeeW ceW veiejerÙe "esme DeheJepÙe& keâer mebjÛevee ceW
Dee peeleer nw lees cetuÙeeW ceW Yeer keâceer Dee peeleer nw, efpemekesâ
KeeÅe DeheJepÙe& kesâ DebMe keâer Øee™heer meercee 40% mes DeefOekeâ heefjCeecemJe™he Ieešs mes «emle je„^ kesâ JÙeeheej meblegueve ceW
nw~ megOeej Deelee nw~
PRACTICE SET-3
1. The modality of 'teaching' has to be (ii) Non availability of textbooks/reading materials
differentiated from 'training' or 'instructing' in for use
terms of which of the following learning GheÙeesie nsleg hee"ŸehegmlekeâeW/hee"Ÿemeeceef«eÙeeW keâer DevegheueyOelee
outcomes? (iii) Proactive moves in the interactive processes
efvecveefueefKele ceW mes efkeâve DeefOeiece heefjCeeceeW kesâ meboYe& ceW Deble: ef›eâÙeelcekeâ Øeef›eâÙeeDeeW ceW henue-hejkeâ Øeefleceeve
‘efMe#eCe’ keâer heæefle Deewj ‘ØeefMe#eCe’ DeLeJee ‘DevegosMeve (iv) Shortage of highly qualified teachers
ceW Deblej keâjvee nesiee? GÛÛe ÙeesiÙe efMe#ekeâeW keâer keâceer
(a) Disciplined and patterned behaviour (v) Availability of smart classes
DevegMeeefmele Deewj JÙeJeefmLele JÙeJenej mceeš& keäueemespe keâer GheueyOelee
(b) Critical and creative thinking Choose the correct answer from the following
meceeueesÛeveelcekeâ Deewj me=peveelcekeâ efÛevleve options:
(c) Firm and durable association of ideas mener efJekeâuhe keâe ÛeÙeve keâerefpeS Š
efJeÛeejeW keâe ÂÌ{ Deewj efškeâeT meenÛeÙe& (a) (i), (ii) and (iii)/(i), (ii) Deewj (iii)
(d) Quick feedback/lJeefjle heâer[ yewkeâ (b) (ii), (iii) and (v)/(ii), (iii) Deewj (v)
2. Which of the given learner characteristics are (c) (ii), (iv) and (v)/(ii), (iv) Deewj (v)
associated with field dependent (holistic/visual) (d) (iii), (iv) and (v)/(iii), (iv) Deewj (v)
learning style? 4. When the 'test data' tell us about a student's
veerÛes oer ieF& DeefOeiecekeâlee& keâer efJeMes<eleeDeeW ceW mes keâewve level of proficiency in a defined area, the
meer #es$e efveYe&j (mece«e/ÂMÙe) DeefOeiece Mewueer mes pegÌ[er procedure of evaluation is called
nw? peye keâesF& ‘hejer#eCe Øeoòe’ efkeâmeer heefjYeeef<ele #es$e ceW
(i) Focusing on facts and principles Úe$e/Úe$ee kesâ ØeJeerCelee mlej keâes Fbefiele keâjles nQ, lees
leLÙeeW Deewj efmeæebleeW hej OÙeeve keWâefõle keâjvee cetuÙeebkeâve keâer Fme Øeef›eâÙee keâes keäÙee keâne peelee nw?
(ii) Relating concepts to personal experience (a) Formative evaluation/efvecee&Ceelcekeâ cetuÙeebkeâve
DeJeOeejCeeDeeW keâes JÙeefòeâiele DevegYeJe mes peesÌ[vee (b) Summative evaluation/mebkeâueveelcekeâ cetuÙeebkeâve
(iii) Formal interaction with teacher related to
(c) Norm-referenced testing/ceevekeâ–meboefYe&le hejer#eCe
tasks at hand/efoÙes ieÙes keâeÙeeX kesâ mebyebOe ceW efMe#ekeâ kesâ
(d) Criterion-referenced testing/efvekeâ<e–meboefYe&le hejer#eCe
meeLe DeewheÛeeefjkeâ Debleef›e&âÙee
(iv) Preferring to compete rather than cooperate 5. Which of the following is indicative of
menÙeesie kesâ meehes#e ØeeflemheOee& keâes DeefOekeâ cenlJe osvee innovations in evaluation system at present?
(v) Preferring to cooperate rather than compete efvecveefueefKele ceW mes keâewve-mee Jele&ceeve ceW efMe#ee ØeCeeueer
ØeeflemheOee& kesâ meehes#e menÙeesie keâes DeefOekeâ cenlJe osvee ceW veJeeÛeej keâe Åeeslekeâ nw?
(vi) Perceiving global aspects of concepts and (a) Semesterization system/mescesmšjerkeâjCe ØeCeeueer
materials/DeJeOeejCeeDeeW Deewj meeceef«eÙeeW kesâ JewefÕekeâ (b) Project based evaluation system
henuegDeeW hej OÙeeve osvee heefjÙeespevee DeeOeeefjle cetuÙeebkeâve ØeCeeueer
Choose the correct answer from the options (c) Choice based credit system
given below:
mener efJekeâuhe keâe ÛeÙeve keâerefpeS : efJekeâuhe-DeeOeeefjle ›esâef[š ØeCeeueer
(d) Objective based evaluation system
(a) (i), (ii) and iii)/(i), (ii) Deewj (iii)
GösMÙe-DeeOeeefjle cetuÙeebkeâve ØeCeeueer
(b) (ii), (iii) and (v)/(ii), (iii) Deewj (v)
6. Identify the qualitative research designs from
(c) (ii), (v) and (vi)/(ii), (v) Deewj (vi)
the list given below:
(d) (iv), (v) and (vi)/(iv), (v) Deewj (vi)
veerÛes oer ieF& metÛeer ceW mes iegCeelcekeâ DevegmebOeeve DeefYekeâuhe
3. Which of the following potential factors
affecting teaching are related to instructional keâer henÛeeve keâjW -
facilities and learning environment? (i) Exploring common experiences of individuals
efvecveefueefKele ceW mes efMe#eCe keâes ØeYeeefJele keâjves Jeeues to develop a theory/efmeæeble kesâ Øeefleheeove nsleg JÙeefòeâ
keâewve-mes mebYeeefJele keâejkeâ DevegosMeelcekeâ megefJeOeeDeeW Deewj kesâ meePee DevegYeJeeW keâer leueeMe keâjvee
DeefOeiece JeeleeJejCe mes mebyebefOele nw? (ii) Controlling, manipulating, observing and
(i) Praise and encouragement by teachers measuring the effect/efveÙeb$eCe, nsj-hesâj ueevee, Øes#eCe
efMe#ekeâeW Éeje ØeMebmee Deewj Øeeslmeenve leLee ØeYeeJe keâe ceeheve keâjvee
(iii) Exploring the shared culture of a group of 9. Match Set-I with Set-II
people/Skeâ mecetn kesâ ueesieeW keâer meePeer mebmke=âefle keâer veerÛes oes mesš efoS ieS nQ, mesš Skeâ ceW DevegmebOeeve ceW
leueeMe keâjvee ØeÙegòeâ ØecegKe Meyo nw peyeefkeâ mesš oes ceW Gvekeâe JeCe&ve
(iv) Exploring individual stories to describe the efoÙee ieÙee nw~ oesveeW mesšeW keâes megcesefuele keâerefpeSŠ
lives of people/ueesieeW kesâ peerJeve keâe JeCe&ve keâjves kesâ Set/mesš-I Set/mesš-II
efueS JÙeefòeâÙeeW kesâ keâneefveÙeeW keâer leueeMe keâjvee (Key Terms used in (Description of Terms)
(v) Extending generalizations from sample to Research) heo keâe JeCe&ve
population DevegmebOeeve ceW ØeÙegòeâ
ØeefleoMe& mes pevemebKÙee lekeâ meeceevÙeerkeâjCe keâe ÛeÙeve keâjW ØecegKe heo
Select the correct answer from the following
a) Hypothesis (i) Techniques used for
options:
efvecveefueefKele efJekeâuheeW ceW mes mener Gòej keâe ÛeÙeve keâjWŠ heefjkeâuhevee collection of facts and
information
(a) (i), (iii) and (iv)/(i), (iii) Deewj (iv) leLÙeeW Deewj metÛeveeDeeW keâes
(b) (i), (ii) and (iii)/(i), (ii) Deewj (iii) Skeâ$e keâjves keâer lekeâveerkeâ
(c) (ii), (iii) and (v)/(ii), (iii) Deewj (v) b) Sample/ØeefleoMe& (ii) Devices for arriving at
(d) (ii), (iv) and (v)/(ii), (iv) Deewj (v) conclusions
7. Which of the following shows the correct efve<keâ<e& hej hengBÛeves kesâ efueS
sequence in undertaking Action Research meeOeve
based studies? c) Research Design (iii) A tentative statement
ef›eâÙeelcekeâ DevegmebOeeve hej DeeOeeefjle DeOÙeÙeve keâjves kesâ DevegmebOeeve DeefYekeâuhe indicating potential
efueS efvecveefueefKele ceW mes keâewve mener ›eâce keâes oMee&lee nw? solution of the problem
(a) Planning, Acting on the plan, Observing and of study
Reflecting/efveÙeespeve, Ùeespevee hej keâeÙe&, Øes#eCe Deewj DeOÙeÙeve keâer mecemÙee kesâ
efJeceMeea DevegefÛebleve mebYeeefJele meceeOeeve keâes
(b) Acting on the plan, Observing, Planning and oMee&vesJeeuee Deveefvlece keâLeve
Reflecting/Ùeespevee hej keâeÙe&, Øes#eCe, efveÙeespeve Deewj d) Research Tool (iv) A subset drawn from a
efJeceMeea DevegefÛebleve DevegmebOeeve GhekeâjCe defined set
(c) Reflecting, Planning, Acting on the plan and heefjYeeef<ele mecegÛÛeÙe mes Øeehle
Observing/efJeceMeea DevegefÛebleve, efveÙeespeve, Ùeespevee hej ueIegmecegÛÛeÙe
keâeÙe& Deewj Øes#eCe (v) Conceptual framework
(d) Acting on the plan, Reflecting, Planning and for conducting
Observing/Ùeespevee hej keâeÙe&, efJeceMeea DevegefÛebleve, research
efveÙeespeve SJeb Øes#eCe DevegmebOeeve nsleg
8. Application of ICT in research is relevant in mecØelÙeÙeelcekeâ {eBÛee
which of the following stages? Select the correct answer from the options
DevegmebOeeve ceW DeeF& meer šer keâe DevegØeÙeesie efvecveefueefKele ceW given below:
mes efkeâve-efkeâve ÛejCeeW ceW neslee nw? veerÛes efoS ieS efJekeâuheeW mes mener Gòej keâe ÛeÙeve keâjW -
(a) (a)-(i),(b)-(ii), (c)-(iii), (d)-(iv)
(i) Survey of related studies
(b) (a)-(ii),(b)-(iii), (c)-(iv), (d)-(v)
mebyebefOele DeOÙeÙeve keâe meJex#eCe (c) (a)-(i),(b)-(ii), (c)-(iv), (d)-(iii)
(ii) Data collection in the field/#es$e ceW Øeoòe meb«en (d) (a)-(iii),(b)-(iv), (c)-(v), (d)-(i)
(iii) Data Analysis/Øeoòe efJeMues<eCe 10. A researcher reports his/her research finding to
(iv) Writing the thesis/MeesOe-ØeyebOe efueKevee the research audience in such a way that his/her
(v) Indexing the references/meboYeex keâes metÛeeryeæ keâjvee personal views are necessarily getting supported.
This would involve issues relating to
Choose the most appropriate option from those Skeâ DevegmebOeevekeâlee& MeesOe heefjCeeceeW keâes Fme lejn Øemlegle
given below:
keâjlee nw efkeâ Gmekeâe JÙeefòeâiele Âef°keâesCe DeJeMÙecesJe
efvecveefueefKele efJekeâuheeW ceW mes meJee&efOekeâ GheÙegòeâ efJekeâuhe
mecheg° nes peeS~ Ssmeer oMee ceW efvecveefueefKele ceW mes keâewve
keâe ÛeÙeve keâjW- mee cegöe mecyeefvOele nesiee?
(a) (ii), (iv) and (v)/(ii), (iv) Deewj (v) (a) Technical aberration/lekeâveerkeâer $egefš
(b) (i), (iii) and (v)/(i), (iii) Deewj (v) (b) Research ethics/MeesOe-veweflekeâlee
(c) (i), (ii) and (iv)/(i), (ii) Deewj (iv) (c) Scientific rigour/Jew%eeefvekeâ keâef"veeF&
(d) (ii), (iii) and (iv)/(ii), (iii) Deewj (iv) (d) Personal predilection/JÙeefòeâiele hetJee&«en

11. Given below are two statements. One is labelled (a) Single mindedness/Skeâe«elee
as Assertion (A) and other is labelled as Reason (b) having liberal view/Goej Âef°Jeeuee
(R). (c) Pluralistic ignorance/yengue De%eevelee
veerÛes oes keâLeve efoS ieS nQ, efpeveceW mes Skeâ keâes
(d) Conventional coding/hejbhejeiele mebkesâleve
DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw: 14. When the classroom communication is circular,
Assertion/DeefYekeâLeve (A) : the teacher encoder will be a/an.
While communicating with students, a teacher peye keâ#ee ceW mecØes<eCe ceW Ûe›eâerÙelee nesleer nw lees efMe#ekeâ-
should go beyond what is prescribed/efMe#ekeâ keâes Úe$eeW mebkesâlekeâ keäÙee nesiee?
kesâ meeLe efveOee&efjle oeÙejs kesâ hejs peekeâj mecØes<eCe keâjvee ÛeeefnS~ (a) Active decoder/meef›eâÙe efJemebkesâlekeâ (ef[keâes[j)
Reason/leke&â (R) : (b) Passive observer/efveef<›eâÙe Øes#ekeâ
Non-verbal cues definitely convey what is (c) Negative receiver/vekeâejelcekeâ Dee«eenkeâ (efjmeerJej)
intended by the teacher/DeMeeefyokeâ mebkesâle efveef§ele ™he mes
(d) Restive coder/DeMeeble keâes[keâ (keâes[j)
efMe#ekeâ kesâ DeefYeØeeÙe keâes mecØesef<ele keâjles nQ~ 15. Communication begins usually with
In the light of the above two statements, choose mecØes<eCe Deeceleewj mes efkeâmekesâ meeLe ØeejcYe neslee nw?
the correct option from those given below.
(a) confused ideas/Yeüecekeâ efJeÛeej
Ghejesòeâ oesveeW keâLeveeW kesâ meboYe& ceW mener efJekeâuhe ÛegefveS:
(b) Semantic noise/DeLe&-efJe<eÙekeâ OJeefve
(a) Both A and R are true and R is the correct
explanation of A/(A) Deewj (R) oesveeW mener nQ leLee (c) Apprehension/DeeMebkeâe
(R), (A) keâer mener JÙeeKÙee nw~ (d) Pictures in the mind/ceve-ceefmle<keâ ceW efÛe$e
(b) Both A and R are true but R is NOT the 16. MOTION is to RUN as EMOTION is to:
correct explanation of A/(A) Deewj (R) oesveeW mener ‘ieefle’ keâe ‘oewÌ[ves’ mes Jener mebyebOe nw pees mebJesie keâe
nQ leLee (R), (A) keâer mener JÙeeKÙee veneR nw~ (a) FURIOUS/G«e mes
(c) A is true, but R is false (b) FEELING/cenmetme nesves mes
(A) mener nw, uesefkeâve (R) ieuele nw~ (c) HEART/efoue mes
(d) A is false, but R is true (d) ENJOY/Deevevo uesves mes
(A) ieuele nw, uesefkeâve (R) mener nw~ 17. The missing letters in the given letter series are:
12. Successful communication inside the classroom efoS ieS De#ej ›eâce ceW ueghle De#ej keäÙee nw?
depends upon. BCE, CDG, DEI, ............., FGM
keâ#ee kesâ Deboj meheâue mecØes<eCe efkeâme hej efveYe&j keâjlee (a) EFK (b) EGJ
nw? (c) EFH (d) EGH
(A) Detailed and long description of the topic 18. If UGCNET = 35, then CSIRNET =
efJe<eÙe keâe efJemle=le Deewj uebyee JeCe&ve Ùeefo UGCNET = 35, lees CSIRNET =?
(B) Describing the theme/‘Leerce’ keâe JeCe&ve keâjvee (a) 42 (b) 43
(c) 44 (d) 45
(C) Use of persuasive words and phrases
19. A sum of money with compound interest
ØeYeeJeer MeyoeW Deewj JeekeäÙeebMeeW keâe GheÙeesie becomes Rs. 400 in 2 years and Rs. 500 in 3
(D) Clarity in explanation offered years. Find the sum.
Øemlegle keâer ieF& JÙeeKÙee ceW mhe°lee keâesF& jeefMe Ûe›eâJe=efæ yÙeepe kesâ meeLe 2 Je<eeX ceW 400
(E) Repetitive anecdotes ®heÙes Deewj 3 Je<eeX ceW 500 ®heÙes nes peeleer nw lees Jen jeefMe
hegvejeJe=efòekeâ DeeKÙeeve (Svekeâ[esšdme) keäÙee nw?
(F) Unstructured delivery of the message (a) Rs. 290/290 ®heÙes (b) Rs. 256/256 ®heÙes
mevosMe keâer DemebjefÛele ØeoeÙeieer (c) Rs. 302/302 ®heÙes (d) Rs. 308/308 ®heÙes
Choose the correct option from those below: 20. Twenty times a positive integer is less than its
mener efJekeâuhe ÛegefveS: square by 96. What is the integer.
(a) (A), (B) and (C)/(A), (B) Deewj (C) Skeâ Oeveelcekeâ hetCeeËkeâ keâe 20 iegCee Gmekesâ Jeie& mes 96
(b) (B), (C) and (D)/ (B), (C) Deewj (D) keâce nw~ hetCeeËkeâ keäÙee nw?
(c) (C), (D) and (E)/ (C), (D) Deewj (E) (a) 24 (b) 20
(c) 30 (d) 14
(d) (D), (E) and (F)/ (D), (E) Deewj (F) 21. "Planets are big. Therefore, the atoms from
13. If a teacher considers his or her students ill- which they are made are big". This inference
informed, teacher's behaviour is described as: commit which kind of fallacy?
Ùeefo efMe#ekeâ Deheves Úe$eeW keâes ieuele ™he mes mebmetefÛele ‘‘«en yeÌ[s nesles nQ Dele: efpeve hejceeCegDeeW mes «eneW keâe
ceevelee nw lees Gme efMe#ekeâ-JÙeJenej keâes efkeâme ™he ceW efvecee&Ce neslee nw, Jes yeÌ[s nesles nQ’’ Fme Devegceeve ceW efkeâme
JeefCe&le efkeâÙee peeSiee? Øekeâej keâe oes<e nw?
(a) Fallacy of Division/efJeYeefòeâ oes<e kesâ DeeOeej hej efvecveefueefKele ØeMveeW (26-30) kesâ Gòej
(b) Fallacy of Ambiguity/ÉÙeLe&keâ oes<e oerefpeS:
(c) Fallacy of Equivocation/DeveskeâeLe&keâ oes<e heebÛe efJeÅeeueÙeeW ceW Úe$eeW Deewj Úe$eeDeeW keâer kegâue mebKÙee
(d) Ad populum/Ss[ hee@heguece keâer ØeefleMelelee
22. "Some teachers are not sincere" is an example School Name % of Total % of Girl
of which category of proposition? efJeÅeeueÙe keâe Students Students
‘‘kegâÚ efMe#ekeâ keâòe&JÙe efve‰ veneR nesles nQ’’ efkeâme ßesCeer Enrolled Enrolled
veece
kesâ leke&âJeekeäÙe keâe GoenjCe nw? veeceebefkeâle kegâue veeceebefkeâle kegâue
(a) Universal negative/meeJe&Yeewefcekeâ efve<esOe Úe$eeW keâer (%) Úe$eeDeeW keâer
(b) Universal affirmative/meeJe&Yeewefcekeâ efJeOesÙe (mekeâejelcekeâ) ØeefleMelelee (%) ØeefleMelelee
(c) Particular affirmative/efJeMes<e efJeOesÙe (mekeâejelcekeâ) A 20% 15%
(d) Particular negative/efJeMes<e efve<esOe (vekeâejelcekeâ) B 30% 35%
23. Which of the following is correct about the C 25% 12%
sentence. "Some men are not married"? D 15% 25%
‘‘kegâÚ heg®<e efJeJeeefnle veneR nesles nw’’ Fme JeekeäÙe kesâ E 10% 13%
mebyebOe ceW efvecveefueefKele ceW mes keäÙee mener nw? 26. The total number of girls enrolled in school A
(a) The subject is distributed/GösMÙe efJeleefjle nw and B together is.
A Deewj B oesveeW efJeÅeeueÙeeW ceW veeceebefkeâle Úe$eeDeeW keâer
(b) The predicate is distributed/efJeOesÙe efJeleefjle nw
(c) Both subject and predicate are distributed kegâue mebKÙee nw:
GösMÙe Deewj efJeOesÙe oesveeW efJeleefjle nw (a) 740 (b) 760
(d) Neither subject nor predicate is distributed (c) 940 (d) 1000
GösMÙe Deewj efJeOesÙe oesveeW efJeleefjle veneR nw 27. The total number of boys enrolled is school C,
24. Which one of the following is not a sense organ D and E is.
according to classical Indian school of Logic? (C), (D) Deewj (E) efJeÅeeueÙeeW ceW veeceebkeâve Øeehle Úe$eeW
YeejleerÙe MeeŒeerÙe leke&âMeeŒe mecØeoeÙe kesâ Devegmeej keâer kegâue mebKÙee nw:
efvecveefueefKele ceW mes keâewve mee %eevesefvõÙe veneR nw? (a) 965 (b) 1250
(a) Manas/ceveme (b) Savikalpaka/meefJekeâuhekeâ (c) 1021 (d) 1325
28. The number of girls enrolled in B, C and D
(c) Chakshu/Ûe#eg (d) Srotra/ßees$e
constitutes what percentage (%) of total
25. "have you stopped telling lies?" number of students in schools?
This type of question commits which kind of (B), (C) Deewj (D) efJeÅeeueÙeeW ceW veeceebefkeâle Úe$eeDeeW keâer
fallacy."
‘‘keäÙee Deeheves Pet" yeesuevee ÚesÌ[ efoÙee nw?’’ Fme Øekeâej mebKÙee efJeÅeeueÙeeW ceW kegâue Úe$eeW keâer mebKÙee keâe efkeâlevee
kesâ ØeMve ceW efkeâme Øekeâej keâe oes<e nw? ØeefleMele nw?
(a) 30% (b) 31%
(a) Fallacy of complex question/Úue ØeMve oes<e
(c) 32% (d) 33%
(b) Fallacy of Ambiguity/ÉÙeLe&keâ oes<e 29. The ratio of number of girls enrolled in school
(c) Fallacy of Equivocation/DeveskeâeLe&keâ oes<e B to that of the number of boys enrolled in D is.
(d) Fallacy of Accident/Gheue#eCe oes<e/GheeefOe oes<e (B) efJeÅeeueÙe ceW veeceebefkeâle Úe$eeDeeW keâer mebKÙee Deewj
Q.N. (26-30) (D) efJeÅeeueÙe ceW veeceebefkeâle Úe$eeW keâer mebKÙee keâe
Comprehension: Devegheele nw:
The following table gives the percentage of
(a) 1:4 (b) 4:1
total students and also girl students enrolled in
(c) 1:3 (d) 3:1
five schools (A-E). The total number of
30. If 10% of the girls enrolled in C, change their
students is 4500, while the total number of girl
school to E, then what will be the aggregate
students is 2000. Based on the data of table,
number of girls in E?
answer the questions that follow.
Percentage of total number of students and Ùeefo (C) efJeÅeeueÙe ceW veeceebefkeâle 10% Úe$eeSb Dehevee
girls students in five schools. efJeÅeeueÙe yeouekeâj (E) efJeÅeeueÙe ceW veeceebkeâve keâjeleer
efvecveefueefKele leeefuekeâe ceW heebÛe efJeÅeeueÙeeW (A-E) ceW nQ, lees (E) efJeÅeeueÙe ceW veeceebefkeâle Úe$eeDeeW keâer kegâue
veeceebkeâve Øeehle kegâue Úe$eeW Deewj Úe$eeDeeW keâer ØeefleMelelee mebKÙee efkeâleveer nw?
oer ieF& nw~ Úe$eeW keâer kegâue mebKÙee 4500 nw peyeefkeâ (a) 214 (b) 234
Úe$eeDeeW keâer kegâue mebKÙee 2000 nw; leeefuekeâe kesâ DeebkeâÌ[eW (c) 274 (d) 284

31. How many unique combination of 0's and 1's 35. Which of the following portals include the list
can be made with 5 binary digit code? of 'on-line courses"?
5 efÉ-Debkeâer ketâš mes 0 Deewj 1 kesâ efkeâleves efJeefMe° Ùegice efvecveefueefKele ceW mes efkeâve-efkeâve heesš&ue ceW ‘Dee@ve-ueeF&ve
yeveeS pee mekeâles nQ? hee"Ÿe›eâceeW keâer metÛeer Meeefceue nw?
(a) 16 (b) 32 (A) ariia.gov.in/SefjÙee.iee@Je.Fve
(c) 64 (d) 128 (B) swayam.gov.in/mJeÙeced.iee@Je.Fve
32. The process through which an illegitimate
(C) mic.ac.in/efcekeâ.Smeer.Fve
website pretends to be a specific legitimate
website is known as: (D) nptel.ac.in/SveheeršerFue.Smeer.Fve
efpeme Øeef›eâÙee ceW DeJewOe JesyemeeFš efJeefMe° JewOe JesyemeeFš Choose the correct option from those given
nesves keâe mJeebie keâjlee nw, Gmes efvecveefueefKele ceW mes below.
efkeâmekeâer meb%ee oer peeleer nw? mener efJekeâuhe ÛegefveS :
(a) Sniffing/efmveefhebâie (a) (A) and (C) only/kesâJeue (A) Deewj (C)
(b) Spoofing/mhetefhebâie (b) (A) and (D) only/kesâJeue (A) Deewj (D)
(c) Backdoors/yewkeâ[esme& (c) (B) and (C) only/kesâJeue (B) Deewj (C)
(d) War Dialing/Jeej [eÙeefuebie (d) (B) and (D) only/kesâJeue (B) Deewj (D)
33. Which of the following keys of keyboard are 36. Sustainable Development Goal-'Life below
called modifier keys? water' aims at conserving and sustainably
keâer-yees[& kesâ efkeâme ‘keâer’ keâes Gheevleefjkeâ keâer meb%ee using.
(ceesef[heâeÙej keâer) oer peeleer nw? mebhees<eCeerÙe efJekeâeme ue#Ùe-peue kesâ veerÛes peerJeve keâe efkeâmekesâ
(A) Ctrl/kebâšêsue (B) Shift/efMeheäš
mebj#eCe SJeb mebhees<eCeerÙe DevegØeÙeesie nsleg Dehesef#ele nw :
(a) Ground water resources/YetieYeeaÙe peue mebmeeOeve
(C) End/Fv[ (D) Alt/Deuš
(b) Rivers, streams, ponds and lake resources
Choose the correct option from given below:
mener efJekeâuhe ÛegefveS: veefoÙeeb, Pejves, leeueeye Deewj Peerue mebmeeOeve
(c) Oceans, sea and marine resources
(a) (A), (B) and (C)/(A), (B) Deewj (C)
cenemeeiej, mecegõ Deewj mecegõerÙe mebmeeOeve
(b) (A), (B) and (D)/(A), (B) Deewj (D)
(d) Wetland resources/oueoueer Yetefce (JewšueQ[) mebmeeOeve
(c) (A), (C) and (D)/(A), (C) Deewj (D)
37. From the following list, identify the
(d) (B), (C) and (D)/(B), (C) Deewj (D) Greenhouse Gases adopted in the Kyoto
34. One aspect of E-governance deals with flow of Protocol.
information between the Government and efvecveefueefKele metÛeer mes keäÙeesšes mebefOe (Øeesšeskeâe@ue) ceW
citizens. Which of the following are meefcceefuele «eerve neTme iewmeeW keâer henÛeeve keâerefpeS:
Government to Citizen (G2C) initiatives? (i) Carbon/keâeye&ve-[eFDee@keämeeF&[
F&-ieJeveXme keâe Skeâ henuet mejkeâej Deewj veeieefjkeâeW kesâ (ii) Methane/ceerLesve/cesLesve
ceOÙe metÛevee kesâ ØeJeen mes mebyebefOele nw~ efvecveefueefKele ceW mes (iii) Nitrous oxide/veeFš^me Dee@keämeeF&[
keäÙee-keäÙee mejkeâej mes veeieefjkeâ (peer2meer) keâer Deesj henue (iv) Hydroflurocarbons/neF[ês-heäuetjeskeâeye&ve
nw? (v) Perflurocarbons/hejheäuetjeskeâeye&ve
(A) E-Help/F&-nsuhe (vi) Sulphur hexafluride/meuheâj nskeämeeheäueesjeF[
(B) E-Health/F&-nsuLe Select the most appropriate answer from the
options given below:
(C) E-Tendering/F&-šsb[efjbie
veerÛes efoS ieS efJekeâuheeW ceW mes meJee&efOekeâ GheÙegòeâ Gòej
(D) E-Feedback/F&-heâer[yewkeâ ÛegefveS:
Choose the correct option from those given (a) (i), (ii), (iv) and (v)
below. (b) (i), (iv), (v) and (vi)
mener efJekeâuhe ÛegefveS: (c) (ii), (iv), (v) and (vi)
(a) (A) and (B) only/kesâJeue (A) Deewj (B) (d) (i), (ii), (iii), (iv), (v) and (vi)
38. Climate pledges under Paris Agreement cover
(b) (C) and (D) only/kesâJeue (C) Deewj (D)
what fraction of greenhouse gas emissions
(c) (B) and (D) only/kesâJeue (B) Deewj (D) reduction needed to limit the global warming
(d) (B) and (D) only/kesâJeue (B) Deewj (D) below 20C?

hesefjme mecePeewles kesâ Debleie&le peueJeeÙeg heefjJele&ve mebyebOeer 42. For research in policy relevant area, which of
JeÛeveyeælee ceW JewefÕekeâ leeheve keâes 2ºC mes veerÛes meerefcele the following organization is entrusted with the
jKeves kesâ efueS «eerve neTme iewme Glmepe&ve ceW efkeâleveer initiative 'Impress'?
efYeVeerÙe keâšewleer Meeefceue nw? veerefle mebiele #es$eeW ceW MeesOe kesâ efueS-efvecveefueefKele ceW mes
(a) 1/3 (b) 2/3 efkeâme mebie"ve keâes FcØesme henue meeQhee ieÙee nw?
(c) 1/2 (d) 3/4
(a) IIAS/DeeF& DeeF& S Sme
39. Match List I with List II
metÛeer-I keâes metÛeer-II kesâ meeLe megcesefuele keâerefpeS~ (b) ICSSR/DeeF& meer Sme Sme Deej
List/metÛeer-I List/metÛeer-II (c) ICPR/DeeF& meer heer Deej
(Examples/GoenjCe) (Type of communication (d) ICHR/DeeF& meer SÛe Deej
mebÛeej kesâ Øekeâej) 43. Which of the following is a residential center
A. Meaningless sound I. Polysemy/yeng-DeLe&keâlee for free and creative enquiry into the
and words
fundamental themes and problems of life and
DeLe&nerve OJeefve SJeb Meyo
thought?
B. Traffic light signals II. Dyadic communication
š^wefHeâkeâ ueeFš mebkesâlekeâ efÉkeâerÙe mebØes<eCe efvecveefueefKele ceW mes peerJeve Deewj efÛebleve kesâ cetueYetle
C. Words that have III. Paralinguistic efJeÛeej Deewj mecemÙeeDeeW keâer Gvcegòeâ Deewj me=peveelcekeâ
different meanings hejeYeeef<ekeâ Glmegkeâlee kesâ efveefceòe DeeJeemeerÙe keâewve mee keWâõ nw?
Deueie DeLe& osves Jeeues Meyo
(a) Dr. Zakir Hussain Memorial College Trust
D. Two persons IV. Non-verbal
exchanging greetings communication [e. peeefkeâj ngmewve cesceesefjÙeue keâe@uespe š^mš
MegYekeâeceveeDeeW keâe Deeoeve- DeMeeefyokeâ mebØes<eCe (b) Sri Lal Bahadur Shastri Rashtriya Sanskrit
Øeoeve keâjles oes JÙeefòeâ Vidyapeetha
Choose the correct answer from the options ßeer ueeue yeneogj MeeŒeer je°êrÙe mebmke=âle efJeÅeeheer"
given below: (c) Indian Institute of Advanced Study
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS: Fbef[Ùeve FbefmššŸetš Dee@heâ S[Jeevm[ mš[er
A B C D
(a) 1 2 4 3 (d) National Assessment and Accreditation
(b) 2 3 1 4 Council
(c) 3 4 1 2 vesMeveue DemesmeceWš SC[ S›esâef[šsMeve keâeGbefmeue
(d) 4 1 2 3 44. Capturing the imagination and initiative of the
40. Polar stratospheric Clouds are associated with
students is of crucial importance in.
which of the following environmental issues?
OeÇgJeerÙe meceleehe ceb[ueerÙe (mšêšesmhesâefjkeâ) yeeoue efJeÅeeLeea keâer keâuhevee Deewj Gmekeâer henue keâes Meeefceue
efvecveefueefKele ceW mes efkeâme heÙee&JejCeerÙe ceeceues mes mecyeæ efkeâS peeves keâe cenòJe efvecveefueefKele cebs mes efkeâmecebs nw Š
nQ: (a) Case method of teaching/efMe#eCe keâer JÙeef° efJeefOe
(a) Flash foods/Deekeâefmcekeâ yeeÌ{ (b) Concept Mapping/DeJeOeejCee-ØeefleefÛe$eCe
(b) Acid rain/DecueerÙe Je<ee&
(c) Peer instruction/mecekeâ#eerÙe DevegosMeve
(c) Ozone layer depletion/Deespeesve hejle efve:Mes<eCe
(d) Quizzes/efkeäJepe
(d) Photo chemical smog/heâesšes-jemeeÙeefvekeâ Oetce-keâesnje
41. The teaching in the universities of ancient India 45. A vital role in human resource development of
was controlled by board of eminent teachers. a country centered on skilled manpower,
The affairs of which university were productivity and the quality of life of its people
administered by the Board of Vikramsila is focused on which of the following domains?
University? efkeâmeer osMe keâer kegâMeue peveMeefòeâ, Glheeokeâlee Deewj ueesieeW
ØeeÛeerve Yeejle kesâ efJeÕeefJeÅeeueÙeeW ceW efMe#eCe hej meJe&ßes‰
DeOÙeehekeâeW kesâ yees[& keâe efveÙeb$eCe Lee~ efvecveefueefKele ceW mes kesâ peerJeve keâer iegCeJeòee hej keWâefõle ceeveJe mebmeeOeve
efkeâme efJeÕeefJeÅeeueÙe keâe keâeÙe& efJe›eâceefMeuee efJekeâeme cebs efvecveefueefKele cebs mes efkeâme #es$e hej yeue efoÙee
efJeÕeefJeÅeeueÙe kesâ yees[& kesâ ØeMeemeveeOeerve Lee~ peelee nw?
(a) Jagaddala University/peieouee efJeÕeefJeÅeeueÙe (a) Professional education/JÙeeJemeeefÙekeâ efMe#ee
(b) Valabhi University/JeuueYeer efJeÕeefJeÅeeueÙe (b) Formal education/DeewheÛeeefjkeâ efMe#ee
(c) Nalanda University/veeueboe efJeÕeefJeÅeeueÙe (c) Lifelong education/peerJeveheÙe&vle efMe#ee
(d) Odantapuri University/Deesoblehegjer efJeÕeefJeÅeeueÙe (d) Technical education/lekeâveerkeâer efMe#ee
Q.N. (46-50) GoejJeeoer ueeskeâleb$e keâe GösMÙe keäÙee nw?
Comprehension (a) Provide a mechanism to ignore popular voice
Read the passage given below carefully and answer ueeskeâefØeÙe cele keâer DeveosKeer keâjves kesâ efueS leb$e Øeoeve
questions that follow:
keâjvee
The representative dimension of the new liberal political
orders designed to protect individual rights, appeared as (b) Safeguard individual rights
the best mechanism for actualizing popular rule or JÙeefòeâiele DeefOekeâejeW keâer j#ee
sovereignty indeed democracy. As a result, it is more (c) Understand the political order
beneficial to assess the meaning and value of 'right's as jepeveereflekeâ JÙeJemLee keâes mecePevee
historical and political practices, rather than conceptual (d) Defocus representativeness
forms (especially as counterparts to 'virtue'). In this ØeeefleefveefOekeâlee mes OÙeeve nševee
respect, the discourse of right reflected a new official 47. What will be the more beneficial assessment of
mode of combining ethics and power for political democracy?
conduct. But the formally equal treatment of citizens ueeskeâleb$e keâe DeefOekeâ ueeYekeâejer Deekeâueve keäÙee nesiee?
belied a relatively arbitrary element, for the involvement (a) Considering rights as a political practice
of the citizenry in shaping the conduct of their DeefOekeâejeW keâes jepeveereflekeâ JÙeJenej ceevevee
representative was left to elite influenced election
(b) Avoiding historical meaning of the concept
procedures, qualification and voluntary participation.
Still, representation became the mythical means of DeJeOeejCee kesâ Ssefleneefmekeâ DeLeeX mes yeÛevee
transposing the authorizing power of the people to the (c) Emphasizing on virtues/meodiegCeebs hej peesj osvee
new authorities in government. After all, representatives (d) Examining the conceptual forms of
had more time and money to perfect their virtue and skill democracy
in conducting their work and were not supposed to be ueeskeâleb$e kesâ DeJeOeejCeelcekeâ ™heeW keâer peebÛe keâjvee
corrupted by the power that attended their offices. They 48. What does the discourse of rights focus on?
were supposed to be better guardians and agents of DeefOekeâejeW keâe ØeyebOe efkeâme hej keWâefõle nw?
public virtue than ordinary citizens as representation
(a) Election procedures/efveJee&Ûeve Øeef›eâÙeeDeebs hej
became institutionalized in the new states. The state
wielded power over the people, diversifying rather than (b) Arbitrary freedom/ceveceeveer mJeleb$elee hej
restricting the problems of demagoguery in ancient (c) Reasonable political conduct
democracy that modern republics were supposed to leke&âmebiele jepeveereflekeâ DeeÛejCe hej
correct. (d) New priests of power/meòee kesâ veS hegpeeefjÙeeW hej
JÙeefòeâiele DeefOekeâejeW kesâ mebj#eCe kesâ efueS lewÙeej keâer ieF& veJe GoejJeeoer
49. What was expected of public representatives?
jepeveereflekeâ JÙeJemLee keâe ØeefleefveefOe DeeÙeece, ueeskeâefØeÙe efveÙece Ùee peve ØeefleefveefOeÙeeW mes keäÙee Dehes#ee Leer?
mebØeYeglee-Jemlegle: ueeskeâleb$e keâer Øeeefhle nsleg ßes<" leb$e kesâ ™he ceW GYeje nw~
(a) Use power for personal gains
Fmekesâ heefjCeecele:, DeJeOeejCeelcekeâ ™heeW (efJeMes<ekeâj meodiegCe kesâ
efvepeer ueeYeebs kesâ efueS meòee keâe ØeÙeesie
ØeeflemLeeveer kesâ ™he ceW) kesâ yepeeS DeefOekeâejeW kesâ DeLe& Deewj cetuÙe kesâ
(b) Behave like ordinary citizens
Deebkeâueve nsleg Ssefleneefmekeâ Deewj jepeveereflekeâ JÙeJenejeW keâe DevegØeÙeesie meeceevÙe veeieefjkeâeW pewmes JÙeJenej keâjvee
keâjvee DeefOekeâ ueeYeoeÙekeâ nw~ Fme meboYe& ceW, DeefOekeâej efJe<eÙekeâ ÛeÛee& ves
(c) Become skilled in power politics
jepeveereflekeâ DeeÛejCe nsleg DeeÛeej Deewj meòee mebÙeespeve keâer Skeâ veF& meòee keâer jepeveerefle ceW kegâMeue yevevee
DeeefOekeâeefjkeâ ØeefJeefOe keâes ØeoefMe&le efkeâÙee~ hejvleg veeieefjkeâeW nsleg
(d) Safeguard representation of virtue
DeewheÛeeefjkeâ meceeve GheÛeej ves Fme legueveelcekeâ ceveceeves lelJe keâes Pet"e meodiegCe kesâ ØeefleefveefOelJe keâes megjef#ele keâjvee
meeefyele keâj efoÙee Deewj Deheves ØeefleefveefOeÙeeW kesâ DeeÛejCe efveOee&jCe ceW
50. According to the author of the passage, the
veeieefjkeâeW keâes Meeefceue keâjvee Øeyegæ Jeie& kesâ efueS ÚesÌ[ efoÙee ieÙee- modern republics should.
efpevneWves efveJee&Ûeve Øeef›eâÙeeDeeW, Den&lee Deewj mJewefÛÚkeâ Yeeieeroejer keâes DevegÛÚso kesâ uesKekeâ kesâ Devegmeej DeeOegefvekeâ ieCejepÙe keâes
ØeYeeefJele efkeâÙee~ efheâj Yeer, ØeefleefveefOelJe ueesieeW keâer ØeeefOekeâejer Meefòeâ kesâ (a) Exercise power over people
heeme Deheves keâeÙe& keâes keâjves nsleg Deheves iegCe Deewj keâewMeue keâes mešerkeâ ueesieeW hej meòee keâe ØeÙeesie keâjvee ÛeeefnS~
™he osves kesâ efueS DeefOekeâ Oeve Deewj meceÙe Dehesef#ele Lee Deewj Ssmee ceevee (b) Institutionalize power and corruption
ieÙee efkeâ Jes Deheves heo keâer MeefòeâÙeeW Éeje Yeü<š veneR neWies~ FvnW Deece meòee Deewj Yeü°eÛeej keâes mebmLeeiele yeveevee ÛeeefnS~
veeieefjkeâeW keâer leguevee ceW ueeskeâ meoeÛeej kesâ yesnlej j#ekeâ Deewj SpeWš (c) Free themselves from the defects of ancient
ceevee ieÙee keäÙeeWefkeâ veS jepÙeeW ceW ØeefleefveefOelJe mebmLeeiele nes ieÙee~ jepÙe democracy/mJeÙeb keâes ØeeÛeerve ueeskeâleb$e keâer $egefšÙeeW mes
ves ØeeÛeerve ueeskeâleb$e ceW peveebefkeâkeâer keâer mecemÙeeDeeW keâes meerefcele keâjves kesâ cegòeâ keâjvee ÛeeefnS~
yepeeS efJeefJeOelee ueekeâj ueesieeW hej Deheveer Meefòeâ keâes efveÙebef$ele efkeâÙee
(d) Imitate the institutions of new states
efpemes DeeOegefvekeâ ieCejepÙeeW keâes mener keâjvee Lee~ veS jepÙeebs keâer mebmLeeDeeW keâe DevegkeâjCe keâjvee ÛeeefnS~
46. The aim of liberal democracy is to.
ANSWER
1. (b) 6. (a) 11. (b) 16. (b) 21. (a) 26. (d) 31. (b) 36. (c) 41. (c) 46. (b)
2. (c) 7. (a) 12. (b) 17. (a) 22. (d) 27. (b) 32. (b) 37. (d) 42. (b) 47. (a)
3. (b) 8. (b) 13. (c) 18. (c) 23. (b) 28. (c) 33. (b) 38. (a) 43. (c) 48. (c)
4. (d) 9. (d) 14. (a) 19. (b) 24. (b) 29. (b) 34. (a) 39. (c) 44. (a) 49. (d)
5. (c) 10. (b) 15. (d) 20. (a) 25. (a) 30. (d) 35. (d) 40. (c) 45. (d) 50. (c)
SOLUTION
1. (b) : meceeueesÛeveelcekeâ Deewj me=peveelcekeâ efÛebleve kesâ meboYe& ceW ‘efMe#eCe 9. (d) :
keâer heæefle’ ceW ‘ØeefMe#eCe’ DeLeJee ‘DevegosMeve’ ceW Deblej keâjvee a) heefjkeâuhevee (iii) DeOÙeÙeve keâer mecemÙee kesâ
nesiee~ mebYeeefJele meceeOeeve keâes
2. (c) : efveYe&j (mece«e/ÂMÙe) DeefOeiece Mewueer kesâ Devleie&le oMee&vesJeeuee Deveefvlece
DeefOeiecekeâlee&DeeW Éeje DeJeOeejCeeDeeW keâes JÙeefòeâiele DevegYeJe keâLeve
mes peesÌ[vee, ØeeflemheOee& kesâ meehes#e menÙeesie keâes DeefOekeâ cenlJe b) ØeefleoMe& (iv) heefjYeeef<ele mecegÛÛeÙe mes
osvee leLee DeJeOeejCeeDeeW Deewj meeceef«eÙeeW kesâ JewefÕekeâ henuegDeeW Øeehle ueIegmecegÛÛeÙe
hej OÙeeve osvee DeeJeMÙekeâ neslee nw~ c) DevegmebOeeve DeefYekeâuhe (v) DevegmebOeeve nsleg
3. (b) : GheÙeesie nsleg hee"ŸehegmlekeâeW/hee"Ÿe meeceef«eÙeeW keâer DevegheueyOelee mecØelÙeÙeelcekeâ {eBÛee
mceeš& keäueemespe keâer GheueyOelee leLee Deble: ef›eâÙeelcekeâ d) DevegmebOeeve GhekeâjCe (i) leLÙeeW Deewj metÛeveeDeeW keâes
Øeef›eâÙeeDeeW ceW henue-hejkeâ Øeefleceeve, efMe#eCe keâes ØeYeeefJele Skeâ$e keâjves keâer
keâjves Jeeues keâejkeâ nQ peeW DevegosMeelcekeâ megefJeOeeDeeW Deewj lekeâveerkeâ
10. (b) : Ùeefo Skeâ DevegmebOeevekeâlee& MeesOe heefjCeeceeW keâes Fme lejn
DeefOeiece JeeleeJejCe mes mebyebefOele nQ~ Øemlegle keâjlee nw efkeâ Gmekeâe JÙeefòeâiele Âef°keâesCe DeJeMÙecesJe
4. (d) : efvekeâ<e-meboefYe&le hejer#eCe kesâ hejer#eCe Øeoòe efkeâmeer heefjYeeef<ele mecheg° nes peeS lees Ssmeer oMee ceW MeesOe-veweflekeâlee keâe cegöe
#es$e ceW Úe$e/Úe$ee kesâ ØeJeerCelee mlej keâes Fbefiele keâjles nQ~ mecyebefOele nesiee~ MeesOe veweflekeâlee megefveef§ele keâjves kesâ efueS
‘efvekeâ<e-meboefYe&le hejer#eCe’ heo keâe ØeÙeesie meJe&ØeLece iuesmej DeeJeMÙekeâ nw efkeâ MeesOekeâlee& Jemlegefve‰lee keâes yeveeÙes jKes
(Glaser) (1963) ves efkeâÙee~ efpemekeâe DeLe& nw efkeâ MeesOekeâlee& hetJee&«en mes yeÛes~
5. (c) : efJekeâuhe-DeeOeeefjle ›esâef[š ØeCeeueer Jele&ceeve ceW efMe#ee ØeCeeueer 11. (b) : DeefYekeâLeve kesâ efueÙes- Skeâ efMe#ekeâ Úe$eeW keâes nj lejerkesâ Deewj
ceW veJeeÛeej keâe Åeeslekeâ nw~ Ùen ØeCeeueer efMe#ekeâ keWâefõle mes efJeefOe mes hee" Ùee ØekeâjCe keâes mecePeeves keâe keâeÙe& keâjlee nw~
DeefOeiecekeâlee& kesâefvõle efMe#eCe keâer Deesj ues peeleer nw~ Ùen keâejCe kesâ efueS-DeMeeefyokeâ mebkesâle Éeje efMe#ekeâ efMe#eCe-
efJeÅeeefLe&ÙeeW keâes ueÛeerueeheve Øeoeve keâjleer nw Deewj GvnW DeefOeiece cebs cenòJehetCe& Yetefcekeâe efveYeelee nw~
Devle:efJe<eÙekeâ leLee Devlej efJe<eÙekeâ keâeÙe&›eâce GheueyOe DeefYekeâLeve Deewj keâejCe oesveeW mener nQ efkeâvleg DeMeeefyokeâ
keâjeleer nw~ mebkesâle Éeje hee" Ùee ØekeâjCe keâes mecePeeÙee veneR pee mekeâlee
6. (a) : efmeæeble kesâ Øeefleheeove nsleg JÙeefòeâ kesâ meePee DevegYeJeeW keâer nw~
leueeMe keâjvee, Skeâ mecetn kesâ ueesieeW keâer meePeer mebmke=âefle keâer 12. (b) : keâ#ee mebÛeej DeYeer Yeer DeewheÛeeefjkeâ efMe#ee ØeCeeueer keâer
leueeMe keâjvee, ueesieeW kesâ peerJeve keâe JeCe&ve keâjves kesâ efueS ef›eâÙeeefJeefOe hej ØeYeeJeer nw peneB efMe#ekeâ Éeje Úe$eeW kesâ mece#e
JÙeefòeâÙeeW keâer keâneefveÙeeW keâer leueeMe keâjvee Deeefo iegCeelcekeâ Deekeâj efveoxMe efoS peeles nQ~ Dele: efkeâmeer keâ#ee mebÛeej keâer
DevegmebOeeve DeefYekeâuhe nQ~ iegCeelcekeâ MeesOe keâe cegKÙe GösMÙe meheâuelee kesâ efueS kegâÚ keâejkeâ cenlJehetCe& nw~ Jen keâejkeâ
ceeveJe JÙeJenej Deewj Gmes efveÙebef$ele keâjves Jeeues keâejCeeW keâes efvecveJele nQ-
ienjeF& mes mecePevee neslee nw~ • Leerce keâe JeCe&ve keâjvee~
7. (a) : ef›eâÙeelcekeâ DevegmebOeeve hej DeeOeeefjle DeOÙeÙeve kesâ efueS mener • ØeYeeJeer MeyoeW Je JeekeäÙeebMeeW keâe ØeÙeesie~
›eâce efvecve nw– • Øemlegle JÙeeKÙee ceW mhe°lee~
efveÙeespeve, Ùeespevee hej keâeÙe&, Øes#eCe Deewj efJeceMeea DevegefÛebleve 13. (c) : Ùeefo efMe#ekeâ Deheves Úe$eeW keâes ieuele ™he ceW mebmetefÛele ceevelee
nw lees Gme efMe#ekeâ-JÙeJenej keâes yengue De%eevelee kesâ ™he ceW
Ùen Skeâ Ûe›eâerÙe Øeef›eâÙee nw~ JeefCe&le efkeâÙee peeÙesiee~ yengue De%eevelee Skeâ Ssmeer efmLeefle nw
8. (b) : DeeF&.meer.šer. keâe ØeÙeesie DevegmebOeeve ceW yengle JÙeehekeâ nw, peneb peye legueveelcekeâ ™he mes ueesie ceeveles nbw efkeâ Gvekesâ mecetn ceW
Deepe keâue Jew%eeefvekeâ DevegmebOeeve meceLe&keâ hej Fmekesâ efyevee DevÙe ueesie DeefOekeâ Ùee keâce Âef°keâesCe, efJeÕeeme Ùee JÙeJenej
efJeÛeej keâjvee keâef"ve nw~ jKeles nQ~
efoÙes ieÙes ÛejCeeW ceW mes DevegmebOeeve ceW DeeF&.meer.šer. keâe ØeÙeesie 14. (a) : peye keâ#ee ceW mecØes<eCe cebs Ûe›eâerÙelee nesleer nw lees efMe#ekeâ-
efvecve ÛejCeeW mes neslee nw– mebkesâlekeâ meef›eâÙe efJemebkesâlekeâ neslee nw~
15. (d) : mecØes<eCe mebosMe Deewj metÛevee kesâ Deeoeve-Øeoeve mes keâneR
(i) mecyeefvOele DeOÙeÙeve keâe meJex#eCe JÙeehekeâ nw, peneB kesâJeue MeyoeW keâes ceeOÙece kesâ ™he ceW
(iii) Øeoòe efJeMues<eCe ØeeLeefcekeâlee veneR oer peeleer yeefukeâ Ûeslevee keâes Yeer cenlJe efoÙee
(iv) mevoYeeX keâes metÛeeryeæ keâjvee Deewj Mes<e ÛejCeeW kesâ efueÙes peelee nw~ Dele: efoÙes ieÙes ØeMve kesâ Devegmeej mechesÇ<eCe
DeeF&.meer.šer. keâer DeeJeMÙekeâlee DeefveJeeÙe& vener nw~ Deeceleewj hej ceve-ceefmle<keâ cebs efÛe$e kesâ meeLe ØeejcYe neslee nw~
16. (b) : ieefle Meyo keâe ØeÙeesie leye neslee nw peye keâesF& Jemleg ieefleceeve 2
 1
nes~ Dele: peye keâesF& oewÌ[ jne neslee nw lees Jen ieefleceeve neslee ⇒ 400 = P 1 + 
nw~ mebJesie Skeâ lejerkeâe nw ceeveJe JÙeJemLee keâes JÙeòeâ keâjves  4
2
keâe Deewj cenmetme keâjvee Jen leLÙe nw pees mebJesie kesâ ceeOÙece 5
⇒ 400 = P  
mes JÙeòeâ efkeâÙee peelee nw~ 4
17. (a) : 25P
⇒ 400 =
16
16
⇒ P = 400 ×
25
∴ P = 256
20. (a) : ceevee Oeveelcekeâ hetCeeËkeâ x nw~
ØeMveevegmeej-
x2 − 20x = 96
Ùee, x2 − 20x − 96 = 0
Ùee, x2 − 24x + 4x− 96 = 0
Ùee, x (x−24 )+ 4(x− 24) = 0
De#ejesW keâs mLeeefvekeâ ceeve keâe Ùeesie Ùee, (x−24 ) (x+ 4) = 0
18. (c) : efJeefOe ⇒ ∴ x = 24 x = −4
2 ÛetBefkeâ x Skeâ Oeveelcekeâ hetCeeËkeâ nw pees 24 nw~
21+ 7 + 3 +14 + 5 + 20 70
UGCNET ⇒ ⇒ ⇒ 35 21. (a) : efJeYeefòeâ oes<e Ùee efJe«en oes<e ceW hetCe& (whole) keâer
2 2 efJeMes<eleeDeeW keâes DebMe (Part) hej Deejesefhele efkeâÙee peelee nw~
3 + 19 + 9 + 18 + 14 + 5 + 20 88 ÙeneB «eneW (hetCe&) kesâ yeÌ[s nesves kesâ DeeOeej hej hejceeCegDeeW
CSIRNET ⇒ ⇒ ⇒ 44
2
n
2 (DebMe) keâes Yeer yeÌ[e efmeæ keâjves keâe ØeÙelve efkeâÙee ieÙee nw~
 r  22. (d) : ‘kegâÚ efMe#ekeâ keâle&JÙeefve‰ veneR nesles nQ’ efJeMes<e efve<esOe
19. (b) : met$e- A = P 1 + 
 100  (vekeâejelcekeâ) leke&âJeekeäÙe keâe GoenjCe nw~
peneB, A ⇒ efceßeOeve 23. (b) : DebMeJÙeeheer vekeâejelcekeâ leke&âJeekeäÙe cebs kesâJeue efJeOesÙe efJeleefjle
P ⇒ cetueOeve neslee nw~ ‘kegâÚ heg™<e efJeJeeefnle veneR nesles nQ’ DebMeJÙeeheer
r ⇒ oj vekeâejelcekeâ leke&âJeekeäÙe nw~ Dele: kesâJeue efJeOesÙe efJeleefjle nw~
n ⇒ Je<e& 24. (b) : YeejleerÙe MeeŒeerÙe leke&âMeeŒe mecØeoeÙe kesâ Devegmeej meefJekeâuhe
2 Je<e& kesâ efueÙes- %eevesefvõÙe vener nw~
2 25. (a) : ‘keäÙee Deeheves Pet" yeesuevee ÚesÌ[ efoÙee nw?’ Ùen Úue ØeMve
 r 
400 = P 1 +  ......... (1) oes<e nw~ FmeceW mebefoiOe OeejCeeSB meefcceefuele nesleer nQ~
 100  26. (d) : efJeÅeeueÙe A cebs veeceebefkeâle Úe$eeDeeW keâer mebKÙee
3 Je<e& kesâ efueÙes-
15
 r 
3 = × 2000 = 300
500 = P 1 +  ......... (2) 100
 100  efJeÅeeueÙe B cebs veeceebefkeâle Úe$eeDeeW keâer mebKÙee
meceer0 (2) keâe meceer0 (1) mes Yeeie osves hej- 35
3 =× 2000
 r  100
P 1 +  = 700
500
=  100  Dele: A Deewj B ceW veeceebefkeâle Úe$eeDeeW keâer kegâue mebKÙee keâe
2
400  r  Ùeesie =300 + 700 = 1000
P 1 + 
 100  27. (b) efJeefYeVe efJeÅeeueÙeeW ceW veeceebefkeâle Úe$eeW keâer mebKÙee
5  r  efJeÅeeueÙe kegâue Úe$e Úe$eeDeeW Úe$eeW keâer
⇒ = 1 +  keâer mebKÙee mebKÙee
4  100 
25 12 1125− 240
5 r C × 4500 × 2000 = 885
⇒ −1 = 100 100
4 100
= 1125 = 240
1 r
Ùee, = 15 25 675− 500
4 100 D × 4500 × 2000 = 175
100 100
100
Ùee, r = = 675 = 500
4 450 − 260
10 13
∴ r = 25% E × 4500 × 2000 = 190
100 100
meceer0 (1) cebs r keâe ceeve jKeves hej-
2
= 450 = 260
 25  Dele: efJeÅeeueÙe C, D Deewj E cebs veeceebefkeâle Úe$eeW keâer kegâue
400 = P 1 + 
 100  mebKÙee = 885 + 175 + 190 = 1250
28. (c) : efJeÅeeueÙe B, C Deewj D cebs veeceebefkeâle Úe$eeDeeW keâer kegâue efpememes Je<e& 2030 lekeâ iejeryeer meceehle keâer pee mekesâ, he=LJeer
35 12 25 keâer j#ee Deewj meYeer ueesie megKe Meebefle keâe peerJeve JÙeleerle keâj
mebKÙee = × 2000 + × 2000 + × 2000 mekeWâ~
100 100 100 37. (d) : keäÙeesšes Øeesšeskeâe@ue 1997 ceW DeeÙeesefpele ngDee~ FmeceW
= 700 + 240 + 500 = 1440 peueJeeÙeg heefjJele&ve kesâ efueS keâejkeâ Ú: nefjle ie=n iewmeeW keâes
kegâue Úe$eeW keâer mebKÙee = 4500 (efoÙee nw) efÛeefvnle efkeâÙee ieÙee– keâeye&ve-[eF&Dee@keämeeF&[, ceerLesve/cesLesve,
1440 veeFš^me Dee@keämeeF[, neF[ês-Heäuetjeskeâeye&ve, hejHeäuetjeskeâeye&ve, meuHeâj
Dele: DeYeer° ØeefleMele = × 100 nskeämeeHeäueesjeF[~
4500
= 32% 38. (a) : hesefjme mecePeewles kesâ Devleie&le peueJeeÙeg heefjJele&ve mebyebOeer
29. (b) : efJeÅeeueÙe B ceW veeceebefkeâle Úe$eeDeeW keâer mebKÙee JeÛeveyeælee ceW JewefÕekeâ leeheve keâes 2°C mes veerÛes meerefcele
jKeves kesâ efueS «eerve neTme iewme Glmepe&ve ceW 1/3 efYeVeerÙe
35 keâšewleer Meeefceue nw~
= × 2000 = 700
100 39. (c) :
efJeÅeeueÙe D ceW veeceebefkeâle Úe$eeW keâer mebKÙee metÛeer-I metÛeer-II
15 25 (GoenjCe) (mebÛeej kesâ Øekeâej)
= × 4500 − × 2000 A. DeLe&nerve OJeefve SJeb Meyo III. hejeYeeef<ekeâ
100 100
= 675 − 500 = 175 B. š^wefHeâkeâ ueeFš mebkesâlekeâ IV. DeMeeefyokeâ mebØes<eCe
Dele: DeYeer° Devegheele = 700 : 175 = 4:1 C. Deueie DeLe& osves Jeeues Meyo I. yeng-DeLe&keâlee
30. (d) : efJeÅeeueÙe C cebs veeceebefkeâle Úe$eeDeeW keâer mebKÙee D. MegYekeâeceveeDeeW keâe Deeoeve- II. efÉkeâerÙe mebØes<eCe
Øeoeve keâjles oes JÙeefòeâ
12
= × 2000 = 240 40. (c) : OeÇgJeerÙe meceleehe ceb[ueerÙe (mšêšesmHesâefjkeâ) yeeoue Deespeesve
100 hejle efve:Mes<eCe mes mecyeæ nw~ meceleehe ceb[ue ceW ceewpeto
240 keâe 10% = 240 ×
10
= 24 Deespeesve hejle keâe #eerCe nesvee Deespeesve hejle efve:Mes<eCe
100 keânueelee nw~ Deespeesve hejle efve:Mes<eCe kesâ efueS GòejoeÙeer
efJeÅeeueÙe E cebs veeceebefkeâle Úe$eeDeeW keâer mebKÙee keâejkeâ nQ: keäueesjesHeäueesjes keâeye&ve, keâeye&ve šsšêkeäueesjeF[,
13 neF[êskeäueesjesHeäueesjeskeâeye&ve, cesefLeue keäueesjesHeâece&, cesefLeue
= × 2000 = 260 yeÇesceeF[ Deewj neF[êsyeÇesceesHeäueesjeskeâeye&ve~ Deespeesve hejle
100
ÛegBefkeâ 24 Úe$eeDeebs ves Dehevee efJeÅeeueÙe yeoue keâj efJeÅeeueÙe efve:Mes<eCe kesâ efueS GòejoeÙeer keâejkeâeW kesâ Fmlesceeue, Glheeove
E ceW ØeJesMe efueÙee~ Dele: efJeÅeeueÙe E cebs veeceebefkeâle kegâue Deewj DeeÙeele keâes jeskeâves kesâ efueS Je<e& 1987 cebs ceebefš^Ùeue
Úe$eeDeeW keâer mebKÙee = 260 + 24 = 284 Øeesšeskeâe@ue DeeÙeesefpele ngDee~
31. (b) : 5 efÉ DebkeâerÙe ketâš kesâ ØelÙeskeâ ketâš kesâ efueÙes 0 Deewj 1 oesveeW 41. (c) : veeueboe efJeÕeefJeÅeeueÙe keâe keâeÙe& efJe›eâceefMeuee efJeÕeefJeÅeeueÙe
mebKÙeeDeeW keâe ØeÙeesie efkeâÙee pee mekeâlee nw~ Dele: meYeer mLeeve kesâ yees[& kesâ ØeMeemeveeOeerve Lee~
kesâ efueÙes 2 ceeve neWies~ 42. (b) : ‘FcØesme’ ceeveJe mebmeeOeve efJekeâeme ceb$eeueÙe keâer henue nw~
Dele: DeYeer° Ùegice = 2 × 2 × 2 × 2 × 2 = 32 DeeF& meer Sme Sme Deej keâes Ùen henue meeQhee ieÙee nw~
32. (b) : mhetefHebâie cebs DeJewOe JesyemeeFš efJeefMe° JewOe JesyemeeFš nesves keâe
43. (c) : Fbef[Ùeve FbefmššŸetš Dee@Heâ S[Jeevm[ mš[er mes peerJeve Deewj
mJeebie keâjlee nw~ mhetefHebâie Skeâ Øekeâej keâe OeesKee nw efpemeceW
Skeâ nwkeâj efkeâmeer JÙeefòeâ kesâ efvepeer metÛeveeDeeW keâes peeveves kesâ efÛebleve kesâ cetueYetle efJeÛeej Deewj mecemÙeeDeebs keâer Gvcegòeâ Deewj
efueÙes efkeâmeer henÛeeve kesâ JÙeefòeâ mee JÙeJenej keâjlee nw~ Ùen me=peveelcekeâ Glmegkeâlee kesâ efveefceòe DeeJeemeerÙe kesâvõ nw~
F&-cesue, Heâesve keâe@ue, JesyemeeFš FlÙeeefo ™heebs ceW efkeâÙee pee 44. (a) : efJeÅeeLeea keâer keâuhevee Deewj Gmekeâer henue keâes Meeefceue efkeâS
mekeâlee nw~ peeves keâe cenlJe efMe#eCe keâer JÙeef° efJeefOe cebs nw~
33. (b) : keâer-yees[& ceW Gheevleefjkeâ-keâer (Modifier key) Jen neslee nw 45. (d) : efkeâmeer osMe keâer kegâMeue peveMeefkeäle Glheeokeâlee Deewj ueesieeW kesâ
pees DevÙe keâer (yešve) kesâ meeLe ØeÙeesie keâjves hej Fme keâer keâe peerJeve keâer iegCeJeòee hej kebsâefõle ceeveJe mebmeeOeve efJekeâeme cebs
keâeÙe& heefjJeefle&le keâj oslee nw~
Jes keâer (yešve) nw- lekeâveerkeâer efMe#ee hej yeue efoÙee peelee nw~
i. kebâšêsue keâer (Ctrl) 46. (b) : GoejJeeoer ueeskeâleb$e keâe GodosMÙe JÙeefòeâiele DeefOekeâejeW keâer
ii. efMeheäš keâer (shift) j#ee keâjvee nw~
iii. Deuš (Alt) 47. (a) : ueeskeâleb$e keâe DeefOekeâ ueeYekeâejer Deebkeâueve DeefOekeâejeW keâes
34. (a) : F&-nsuhe SJeb F&-nsuLe mejkeâej mes veeieefjkeâ keâer Deesj henue nw~ Ùes jepeveereflekeâ JÙeJenej ceevevee nesiee~
mejkeâej Deewj veeieefjkeâeW kesâ ceOÙe metÛevee kesâ ØeJeen mes mebyebefOele nw~ 48. (c) : DeefOekeâejeW keâe ØeyebOe leke&âmebiele jepeveereflekeâ DeeÛejCe hej
35. (d) : Dee@ve-ueeFve hee"Ÿe›eâce efvecve heesš&ue hej GheueyOe nw- keWâefõle nw~
i. mJeÙeced iee@Je.Fve (swayam.gov.in)
49. (d) : peve ØeefleefveefOeÙeeW mes meodiegCe kesâ ØeefleefveefOelJe keâes megjef#ele
ii. Sve heeršerFue.SmeeR.Fve (nptel.ac.in)
36. (c) : mebhees<eCeerÙe efJekeâeme ue#Ùe-‘peue kesâ veerÛes peerJeve’ cenemeeiejeW, keâjves keâer Dehes#ee Leer~
mecegõeW Deewj mecegõer mebmeeOeveeW kesâ mebj#eCe SJeb mebhees<eCeerÙe 50. (c) : DevegÛÚso kesâ uesKekeâ kesâ Devegmeej DeeOegefvekeâ ieCejepÙe keâes
DevegØeÙeesie nsleg Dehesef#ele nw~ Ùen ue#Ùe mebKÙee 14 nw~ Je<e& mJeÙeb keâes ØeeÛeerve ueeskeâleb$e keâer $egefšÙeeW mes cegòeâ keâjvee
2015 ceW 17 mebhees<eCeerÙe efJekeâeme ue#ÙeeW keâes DeheveeÙee ieÙee ÛeeefnS~
PRACTICE SET-4
1. In the following statements, identify those B. Social ii. Learner selects different
which are related to characteristics and basic Characteristics themes in his/her course
requirements of teaching at the understanding meeceeefpekeâ when needed
level. DeefOeiecekeâlee& DeeJeMÙekeâlee heÌ[ves
efJeMes<eleeSb
efvecveefueefKele keâLeveeW ceW DeJeyeesOe mlej hej efMe#eCe keâer hej Deheves hee"Ÿe›eâce ceW efJeefYeVe
efJeMes<eleeDeeW leLee cetueYetle DeeJeMÙekeâleeDeeW mes mebyebefOele
leLÙeeW keâe ÛeÙeve keâjlee nw~
leLÙeeW keâer henÛeeve keâerefpeS-
C. Emotional iii. Learner works as a team
(1) Teaching stresses recitations of facts and
Characteristics member of the peers
information/efMe#eCe leLÙeeW Deewj metÛevee kesâ mJejhe"ve
YeeJeveelcekeâ DeefOeiecekeâlee& mecekeâef#eÙeeW kesâ šerce
hej yeue oslee nw~
(2) Teaching becomes an activity to promote
efJeMes<eleeSb ceWyej kesâ ™he ceW keâeÙe& keâjlee nw~
seeing of relationships among facts and D. Cognitive iv. Learner starts respecting
information/efMe#eCe leLÙeeW Deewj metÛeveeDeeW kesâ ceOÙe Characteristics the individual differences
mebyebOeeW keâes osKeves keâes yeÌ{eJee osves keâer Skeâ ieefleefJeefOe nw~ meb%eeveelcekeâ evident in likes and
(3) The teacher expects that student will be able efJeMes<eleeSb dislikes of members of his
to translate and interpret the meaning in their class
own words/efMe#ekeâ Dehes#ee keâjlee nw efkeâ efJeÅeeLeea Deheves DeefOeiecekeâlee& Deheveer keâ#ee kesâ
MeyoeW ceW DeefYeØeeÙe keâe ™heeblejCe Deewj efveJe&Ûeve keâjves ceW meomÙeeW keâer hemebo Deewj veehemebo
me#ece nes mekeWâ~ keâer Âef° mes JÙeefòeâiele celeYesoeW
(4) The teacher insists on recall and recognition keâes mecceeve osvee Meg™ keâj oslee
of facts presented/efMe#ekeâ Øemlegle leLÙeeW kesâ hegve:mcejCe nw~
Deewj DeefYe%eeve hej yeue oslee nw~ Choose the correct answer from the following
(5) The teacher gives a large number of examples options:
to being home the main ideas/efMe#ekeâ cegKÙe efvecve efJekeâuheeW ceW mes mener Gòej keâe ÛeÙeve keâjW :
efJeÛeej keâes mhe° keâjves kesâ efueS yeÌ[er mebKÙee ceW GoenjCe (a) A) - ii, B) iv, C) - i, D-iii
oslee nw~ (b) A) - i, B) ii, C) - iii, D-iv
Select the correct answer from the following (c) A) - ii, B) iii, C) - iv, D-i
options. (d) A) - iii, B) i, C) - ii, D-iv
efvecveefueefKele efJekeâuheeW ceW mes mener Gòej keâe ÛeÙeve keâjW- 3. Which of the following are the learner related
(a) 1, 2 and 3/1, 2 Deewj 3 (b) 3, 4 and 5/3, 4 Deewj 5 factors in determining effectiveness of
(c) 1, 4 and 5/1, 4 Deewj 5 (d) 2, 3 and 5/2, 3 Deewj 5 teaching?
2. There are two sets given below in which Set-I efMe#ekeâ keâer ØeYeeefJelee keâe efveOee&jCe keâjves kesâ efueS
offers types of learner's characteristics and Set- efvecveefueefKele ceW mes DeefOeiecekeâlee& mebyebOeer leLÙe keâewve mes
II gives their description. Match the two sets.
nw?
veerÛes oes mesš efoS ieS nw, mesš I ceW DeefOeiecekeâlee& keâer
(A) Task relevant competencies of learner
efJeMes<eleeDeeW keâe Øekeâej efoÙee ieÙee nw Deewj mesš II ceW
DeefOeiecekeâlee&DeeW keâer keâeÙe&-mebiele me#eceleeSb
Gvekeâer JÙeeKÙee oer ieÙeer nw~ oesveeW mesšeW keâe megcesueve
(B) Content mastery of the teacher
keâerefpeS: efMe#ekeâ keâer efJe<eÙe Jemleg heejbielelee
Set/mesš -I Set/mesš -II (C) Choice of teaching methods
(Learner's (Description/JÙeeKÙee) efMe#eCe heæefleÙeeW keâe efJekeâuhe
characteristics)
(D) Composition of the class room/keâ#ee keâer mebjÛevee
DeefOeiecekeâlee&
(E) Readiness level of student/efJeÅeeefLe&ÙeeW keâer lelhejlee
keâer efJeMes<elee keâe
Choose the correct answer from the options
Øekeâej below.
A. Academic i. Learner encodes and efvecveefueefKele efJekeâuheeW ceW mes Dehevee Gòej oerefpeS-
Characteristics decodes relevant message
Dekeâeoefcekeâ correctly (a) B and C/(B) Deewj (C)
efJeMes<eleeSb DeefOeiecekeâlee& mecyeefvOele mebosMeeW (b) A and E/(A) Deewj (E)
keâe mener ™he ceW mebkesâleve Deewj (c) D and E /(D) Deewj (E)
efJemebkesâleve keâjlee nw~ (d) B and E/(B) Deewj (E)
4. For organizing effective teaching learning Set/mesš -I Set/mesš-II
system in colleges which of the following (Terms used in (Description)
instructional strategies may be considered research)
appropriate? a) A postulate i) It causes obtained results
keâe@uespeeW ceW efMe#eCe-DeefOeiece ØeCeeueer keâes ØeYeeJeer yeveeves DeefYeOeejCee to vary in a particular
kesâ efueS efvecveefueefKele ceW mes keâewve meer DevegosMeelcekeâ direction
Fmemes Øeehle heefjCeece efkeâmeer
jCeveerefle ÙeLeesefÛele nesieer-
efJeefMe° efoMee ceW heefjJeefle&le nesles
(A) Replacing lecture work by computer aided nQ~
instruction/JÙeeKÙeeve keâeÙe& keâes kebâhÙetšj kesâ ceeOÙece mes b) A construct ii) It is something which can
hegvemLee&efhele keâjvee efveefce&lee change either quantitatively
(B) Attuning teaching in terms of can do/will do or qualitatively
analysis in respect of students' readiness level
Fmemes mebKÙeelcekeâlee Ùee iegCeelcekeâlee
ceW heefjJele&ve nes mekeâlee nw~
efJeÅeeefLe&ÙeeW kesâ lelhejlee mlej kesâ meboYe& ceW keâj mekeâlee nw
c) Variable/Ûej iii) It is the statement of the
(kewâve [t)/keâj uesiee (efJeue [t) kesâ Devegmeej efMe#eCe keâes principle assumed, in the
Devegketâue yeveevee~ absence of direct evidence
(C) Introduction of Bio metric based attendance
Ùen ØelÙe#e mee#Ùe keâer keâceer kesâ
keâejCe ceeves ieÙes efmeæeble keâe
in the class/keâ#ee ceW yeeÙeescesefš^keâ DeeOeeefjle GheefmLeefle
efJeJejCe nw~
keâer Meg™Deele keâjvee~ d) Systematic iv) Though not directly
(D) Diversifying teaching methods in terms of errors observable, is considered
learners' needs/DeefOeiecekeâlee& keâer DeeJeMÙekeâlee kesâ JÙeJeefmLele $egefš to exist
Devegmeej efMe#eCe heæefleÙeeW keâes yengefJeOe yeveevee~ ÙeÅeefhe Ùen ØelÙe#e ™he mes
DeJeueeskeâveerÙe veneR nw leLeeefhe Ùen
(E) Involving students, giving responsibility and
recognizing the accomplishments
DeefmleòJe ceW neslee nw~
Select the correct answer from the following
GheueefyOeÙeeW keâe GòejoeefÙelJe oskeâj leLee DeefYe%eeve oskeâj
options.
efJeÅeeefLe&ÙeeW keâes mebefuehle keâjvee~ efvecve efJekeâuheeW ceW mes Dehevee Gòej Ûegves:
Choose the correct answer from the options (a) A-i, B-ii, C-iii, D-iv
given below. (b) A-iii, B-iv, C-ii, D-i
efvecveefueefKele efJekeâuheeW ceW mener Gòej keâe ÛeÙeve keâjW- (c) A-ii, B-i, C-iii, D-iv
(a) (B), (D) Deewj (E)/(B), (D) Deewj (E) (d) A-iv, B-iii, C-i, D-ii
(b) (A), (B) Deewj (C)/(A), (B) Deewj (C) 7. A university teacher conducts research study
(c) (B), (C) Deewj (D)/(B), (C) Deewj (D) where lecture cum demonstration method is
used to assess the effect on students' level of
(d) (C), (D) Deewj (E)/(C), (D) Deewj (E)
participation in terms of the socio economic
5. The research form which will be fit and status (SES) of their family and its habitat.
appropriate for improving efficiency of Which variable in this study will be called an
formative assessment would be: independent variable?
efvecee&Ceelcekeâ cetuÙeebkeâve keâer #ecelee ceW megOeej kesâ efueS efJeÕeefJeÅeeueÙe kesâ Skeâ efMe#ekeâ ves MeesOe DeOÙeÙeve efkeâÙee
efvecveefueefKele ceW mes keâewve mee MeesOe mJe™he ÙeLeesefÛele efpemeceW efJeÅeeefLe&ÙeeW kesâ heefjJeej Deewj Gvekesâ DeeJeeme kesâ
nesiee? meeceeefpekeâ-DeeefLe&keâ mlejeW (SES) kesâ Devegmeej Gvekeâer
(a) Fundamental research/ceewefuekeâ MeesOe menYeeefielee kesâ mlej hej ØeYeeJe keâe cetuÙeebkeâve keâjves kesâ
(b) Applied research/JÙeJeùle MeesOe efueS JÙeeKÙeeve men-efveoMe&ve heæefle keâe ØeÙeesie efkeâÙee
(c) Action research/ef›eâÙeelcekeâ MeesOe ieÙee~ Fme DeOÙeÙeve ceW efkeâme Ûej keâes mJeleb$e Ûej keâne
(d) Ethnographic research/ve=peeleerÙe MeesOe peeSiee?
6. In the two sets which follow. Set I gives certain (a) Lecture cum demonstration method
terms used in research while Set II offers there JÙeeKÙeeve-men ØeoMe&ve heæefle
description. Match the two sets. (b) Students level of participation
veerÛes oes mesš efoS ieS nw, mesš I ceW MeesOe ceW ØeÙegòeâ kegâÚ efJeÅeeefLe&ÙeeW keâe menYeeefielee mlej
(c) SES of their family
Meyo efoÙes ieÙes nQ peyeefkeâ mesš II ceW Gvekeâer JÙeeKÙee oer Gvekesâ heefjJeej keâe meeceeefpekeâ-DeeefLe&keâ mlej (SES)
ieF& nw, oesveeW mesšeW keâe megcesueve keâerefpeS: (d) Habitat of the family/heefjJeej keâe DeeJeeme
8. When a researcher rejects the 'Null In the light of the above, choose the correct
Hypothesis' (H0) in his/her study and accept an answer from the options given below:
Alternate Hypothesis (H1), what type of error is veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej keâe ÛeÙeve keâjWŠ
likely? (a) Both (A) and (R) are true and (R) is the
peye keâesF& MeesOekeâlee& ‘Deheves DeOÙeÙeve ceW’ efvejekeâjCeerÙe correct explanation of (A)/(A) Deewj (R) oesveeW
heefjkeâuhevee (H0) efvejmle keâj oslee nw Deewj Jewkeâefuhekeâ mener nw Deewj (R) (A) keâer mener JÙeeKÙee nw~
heefjkeâuhevee (H1) keâes mJeerkeâej keâjlee nw lees FmeceW efkeâme (b) Both (A) and (R) are true but (R) is not the
Øekeâej keâer $egefš keâer mebYeeJevee nes mekeâleer nw? correct explanation of (A)/(A) Deewj (R) oesveeW
(a) Type I error/šeFhe I $egefš mener nQ hejvleg (R) (A) keâer mener JÙeeKÙee vener nw~
(b) Type II error/šeFhe II $egefš (c) (A) is true but (R) is false
(c) Both Type I and Type II error (A) mener nw hejvleg (R) ieuele nw~
oesveeW šeFhe I Deewj II keâer $egefš (d) (A) is false, but (R) is true
(d) Neither Type I not Type II error (A) ieuele nw hejvleg (R) mener nw~
ve lees šeFhe I Deewj ve šeFhe II keâer $egefš 12. Communication skills of students can be
9. In which research design, the independent improved by
variable is 'selected' rather than
'manipulated'?
Úe$eeW kesâ mebØes<eCe keâewMeue keâes efkeâmekeâer meneÙelee mes
efkeâme MeesOe DeefYekeâuhe (ef[peeFve) ceW Ûej keâes efveÙeb$eCe megOeeje pee mekeâlee nwŠ
keâjves keâer Dehes#ee ‘ÛeÙeefvele’ efkeâÙee peelee nw? (i) Asking general questions/meeceevÙe ØeMve hetÚkeâj
(a) Experimental research design (ii) Exposure to new technology
ØeeÙeesefiekeâ MeesOe DeefYekeâuhe veF& ØeewodÙeesefiekeâer kesâ mecheke&â ceW ueekeâj
(b) Historical research design (iii) Fostering critical thinking
Ssefleneefmekeâ MeesOe DeefYekeâuhe meceer#eelcekeâ efÛebleve keâer Øeef›eâÙee keâes mebJeefOe&le keâj
(c) Ex post facto research design (iv) Discriminant use of vocabulary
keâeÙeexòej MeesOe DeefYekeâuhe MeyoeJeueer keâe efJeYesokeâ DevegØeÙeesie megefveef§ele keâj
(d) Descriptive survey research design (v) Limited listening/meerefcele ßeJeCe Éeje
JeCe&veelcekeâ meJex#eCe MeesOe DeefYekeâuhe Choose the most appropriate answer from the
10. Inappropriate application of ICT in research is option given below:
an example of: veerÛes efoS ieS efJekeâuheeW ceW mener Gòej keâe ÛeÙeve keâerefpeSŠ
MeesOe ceW DeeF&meeršer kesâ ieuele ØeÙeesie keâe GoenjCe nw? (a) (i), (ii) and (iii)/(i), (ii) Deewj (iii)
(a) Technical lapse on the part of the researcher
(b) (ii), (iii) and (iv)/(ii), (iii) Deewj (iv)
MeesOekeâlee& keâer Deesj mes lekeâveerkeâer Ûetkeâ
(b) Inadequate provision of ICT resources (c) (iii), (iv) and (v)/(iii), (iv) Deewj (v)
DeeF&meeršer mebmeeOeveeW keâe DeheÙee&hle ØeeJeOeeve (d) (i), (iv) and (v)/(i), (iv) Deewj (v)
(c) Violation of research ethics 13. Structured classroom communication can be
MeesOe veweflekeâlee keâe GuuebIeve categorized as
(d) Absence of technical experts of ICT resources JÙeJeefmLele keâ#ee-mebØes<eCe keâes keâne pee mekeâlee nw-
DeeF&meeršer mebmeeOeveeW keâer lekeâveerkeâer efJeMes<e%elee keâe DeYeeJe (a) Inter-personal communication/Deble: JewÙeefòeâkeâ mebØes<eCe
11. Given below are two statements, one is labelled (b) Vertical communication/GOJee&Oej mebØes<eCe
Assertion (A) and the other is labelled Reason (c) Group communication/meecetefnkeâ mebØes<eCe
(R) (d) Cross-purpose communication/ØeÙeespeve jesOeer mebÛeej
veerÛes oes keâLeve efoS ieS nQ–efpemeceW Skeâ keâes DeefYekeâLeve 14. For effective communication inside a
(A) Deewj otmejs keâes leke&â (R) kesâ ™he ceW efÛeefvnle efkeâÙee classroom, a teacher should embark upon
ieÙee nwŠ keâ#ee ceW Skeâ ØeYeeJeer mebØes<eCe nsleg efMe#ekeâ keâes.............
Assertion DeefYekeâLeve (A) : Éeje Meg™Deele keâjveer ÛeeefnSŠ
Depending upon the classroom situation, some (a) Ideological leanings/JewÛeeefjkeâ PegkeâeJe
media of communication are more effective than (b) Innuendos/JÙebiÙeesefòeâ
others/keâ#ee keâer efmLeefle kesâ Devegmeej mebØes<eCe kesâ kegâÚ ceeOÙece (c) Issuing attention commands
DevÙe keâer leguevee ceW DeefOekeâ ØeYeeJeer nesles nQ~ OÙeeve efoS peeves mebyebOeer efveoxMe
Reason/leke&â (R) : (d) Listener analysis/ßeeslee mebJeie& keâe efJeMues<eCe
Selection of a medium is directly related to the 15. The concept of entropy as used in
nature of the message for students communication is related to
efkeâmeer ceeOÙece keâe ÛeÙeve Úe$eeW kesâ efueS mebosMe keâer Øeke=âefle mes mebØes<eCe ceW ØeÙegòeâ nesves Jeeueer ‘Svšê@heer’ keâer DeJeOeejCee
meerOee mebyebOe jKelee nw~ keâe mebyebOe nwŠ
(a) Virtual reality/DeeYeemeerÙe JeemleefJekeâlee mes 23. Anil's participation in classroom is indifferent.
(b) Marketplace/yeepee™ mLeue mes His parents do not find him to be active either.
(c) Order/Deveg›eâce (Dee[&j) mes But his performance in examinations, ranges
from being good to outstanding. Therefore, he
(d) Communicative language/mebÛeejer Yee<ee mes must be studying privately, in a clandestine
16. The next number in the given series is way. This is an example of which kind of
efoÙes ieÙes ›eâce ceW Deeieeceer mebKÙee keäÙee nesieer? Pramana?
196, 384, 736, ............ keâ#eekeâ#e ceW Deefveue keâer menYeeefielee Goemeerve nw~ Gmekesâ
(a) 1344 (b) 1244 ceelee-efhelee Yeer Gmes meef›eâÙe veneR ceeveles nQ~ hejbleg hejer#ee
(c) 1434 (d) 1544
17. Find the missing letters in the series:
ceW Gmekeâe ØeoMe&ve DeÛÚe mes ueskeâj Glke=â° lekeâ nw~ DeleŠ
efoÙes ieÙes ›eâce ceW ueghle De#ej keäÙee nwŠ Jen Ûeghekesâ mes Skeâeble ceW pe™j heÌ{lee nesiee~ Ùen efkeâme
BCA, YZX, EFD, ............., HIG Øekeâej kesâ ØeceeCe keâe GoenjCe nw?
(a) UVW (b) VWU (a) Upamana (Comparison)/Gheceeve
(c) WVU (d) VUW (b) Anumana (Inference)/Devegceeve
18. Vinod's mother-in-law is the mother of Amit's (c) Anupalabdhi (Non-apprehension)/DevegheueefyOe
mother-in-law. How is Vinod related to Amit?
(d) Arthapatti (Implication)/DeLee&heefòe
efJeveeso keâer meeme Deefcele keâer meeme keâer ceeB nw~ efJeveeso
24. The distinction between purvavat and sesavat
Deefcele mes kewâmes mebyebefOele nw? is made with reference to which of the
(a) Vinod is brother of Amit/efJeveeso Deefcele keâe YeeF& nw following pramanas ?
(b) Vinod is father of Amit/efJeveeso Deefcele keâe efhelee nw efvecveefueefKele ceW mes efkeâme ØeceeCe kesâ meboYe& ceW hetJe&Jeled
(c) Vinod is uncle of Amit/efJeveeso Deefcele keâe ÛeeÛee nw Deewj Mes<eJeled keâe Deblej efkeâÙee peelee nw?
(d) Vinod is father-in-law of Amit (a) Anumana (Inference)/Devegceeve
efJeveeso Deefcele keâe memegj nw (b) Pratyaksa (Perception)/ØelÙe#e
19. In a certain code, FISH is written as EHRG. (c) Comparison (Upamana)/Gheceeve
The code for JUNGLE will be
(d) Abhava (Absence)/DeYeeJe
Skeâ efveef§ele ketâš ceW FISH keâes EHRG efueKee peelee nw~
25. Which sentence cannot fit into the AEIO
JUNGLE kesâ efueS ketâš keäÙee nesiee?
framework?
(a) ITNFKD (b) KVOHMF keâewve-JeekeäÙe S.F.DeeF&.Dees. {eBÛee ceW GheÙegòeâ veneR nes
(c) ITMFKD (d) TIMFKD
20. 63% of employees in a company are female. If mekeâlee nw
the number of male employees is 111, then the (a) No salt has iodine
total number of employees is efkeâmeer vecekeâ ceW DeeÙees[erve veneR neslee nw
efkeâmeer kebâheveer keâer 63³ keâce&Ûeejer ceefnueeSb nQ~ Ùeefo heg™<e (b) The salt on the table has iodine
keâce&ÛeeefjÙeeW keâer mebKÙee 111 nw, lees keâce&ÛeeefjÙeeW keâer kegâue cespe hej jKes vecekeâ ceW DeeÙees[erve nw
mebKÙee efkeâleveer nw? (c) All salt has iodine/meYeer vecekeâ ceW DeeÙees[erve nw
(a) 270 (b) 290 (d) Some salt has iodine/kegâÚ vecekeâ ceW DeeÙees[erve nw~
(c) 300 (d) 310 Data in respect of Demand and Production of
21. "Everyone believes that there is a soul. Computers of five companies. A – E are shown
Therefore, you should also believe it." This in the figure. Based on the data, answer the
inference commits which kind of fallacy? questions that follow
‘‘ØelÙeskeâ JÙeefòeâ ceevelee nw keâer Deelcee nw~ Deehekeâes Yeer Fmes
ceevevee ÛeeefnS’’ Fme Devegceeve ceW efkeâme Øekeâej keâe oes<e nw?
(a) Ad hominem/Ss[ nesefcevesce
(b) Ad populum/Ss[ hee@heguece
(c) Fallacy of Accident/Gheue#eCe/GheeefOe oes<e
(d) Fallacy of Ambiguity/odJeÙeLe&keâ oes<e
22. "God is great because He does great things".
This inference commits which kind of fallacy?
‘‘F&Õej ceneved nw keäÙeeWefkeâ Jen ceneved keâeÙe& keâjlee nw’’~ Fme
Devegceeve ceW efkeâme Øekeâej keâe oes<e nw?
(a) Ad populum/Ss[ hee@heguece A-E heeBÛe kebâheefveÙeeW kesâ keâchÙetšjeW keâer ceebie Deewj
(b) Fallacy of Composition/meb«en/mebnefle oes<e Glheeove mebyebefOele DeeBkeâÌ[s veerÛes oMee&S ieÙes nQ~ Fve
(c) Fallacy of Division/efJe«en–oes<e DeeBkeâÌ[eW kesâ DeeOeej hej 26-30 efoÙes ieÙes ØeMveeW kesâ Gòej
(d) Petitio Principii/DeelceeßeÙe oes<e oerefpeSŠ
26. The ratio of the number of companies having (c) Exabyte < Zettabyte < Terabyte < Petabyte
more production than demand to that of SkeämeeyeeFš < pesóeyeeFš < šsjeyeeFš < hesšeyeeFš
companies having more demand than
(d) Zettabyte < Exabyte < Petabyte < Terabyte
production is
ceeBie keâer leguevee ceW DeefOekeâ Glheeove Jeeueer kebâheefveÙeeW keâer pesóeyeeFš < SkeämeeyeeFš < hesšeyeeFš < šsjeyeeFš
mebKÙee Deewj Glheeove mes DeefOekeâ ceebie Jeeueer kebâheefveÙeeW 33. E-commerce involves buying and selling of:
keâer mebKÙee keâe Devegheele nw Š F&-keâeceme& ceW efvecveefueefKele ceW efkeâmekeâe ›eâÙe Deewj efJe›eâÙe
(a) 3:2 (b) 1:2 Meeefceue nw?
(c) 4:1 (d) 2:3 (a) International goods/Devlejje°êrÙe JemlegSB
27. Which company has minimum demand to (b) Electronic goods/Fueskeäšê@efvekeâ JemlegSB
production ratio?
efkeâme kebâheveer keâer ceeBie Deewj Glheeove keâe Devegheele (c) Products related to computers
vÙetvelece nw? keâchÙetšj mes mebyebefOele Glheeo
(a) B (b) C (d) Products and services over the Internet
(c) D (d) E Fbšjvesš hej Glheeo SJeb mesJeeSB
28. The difference between average demand and 34. Given below are two statements, one labelled as
average production of computers of all Assertion (A) and the other as Reason (R):
companies combined together is DeefYekeâLeve (A) Deewj leke&â (R) veecekeâ oes keâLeve veerÛes
Skeâ meeLe meYeer kebâheefveÙeeW kesâ kebâhÙetšjeW keâer Deewmele ceebie
Deewj Deewmele Glheeove keâe Deblej nw : efoÙes ieÙes nQ :
(a) 950 (b) 190 Assertion/DeefYekeâLeve (A) :
(c) 180 (d) 850 An Intranet is a private network for sharing
29. The demand for computers is less than the computing resources and information within an
production of computers in how many organization/Fbšêvesš efkeâmeer mebie"ve kesâ Yeerlej heefjkeâuekeâ
companies?
kebâhÙetšjeW keâer ceebie Gvekesâ Glheeo kesâ meehes#e efkeâleveer mebmeeOeve Deewj metÛevee keâes meePee keâjves kesâ efueS Skeâ efvepeer
kebâheefveÙeeW ceW keâce nw? vesšJeke&â nw~
(a) 4 (b) 3 Reason/leke&â (R) :
(c) 1 (d) 2 Intranet is private version of the Internet
30. The demand of computers of Company D is
more than that of the demand of the computers Fbšêvesš Fbšjvesš keâe efvepeer mebmkeâjCe nw~
of Company B by In the light of the above two statements, choose
kebâheveer D kesâ kebâhÙetšjeW keâer ceeBie kebâheveer B kesâ kebâhÙetšjeW the correct answer from the options given below
keâer ceeBie keâer leguevee ceW DeefOekeâ nw : Ghejesòeâ keâLeveeW kesâ Deeueeskeâ ceW mener efJekeâuhe ÛegefveÙes Š
(a) 1.5 times/1.5 iegvee (b) 2 times/2 iegvee (a) Both (A) and (R) are true and (R) is the
(c) 2.5 times/2.5 iegvee (d) 3 times/3 iegvee correct explanation of A)/(A) Deewj (R) oesveeW mener
31. The term Plotter is best described as. nQ leLee (R) (A) keâer mener JÙeeKÙee nw~
hueešj efvecveebefkeâle ceW efkeâmekesâ Éeje "erkeâ lejn mes JeefCe&le nw? (b) Both (A) and (R) are true but R) is not the
(a) An input device to produce good quality
correct explanation of A)/(A) leLee (R) oesveeW mener
graphics/DeÛÚer iegCeJeòee kesâ «eeefheâkeäme Øeoeve keâjves
Jeeueer Fvehegš ef[JeeFme nQ hejvleg (R) (A) keâer mener JÙeeKÙee veneR nw~
(b) An output device to produce drawings (c) (A) is true, but (R) is false
graphics/[êFbie Deewj «eeefheâkeäme Øeoeve keâjves Jeeueer (A) mener nw, uesefkeâve (R) ieuele nw~
DeeGšhegš ef[JeeFme (d) (A) is false, but (R) is true
(c) A fast storage device for storing good quality (A) ieuele nw, uesefkeâve (R) mener nw~
graphics/DeÛÚer iegCeJeòee Jeeues «eeefheâkeäme kesâ meb«enCe kesâ
35. Which of the following devices allows a user to
efueS lespe meb«enCe ef[JeeFme copy an external document and save it in
(d) A multipurpose device for taking inputs as electronic form on a computer?
well as outputs/Fvehegš kesâ meeLe-meeLe DeeGšhegš uesves efvecveefueefKele ceW mes keâewve mes GhekeâjCe ØeÙeesòeâeDeeW keâes
kesâ efueS yengGösMÙeerÙe ef[JeeFme omleeJespe keâes keâe@heer keâjves SJeb Fmes keâchÙetšj ceW
32. Which of the following is correct with respect
to the size of the storage units?
Fueskeäšê@efvekeâ ™he ceW megjef#ele keâjves keâer Devegceefle oslee nw?
Yeb[ejCe FkeâeFÙeeW kesâ Deekeâej kesâ meboYe& ceW efvecveefueefKele (a) Spammer/mhewcej (b) Scanner/mkewâvej
ceW mes keâewve mener nw? (c) Printer/efØebšj (d) Plotter/huee@šj
(a) Terabyte < Petabyte < Exabyte < Zettabyte 36. From the following list, identify the sources of
šsjeyeeFš < hesšeyeeFš < SkeämeeyeeFš < pesóeyeeFš solid waste:
(b) Petabyte < Exabyte < Zettabyte < Terabyte
efvecveefueefKele metÛeer ceW mes "esme DeheefMe° kesâ œeesleeW keâer
hesšeyeeFš < SkeämeeyeeFš < pesóeyeeFš < šsjeyeeFš henÛeeve keâerefpeS :
(i) Residential areas/DeeJeemeerÙe #es$e 39. Which of the following statements about the
(ii) Oceans/cenemeeiej Volatile Organic Compounds (VOCs) are
correct?
(iii) Institutional areas/meebmLeeefvekeâ #es$e
Jee<heMeerue pewJe Ùeewefiekeâ (Jeer.Dees.meer.) kesâ yeejs ceW
(iv) Agriculture/ke=âef<e
efvecveefueefKele ceW mes keâewve-mes keâLeve mener nQ?
(v) Dust storms/Oetue Yejer DeebOeer (i) They cause acid rain
Select the correct answer from the options Fvekeâer Jepen mes DecueerÙe Je<ee& nesleer nw~
given below: (ii) They may cause cancer
veerÛes efoS ieS efJekeâuheeW mes mener Gòej keâe ÛeÙeve Fvekeâer Jepen mes keQâmej nes mekeâlee nw~
keâerefpeS: (iii) They play an important role in the formation
(a) (i), (ii) and (iii)/(i), (ii) Deewj (iii) of photochemical smog/Ùes ØekeâeMe jemeeÙeefvekeâ Oetceü-
(b) (ii), (iii) and (iv)/(ii), (iii) Deewj (iv) kegânje (mcee@ie) kesâ efvecee&Ce cenlJehetCe& Yetefcekeâe efveYeeles nQ~
(c) (iii), (iv) and (v)/(iii), (iv) Deewj (v) Select the correct answer from the options
given below:
(d) (i), (iii) and (iv)/(i), (iii) Deewj (iv)
efvecveefueefKele ceW mes meJee&efOekeâ GheÙegòeâ efJekeâuhe keâe
37. Identify the sources of soil pollution from the
ÛeÙeve keâerefpeS :
following list:
(a) (i) and (ii)/(i) Deewj (ii)
efvecveefueefKele metÛeer ceW mes ce=oe Øeot<eCe kesâ œeesleeW keâer
(b) (ii) and (iii)/(ii) Deewj (iii)
henÛeeve keâerefpeS :
(c) (i) and (iii)/(i) Deewj (iii)
(i) Industrial effluents/DeewÅeesefiekeâ yeefn:œeeJe
(d) (i), (ii) and (iii)/(i), (ii) Deewj (iii)
(ii) Eutrophication/ÙegšêsefheâkesâMeve (meghees<eCe) 40. Which of the following was the central aim of
(iii) Unscientific disposal of nuclear waste the Paris Agreement?
veeefYekeâerÙe DeheefMe° keâe DeJew%eeefvekeâ efvemleejCe efvecveefueefKele ceW mes keâewve-mee hewefjme mecePeewlee keâe cegKÙe
(iv) off-shore oil drilling/DehelešerÙe lesue Keveve (ef[êfuebie) GösMÙe nw?
(v) Improper management of septic systems (a) To reduce the CFCs emissions
efJe<eeòeâ ØeCeeefueÙeeW keâe DevegefÛele ØeyebOeve meer Sheâ meer Glmepe&ve keâes keâce keâjvee
Choose the correct answer from the options (b) To strengthen the global response to the threat
given below: of climate change/peueJeeÙeg heefjJele&ve kesâ Kelejs kesâ
efvecveefueefKele ceW mes mener efJekeâuhe keâe ÛeÙeve keâerefpeS: Øeefle JewefÕekeâ henue keâes cepeyetle keâjvee
(a) (i), (ii) and (iii)/(i), (ii) Deewj (iii) (c) To address biological diversity issues
(b) (ii), (iii) and (iv)/(ii), (iii) Deewj (iv) pewefJekeâ efJeefJeOelee kesâ cegöeW hej OÙeeve osvee
(d) To address the problem of ozone layer
(c) (i), (iii) and (v)/(i), (iii) Deewj (v)
depletion
(d) (ii), (iv) and (v)/(ii), (iv) Deewj (v) Deespeesve hejle kesâ #ejCe keâer mecemÙee keâe efveoeve keâjvee
38. Which of the following statements represents 41. The ancient Indian University famous for
mangrove characteristics as a safety hedge? specialized study in 'Hinayana' was
efvecveefueefKele ceW mes keâewve-mee keâLeve keâÛÚ-Jevemheefle keâer ‘nerveÙeeve’ kesâ efJeefMe° DeOÙeÙeve kesâ efueS Øeefmeæ ØeeÛeerve
efJeMes<eleeDeeW keâes megj#ee Iesjs kesâ ™he ceW Øeefleefyebefyele keâjlee YeejleerÙe efJeÕeefJeodÙeeueÙe Lee :
nw? (a) Nadia University/veeefoÙee efJeÕeefJeodÙeeueÙe
(a) The mangrove trees are tall with dense (b) Nalanda University/veeueboe efJeÕeefJeodÙeeueÙe
canopies (c) Vallabhi University/JeuueYeer efJeÕeefJeodÙeeueÙe
keâÛÚ-Jevemheefle Jeeues Je=#e uecyes Deewj Úleveej nesles nQ~ (d) Vikramshila University/efJe›eâceefMeuee efJeÕeefJeodÙeeueÙe
(b) The mangrove trees provide both food and 42. Identify the non-conventional learning
medicines/keâÛÚ-Jevemheefle Jeeues Je=#e mes KeeodÙe-JemlegSB programmes:
Deewj oJeeSb Øeehle nesleer nQ~ iewj hejchejeiele DeefOeiece keâeÙe&›eâceeW keâer henÛeeve keâerefpeS:
(c) The mangrove swamps separate the human (i) Gerontology/Je=æ heefjÛeÙee& efJe%eeve
settlement from the sea/keâÛÚ-Jevemheefleiele oueoue (ii) Psychology/ceveesefJe%eeve
ceeveJeerÙe efjneÙeMe keâes mecegõ mes Deueie keâjles nQ~ (iii) Ethical hacking/veweflekeâ nsjhesâj
(d) The mangrove trees protect vulnerable (iv) Anthropology/ceeveJeMeem$e
coastlines as they hold soil together (v) Pet Groomers/heeuelet heMegDeeW keâer osKeYeeue
keâÛÚ-Jevemheefle Jeeues Je=#e ogye&ue lešjsKeeDeeW keâer megj#ee Choose the correct answer from the options
keâjles nQ keäÙeeWefkeâ Ùes efceóer keâes pees[Ì keâj jKeles nQ~ given below:
veerÛes efoS ieS efJekeâuhe ceW mes mener Gòej ÛegefveS : 45. In the context of value education, which of the
(a) (i), (ii) and (iii)/(i), (ii) Deewj (iii) following stages will be considered a relatively
(b) (ii), (iii) and (iv)/(ii), (iii) Deewj (iv) advanced stage?
(c) (iii), (iv) and (v)/(iii), (iv) Deewj (v) cetuÙe efMe#ee kesâ meboYe& ceW efvecveefueefKele ceW mes efkeâme Øe›eâce
(d) (i), (iii) and (v)/(i), (iii) Deewj (v) keâes Dehes#eeke=âle GVele ÛejCe ceevee peeSiee?
43. Identify Key result areas of the Skill
Acquisition and Knowledge Awareness for (a) Value collection through imitation
Livelihood Promotion (SANKALP) project: DevegkeâjCe kesâ ceeOÙece mes cetuÙe mebkeâueve
keâewMeue–DeefOe«enCe (efmkeâue SsefkeäJepeerMeve) leLee %eeve-
(b) Value assessment through inner evaluation
DeefYe%elee (vee@uespe DeJesÙejvesme) heâe@j ueeFJeueerng[
ØeesceesMeve (mebkeâuhe) heefjÙeespevee keâer heefjCeefle - #es$eeW keâer DeYÙeevleefjkeâ cetuÙeebkeâve kesâ ceeOÙece mes cetuÙe keâe efveOee&jCe
henÛeeve keâerefpeS : (c) Value clarification through exposure
(i) Institutional strengthening/ meebmLeeefvekeâ megÂÌ{erkeâjCe peevekeâejer kesâ ceeOÙece mes cetuÙe keâe JeieeakeâjCe
(ii) Promotion of handicraft and carpet sector
(d) Value consolidation through integration
skills/nLekeâjIee Deewj keâeueerve Deveg#es$eerÙe keâewMeue mebJeæ&ve
(iii) Quality Assurance/iegCeJeòee DeeÕeemeve SkeâerkeâjCe kesâ ceeOÙece mes cetuÙe meceskeâve
(iv) Inclusion/meceeJesMe Read the following passage carefully and
(v) Overseas Employment through an agency answer the questions that follow.
efkeâmeer SpeWmeer kesâ ceeOÙece mes efJeosMe ceW efveÙeespeve Two paradoxes inform and problematize every
(vi) Expanding skills through Public Private
discursive and practical employment of "human
Partnership (PPPs)/mejkeâejer iewj–mejkeâejer meePesoejer
rights". The first is substantive and directly
(heerheerheer) kesâ ceeOÙece mes keâewMeue keâe Øemeej
political; it concerns the relation between "the
given below: human" and "the political". and belongs to the
veerÛes efoS ieS efJekeâuhe ceW mes Gòej ÛegefveS : domain of political ethics in general. The other is
(a) (i), (ii), (iii) and (iv)/(i), (ii), (iii) Deewj (iv) more nearly epistemological and moral; it
(b) (i), (iii), (iv) and (v)/(i), (iii), (iv) Deewj (v) addresses the issue of how one understands and
(c) (ii), (iv), (v) and (vi)/(ii), (iv), (v) Deewj (vi) practices the relationship between idea and
actuality, or moral universality and cultural
(d) (i), (iii), (iv) and (vi)/(i), (iii), (iv) Deewj (vi)
relativity. Each stems from the fact that human
44. Identify reform related areas of governance
rights would cobble together two kinds of
listed by the NITI Aayog in the Three Year
action Agenda (2017-18 to 2019-20) exclusively: concepts and practical relations that are not
DevevÙe ™he mes ef$e-Je<eeaÙe keâeÙe& Ùeespevee (2017-18 mes innately friendly and treats them as one, ignoring
the inherent absence of complementarity in their
2019-20) ceW veerefle DeeÙeesie Éeje metÛeeryeæ Meemeve kesâ
relationship. Thus, the discourse of human rights
mecyeæ #es$e ceW ngS megOeej keâes henÛeeefveS :
synthesizes and occludes paradoxical features of
(i) Environmental/heÙee&JejCeerÙe the origins, history and character of human rights
(ii) Civil Services/efmeefJeue mesJee as an idea and a practice, making it far from self-
(iii) Electoral/efveJee&Ûeve mebyebOeer evident as a conceptual "thing" or guide to moral
and political practice. Paradox has always marked
(iv) Corruption related/Yeü°eÛeej mes mebyebefOele
the invocation of human rights. Since their
(v) Information and Communication Technology discursive inception, the initial paradoxes have not
metÛevee Deewj mebÛeej ØeewodÙeesefiekeâer been solved so much as layered by new iterations
Choose the correct answer from the options of them – namely, that initiated in the UDHR
given below: (Universal Declaration of Human Rights), which
veerÛes efoS ieS efJekeâuhe ceW mes mener Gòej ÛegefveS : identifies governments as the promissories for
(a) (i), (ii) and (iii)/(i), (ii) Deewj (iii) enforcement of human rights. Joining the
paradoxes is an overarching feature that
(b) (ii), (iii) and (iv)/(ii), (iii) Deewj (iv)
articulates human rights as a trans-political
(c) (iii), (iv) and (v)/(iii), (iv) Deewj (v) phenomenon beside being a political phenomenon
(d) (i), (iv) and (v)/(i), (iv) Deewj (v) designed to uplift all human societies.
efvecveefueefKele heefjÛÚso keâes OÙeevehetJe&keâ heefÌ{S Deewj efoS (a) Human aspects of rights
ieS ØeMveeW kesâ Gòej oerefpeS : DeefOekeâejeW keâe ceeveJeerÙe he#e
oes DebleefJe&jesOeeW ceW ceeveJeeefOekeâejeW kesâ leke&âcetuekeâ Deewj JÙeeJeneefjkeâ (b) Moral degradation/veweflekeâ heleve
ØeÙeesie kesâ yeejs ceW metÛevee Øeehle nesleer nw Deewj Fmes mecemÙeeØeo
(c) Cultural dimension of human rights
yeveeÙee peelee nw~ ØeLece leòJe ÙeLeeLe&hejkeâ Deewj ØelÙe#ele:
jepeveereflekeâ nw; Fmekeâe mebyebOe ‘ceeveJe’ Deewj ‘jepeveereflekeâ’ kesâ ceeveJeeefOekeâejeW keâer meebmke=âeflekeâ efJeceeSb
ceOÙe mebyebOe mes nw Deewj meeceevÙeleÙee Ùen jepeveweflekeâ DeeÛeej #es$e (d) Political relations/jepeveereflekeâ mebbheke&â
mes mebyebefOele nw~ DevÙeleòJe ueieYeie %eeveceerceebmekeâ Deewj veweflekeâ 48. What is ignored in comprehending two
nw; Fmemes Fme cegös keâe meceeOeeve efkeâÙee peelee nw efkeâ JÙeefòeâ keâer paradoxes of human rights?
metPeyetPe keäÙee nw Deewj Jen efJeÛeej Deewj JeemleefJekeâlee DeLeJee ceeveJeeefOekeâejeW kesâ oes DebleefJe&jesOe keâer mecePe ceW
veweflekeâ meeJe&Yeewefcekeâlee Deewj meebmke=âeflekeâ meehes#elee kesâ ceOÙe mebyebOe efvecveefueefKele ceW mes efkeâmekeâer Ghes#ee keâer peeleer nw :
keâes JÙeJeneefjkeâ ™he oslee nw~ FveceW mes ØelÙeskeâ keâer Glheefòe Fme
(a) Innate friendliness of paradoxes
leLÙe mes nesleer nw efkeâ ceeveJeeefOekeâej ceW oes Øekeâej keâer
DeJeOeejCeeSb Deewj JÙeeJeneefjkeâ mebyebOe meefVeefnle nw pees DebleYet&le DebleefJe&jesOeeW keâer DevleYet&le cew$eer
™he ceW efce$eJele nw Deewj FvnW Skeâ ceevee peelee nw, Fme ›eâce ceW (b) Absence of complimentarity
Gvekesâ mebyebOe ceW Devleefve&efnle Deveghetjkeâ YeeJe kesâ DeYeeJe keâer hetjkeâ leòJeeW keâe DeYeeJe
Ghes#ee keâer peeleer nw~ Fme Øekeâej ceeveJeeefOekeâej kesâ efJeceMe& ceW (c) Relationship between idea and actuality
ceeveJeeefOekeâej keâer Glheefòe, Fefleneme Deewj Fmekeâer Øeke=âefle kesâ efJeÛeej Deewj ÙeLeeLe& kesâ ceOÙe mebyebOe
DebleefJe&jesOeer iegCeeW keâes efJeÛeej Deewj JÙeJenej kesâ ™he ceW
(d) Morality issues/veweflekeâlee kesâ cegös
mebMuesef<ele SJeb DeJe™æ efkeâÙee ieÙee nw, Deewj Fmes veweflekeâ Deewj
jepeveweflekeâ JÙeJenej kesâ DeJeOeejCeelcekeâ lelJe DeLeJee ceeie&oMe&keâ 49. What is missing in the discourse of human
kesâ ™he ceW mJele: ØeceeefCele mJe™he mes efJeueie efkeâÙee ieÙee nw~ rights?
DebleefJe&jesOe meowJe ceeveJeeefOekeâej kesâ ØeÙeesie keâe DeefYeuee#eefCekeâ ceeveJeeefOekeâej mebyebOeer efJeceMe& ceW efvecveefueefKele ceW mes
iegCe jne nw~ Deheves leke&âcetuekeâ GæJe kesâ meceÙe mes ner efkeâmekeâe DeYeeJe nw?
DeejefcYekeâ efJejesOeeYeeme keâe meceeOeeve veneR ngDee nw~ FmeceW yengle (a) Self evidence as a concept
DeefOekeâ veF& hegvejeJe=efòeÙeeb nQ–DeLee&le Jes meYeer efpevekeâe DeejcYe mJeleŠ efmeæ keâer DeJeOeejCee
Ùet.[er.SÛe.Deej. (ceeveJeeefOekeâejeW keâer meeJe&Yeewefcekeâ Iees<eCee) ceW (b) Paradoxical features
ngF& Leer efpemeceW mejkeâejeW keâer henÛeeve ceeveJeeefOekeâejeW kesâ ØeJele&ve DebleefJe&jesOeer iegCe
kesâ efveefceòe Skeâ Øeefle%ee kesâ ™he ceW keâer ieF&~ DebleefJe&jesOeeW keâe (c) Exclusion of human rights features
mebÙeespeve DeefOeØeYeeJeer efJeMes<elee nw efpemeceW ceeveJeeefOekeâejeW keâer ceeveJeeefOekeâejer he#eeW keâe yeefn<keâjCe
JÙeeKÙee mecemle ceeveJe meceepe kesâ GlLeeve kesâ efueS DeefYekeâefuhele (d) Synthesis of concept and practice
Skeâ jepeveereflekeâ heefjIešvee nesves kesâ DeueeJee heje-jepeveereflekeâ DeJeOeejCee Deewj JÙeJenej keâe mebMues<eCe
heefjIešvee kesâ ™he ceW keâer ieF& nw~ 50. What is added to the existing paradoxes of
human rights?
46. The first important area of human rights
paradox is concerned with ceeveJeeefOekeâej ceW efveefnle Jele&ceeve DebleefJe&jesOe kesâ efueS
ceeveJeeefOekeâej DebleefJe&jesOe keâe ØeLece cenlJehetCe& #es$e efvecveefueefKele ceW mes efkeâmekeâe menÙeesie nw?
efvecveefueefKele ceW mes efkeâmemes mebyebefOele nw Š (a) Iteration of UDHR/Ùet.[er.SÛe.Deej. (ceeveJeeefOekeâejeW
(a) Problematization/mecemÙeeØeo yeveevee keâer meeJe&Yeewefcekeâ Iees<eCee) keâer hegvejeJe=efòe
(b) Discursive employment/leke&âcetuekeâ ØeÙeesie (b) Universality of human rights
(c) Human practice/ceeveJe JÙeJenej ceeveJeeefOekeâejeW keâer meeJe&Yeewefcekeâlee
(d) Political ethics/jepeveereflekeâ DeeÛeej (c) Invocation of human rights
47. The epistemological paradox of human rights ceeveJeeefOekeâejeW keâe ØeJele&ve
refers to the understanding of
ceeveJeeefOekeâejeW kesâ %eeveceerceebmekeâ DebleefJe&jesOe (d) Political phenomenon borders
efvecveefueefKele ceW mes efkeâmekeâer metPeyetPe mes mebyebefOele nQ : meerceeheejerÙe #es$eeW ceW jepeveereflekeâ heefjIešvee
ANSWER
1. (d) 6. (b) 11. (a) 16. (a) 21. (b) 26. (d) 31. (c) 36. (d) 41. (c) 46. (d)
2. (b) 7. (a) 12. (b) 17. (b) 22. (d) 27. (a) 32. (a) 37. (c) 42. (d) 47. (c)
3. (b) 8. (a) 13. (c) 18. (d) 23. (d) 28. (b) 33. (d) 38. (d) 43. (d) 48. (b)
4. (a) 9. (c) 14. (d) 19. (c) 24. (a) 29. (d) 34. (b) 39. (b) 44. (b) 49. (a)
5. (c) 10. (d) 15. (c) 20. (c) 25. (b) 30. (b) 35. (b) 40. (b) 45. (d) 50. (d)
ANSWER
1. (d) : efMe#eCe DeefYeJe=efòe keâe leelheÙe& hetCe&le: DeYÙeefLe&ÙeeW kesâ 4. (a) : keâe@uespeeW cebs efMe#eCe DeefOeiece ØeCeeueer meeceevÙele: mecetn
cetuÙeebkeâve mes nw pees efMe#eCe JÙeJemeeÙe keâes Deheves %eeve Je DeeOeeefjle mecØes<eCe keâeÙe&›eâce neslee nw efpemeceW Skeâ yeej
keâewMeue mes Deheveevee Ûeenles nQ~ Skeâ meheâue efMe#ekeâ keâer kegâÚ DevegosMeelcekeâ jCeveerefle kesâ GösMÙe efveOee&efjle nes peeles nQ lees
Deieuee heo GveceW mes GefÛele DevegosMeelcekeâ efJeefOe Éeje Gvekeâer
cenòJehetCe& efJeMes<eleeÙeW nesleer nQ~ ÙeneB efMe#eCe keâer kegâÚ Øeeefhle nw~ ÙeneB kegâÚ DevegosMeelcekeâ jCeveerefle efvecve nQ-
cenòJehetCe& efJeMes<eleeSB efvecveJele nQ- • efJeÅeeefLe&ÙeeW kesâ lelhejlee mlej kesâ mevoYe& cebs keâj mekeâlee nw
• efMe#eCe leLÙeeW Deewj metÛeveeDeeW kesâ ceOÙe mecyevOeeW keâes (kewâve [t) keâj uesiee (efJeue [t) kesâ Devegmeej efMe#eCe keâes
osKeves keâes yeÌ{eJee osves keâer Skeâ ieefleefJeefOe nw~ Devegketâue yeveevee~
• efMe#ekeâ Dehes#ee keâjlee nw efkeâ efJeÅeeLeea Deheves Meyoebs cebs • GheueefyOeÙeeW keâe GòejoeefÙelJe oskeâj leLee DeefYe%eeve oskeâj
DeefYeØeeÙe keâe ®heevlejCe SJeb efveJe&Ûeve keâjves ceW me#ece nes efJeÅeeefLe&Ùeesb keâes mebefuehle keâjvee~
mekesâ~ • DeefOeiecekeâlee&DeeW keâer DeeJeMÙekeâlee kesâ Devegmeej efMe#eCe
heæefleÙeebs keâes yengefJeOe yeveevee~
• efMe#ekeâ cegKÙe efJeÛeej keâes mhe° keâjves kesâ efueS yeÌ[er
5. (c) : efvecee&Ceelcekeâ cetuÙeebkeâve keâer #ecelee cebs megOeej kesâ efueS MeesOe
mebKÙee ceW GoenjCe oslee nw~
keâe ef›eâÙeelcekeâ MeesOe mJe™he ÙeLeesefÛele nesiee~ ‘ef›eâÙeelcekeâ
2. (b) :
MeesOe’ oes MeyoeW kesâ cesue mes yevee nw, efpemeceW henuee Meyo nw
(A) Dekeâeoefcekeâ ii. DeefOeiecekeâlee& DeeJeMÙekeâlee heÌ[ves
efJeMes<eleeSb hej Deheves hee"dÙe›eâce ceW efJeefYeVe ‘ef›eâÙeelcekeâ’ efpemekeâe DeLe& nw ‘keâjvee’ leLee otmeje Meyo nw
leLÙeebs keâe ÛeÙeve keâjlee nw~ ‘MeesOe’~ DevegmebOeeve efpemekeâe DeLe& nw efJeMues<eCe keâjvee~
(B) meeceeefpekeâ iii. DeefOeiecekeâlee& mecekeâef#eÙeeW kesâ šerce ef›eâÙeelcekeâ DevegmebOeeve keâe DeLe& ‘keâjkesâ meerKeves’ mes Yeer nw~
efJeMes<eleeSb ceWyej kesâ ™he ceW keâeÙe& keâjlee nw~ Ùen Skeâ Ûe›eâerÙe Øeef›eâÙee nw, pees meleled ™he mes Ûeueleer jnleer
(C) YeeJeveelcekeâ iv. DeefOeiecekeâlee& Deheveer keâ#ee kesâ
nw~
efJeMes<eleeSb meomÙeeW keâer hemebo Deewj veehemebo
6. (b) :
Âef° mes JÙeefòeâiele celeYesoebs keâes
mecceeve osvee Meg™ keâj oslee nw~ (A) DeefYeOeejCee (iii)Ùen ØelÙe#e mee#Ùe keâer
(D) meb%eeveelcekeâ i. DeefOeiecekeâlee& mecyeefvOele mebosMeeW keâceer kesâ keâejCe ceeves ieÙes
efJeMes<eleeSb keâe mener ™he cebs mebkesâleve Deewj eqmeæevle keâe efJeJejCe nw~
efJemebkesâleve keâjlee nw~ (B) eqveefce&lee (iv) ÙeÅeefhe Ùen ØelÙe#e ™he mes
3. (b) : Skeâ DeefOeiecekeâlee& efkeâmeer Yeer efMe#eCe-DeefOeiece keâeÙe&›eâce cebs DeJeueeskeâveerÙe vener nw
Skeâ cegKÙe JÙeefòeâ nww~ DeefOeiecekeâòee& keâer keâeÙe&-mebiele leLeeefhe Ùen DeefmlelJe cebs
me#eceleeSb Deewj efJeÅeeefLe&ÙeeW keâer lelhejlee mes efMe#ekeâ keâe neslee nw~
ØeYeeefJelee keâe efveOee&jCe efkeâÙee pee mekeâlee nw~ÙeneB kegâÚ efvecve (C) Ûej (ii) Fmemes mebKÙeelcekeâlee Ùee
keâejkeâ nQ- iegCeelcekeâlee cebs heefjJele&ve
(1) Meejerefjkeâ mJeemLÙe (efueKeves, heÌ{ves FlÙeeefo) nes mekeâlee nw~
(2) ceeveefmekeâ mJeemLÙe (mecePe) (D) JÙeJeefmLele (i) Fmemes Øeehle heefjCeece
(3) FÛÚe Meefòeâ $egefš efkeâmeer efJeefMe° efoMee ceW
(4) cetue #ecelee heefjJeefle&le nesles nQ~
7. (a) : efJeÕeefJeÅeeueÙe kesâ Skeâ efMe#ekeâ ves MeesOe efkeâÙee peneB Gmeves lekeâveerkeâer keâe ØeÙeesie~
JÙeeKÙeeve men-efveoxMeve heæefle kesâ ØeÙeesie mes Deheves MeesOe keâes ßeJeCe meef›eâÙe Yeeieeroejer~
hetje efkeâÙee Deewj efve<keâ<e& Øeehle efkeâÙee~ Ùen Skeâ mJelev$e Ûej mecetn ØemlegleerkeâjCe Ùee efJeÛeej-efJeceMe&~
nw keäÙeeWefkeâ Ùen efkeâmeer Yeer Øekeâej mes MeesOe kesâ DeeBkeâÌ[ebs hej
efveYe&j vener nw~ otmejs Øekeâej kesâ DeeBkeâÌ[s GheueyOe nesves hej Yeer efJemle=le peJeeye Jeeues ØeMve~
Ùen heæefle MeesOe ceW meneÙekeâ nesleer~ efkeâvleg DevÙe meYeer Skeâ cenlJehetCe& meesÛe keâes yeÌ{eJee osves Jeeues keâeÙeeX Deewj
otmejs mes efkeâmeer ve efkeâmeer Øekeâej mes pegÌ[s nQ~ Dele: Ùen ieefleefJeefOeÙeeW keâe GheÙeesie keâjW~
mJelev$e Ûej nw~ MeyoeJeueer keâe efJeYesokeâ DevegØeÙeesie~
ØeÙeesieelcekeâ MeesOe– heÌ{ves keâer jCeveerefle~
mJeleb$e Ûej Deeefßele Ûej
13. (c) : JÙeJeefmLele keâ#ee mecØes<eCe Skeâ megjef#ele keâ#ee kesâ Devleie&le
keâejCe ØeYeeJe
peesÌ[ leesÌ[ heefjJele&ve neslee nw peneB Úe$e DeevevohetJe&keâ Dehevee DeefOeiece keâjles nQ~ ÛetBefkeâ
8. (a) : peye keâesF& MeesOekeâlee& Deheves DeOÙeÙeve cebs efvejekeâjCeerÙe keâ#ee mechesÇ<eCe ceW DeOÙeÙevejle Úe$eeW keâe mecetn neslee nw~ Dele:
heefjkeâuhevee (H0) efvejmle keâj oslee nw Deewj Jewkeâefuhekeâ JÙeJeefmLele keâ#ee mecØes<eCe keâes meecetefnkeâ mechesÇ<eCe kesâ Devleie&le
heefjkeâuhevee (H1) keâes mJeerkeâej keâjlee nw lees Fme Øekeâej keâer ueeÙee pee mekeâlee nw~
$egefš šeFhe-I $egefš keâer mecYeeJevee nes mekeâleer nw~ peyeefkeâ 14.(d): Skeâ efMe#ekeâ keâe efkeâmeer keâer leekeâle Deewj keâcepeesjer,
šeFhe-II $egefš Skeâ ieuele DeMeòeâ heefjkeâuhevee keâer iewj JeemleefJekeâlee keâer mJeerke=âefle Deewj efkeâmeer keâer #ecelee kesâ ØeÙeeme
keâes peevevee neslee nw~ Dele: Skeâ efMe#ekeâ keâes keâ#ee ceW Skeâ
DemJeerke=âefle nw~
ØeYeeJeer mecØes<eCe nsleg Skeâ ßeeslee mebJeie& keâe efJeMues<eCe mes
9. (c) : keâeÙee&sòej MeesOe DeefYekeâuhe ceW Ûej keâes efveÙeb$eCe keâjves keâer Meg™Deele keâjveer ÛeeefnS~
Dehes#ee ÛeÙeefvele efkeâÙee peelee nw~ Ùen Skeâ efJeefOe nw efpemeceW 15. (c) : Svšê@heer keâe DeefOekeâlece ØeehÙe [sše ieefle, Meesj Deewj JeQ[efJeLe
henues mes ceewpeto iegCeeW Jeeues mecetneW keâer leguevee kegâÚ Deeefßele mes meerOee Devegheeeflekeâ mecyevOe nw~ Svšê@heer efpelevee DeefOekeâ
Ûej hej keâer peeleer nw~ Skeäme heesmš Heâwkeäšes MeesOe Ùee keâeÙeexòej nesiee, efmeiveue ceW $egefš Gleveer pÙeeoe JÙeehle nesieer~ mecØes<eCe
ceW Svšê@heer Skeâ Øeef›eâÙee kesâ ™he ceW meboefYe&le nesleer nw efpemeceW
MeesOe keâes Causal Comparative Research Yeer keânles
meceÙe yeerleves kesâ meeLe ›eâce efyeieÌ[lee peelee nw~
nQ~ FmeceW mJeleb$e Ûej ØeeÙe: efveef<›eâÙe nes Ûegkeâe neslee nw leLee 16.(a) : 196, (196 − 41 ) × 2, (384 − 4 2 ) × 2, (736 − 43 ) × 2
FmeceW efkeâmeer Yeer Øekeâej keâe peesÌ[-lees[Ì veneR efkeâÙee pee mekeâlee 196, 192 × 2, 368 × 2, 672 × 2
nw~ 196, 384, 736, 1344
10. (d) : MeesOe ceW DeeF&meeršer kesâ ieuele ØeÙeesie keâe GoenjCe nw-  šêrkeâ =  Gmemes henues keâe Debkeâ - 4n -1  
 
DeeF&meeršer mebmeeOeveeW keâer lekeâveerkeâer efJeMes<elee keâe DeYeeJe  
 peneB n Gme Debkeâ keâe ›eâce mebKÙee nw~ 
keäÙeeWefkeâ DeeF&meeršer kesâ ØeÙeesie keâer peevekeâejer keâe DeYeeJe
17. (b) : Fme ›eâce ceW Deb«espeer JeCe&ceeuee keâes leerve De#ejeW kesâ efJeefMe°
efokeäkeâleW GlheVe keâj mekeâlee nw~ mecetn ceW oMee&Ùee ieÙee nw~ efJe<ece mLeeveeW hej JeCe&ceeuee keâes
11. (a) : keâ#ee ceW mecØes<eCe keâe ceeOÙece efJeefMe° nesvee ÛeeefnÙes efpememes A mes Z lekeâ leLee mece mLeeveeW hej Fve JeCe&ceeuee keâes Z mes
efMe#ekeâ Éeje efoÙee peeves Jeeuee mebosMe Úe$e keâes hetCe&le: mecePe A Gušs ›eâce ceW efueKee ieÙee nw~ Fme efJeefMe° mecetn ceW
ceW Dee mekesâ~ GoenjCeeLe&–Deiej keâ#ee ceW mecØes<eCe keâer Yee<ee De#ejeW keâes leerve De#ejeW kesâ mecetn ceW efueKee ieÙee nw pewmes
231, Ùen efueefKele mebKÙee JeCe&ceeuee keâes A mes Z lekeâ kesâ
mLeeveerÙe Ùee Úe$eeW kesâ Deveg™he nes lees GvnW DeOÙeehekeâ Éeje
›eâce mebKÙee keâes oMee&lee nw~
efoÙes pee jns mebosMe keâes mecePeves ceW Deemeeveer nesieer Deewj Dele: BCA, YZX, EFD, VWU. HIG
mecØes<eCe Ùee DeOÙeeheve keâe GösMÙe hetCe& nesiee~ 18. (d) : ØeMve ceW efoÙes ieÙes keâLeveevegmeej efÛe$e efvecveJele nw–
Dele: DeefYekeâLeve Deewj leke&â oesveeW mener nQ Deewj leke&â
DeefYekeâLeve keâer mener JÙeeKÙee keâjlee nw~
12. (b) : mebÛeej Úe$eeW kesâ efueS Skeâ cenlJehetCe& keâewMeue nw~ 7meer kesâ
Devegmeej, mhe°, mebef#ehle, cetle&, mener, megmebiele, hetCe& Deewj
efJeveceü, mebÛeej keâewMeue keâes efJekeâefmele keâjlee nw~ kegâÚ
cenlJehetCe& mebÛeej keâewMeue pees Úe$e kesâ mebÛeej keâewMeue keâes
yeÌ{eves ceW meneÙekeâ nQ, efvecveJeled nQ –
19. (c) : efpeme Øekeâej, 25. (b) : ‘cespe hej jKes vecekeâ ceW DeeÙees[erve nw’ JeekeäÙe S F DeeF& Dees
{ebÛes ceW GheÙegòeâ vener nes mekeâlee nw~
26. (d) : keâcheveer B Deewj D keâe Glheeove, ceeBie keâer leguevee ceW
DeefOekeâ nw keâcheveer A, C Deewj E keâe ceeBie, Glheeove keâer
leguevee ceW pÙeeoe nw~ Dele: ceeBie keâer leguevee ceW DeefOekeâ
Glheeove Jeeueer keâcheefveÙeeW keâer mebKÙee · 2, Deewj Glheeove
keâer leguevee ceW DeefOekeâ ceeBie Jeeueer keâcheefveÙeeW keâer mebKÙee = 3
Dele: DeYeer° Devegheele · 2:3
27. (a) : DeebkeâÌ[s–
keâcheve ceeBie Glheeove ceeBie Deewj Glheeove keâe Devegheele
20. (c) : ceevee, keâcheveer ceW kegâue keâce&Ûeejer (ØeefleMele ceW) = 100³ A 2000 1000 2000 : 1000 = 2:1
keâcheveer ceW ceefnuee keâce&ÛeeefjÙeeW keâer mebKÙee (ØeefleMele ceW) B 300 900 300 : 900 = 1:3
= 63³ (efoÙee nw) C 1250 500 1250 : 500 = 5:2
Dele: keâcheveer ceW heg™<e keâce&ÛeeefjÙeeW keâer mebKÙee (ØeefleMele ceW) D 600 1350 600 : 1350 = 4:9
= (100-63)³ = 37³ E 1650 1100 1650 : 1100 = 3:2
keâcheveer ceW heg™<e keâce&ÛeeefjÙeeW keâer mebKÙee · 111 Dele: efoÙes ieÙes efJekeâuheeW ceW mes keâcheveer kesâ ceeBie Deewj Glheeove keâe
ÛetBefkeâ 37% ________111 Devegheele 1 : 3 vÙetvelece nw~ pees keâcheveer B keâe nw~
28. (b) : kegâue ceeBie = 2000 ± 300 ± 1250 ± 600 ± 1650
111
∴ 1% _________ = 5800
37
5800
∴ 100% _______
111
× 100 = 300
ceeBie keâe Deewmele = = 1160
5
37
Dele: keâcheveer ceW kegâue keâce&ÛeeefjÙeeW keâer mebKÙee 300 nw~ kegâue Glheeove = 1000±900±500±1350±1100
= 4850
21. (b) : GheÙeg&òeâ leke&â ceW Ss[ hee@heguece leke&âoes<e efveefnle nw~ Ss[
4850
heeheguece Skeâ leke&âoes<e nw efpemeceW ueesieeW kesâ Skeâ yeÌ[s mecetn Glheeove keâe Deewmele = = 970
5
keâer jeÙe keâes DeeOeej yeveekeâj leke&â keâe efmeæ keâjves keâe ØeÙeeme
Dele: DeYeer° Devlej = 1160 – 970 = 190
efkeâÙee peelee nw~ 29. (d) : keâcheveer B Deewj D ceW Glheeove keâer leguevee ceW ceeBie keâce nw~
22. (d) : DeelceeßeÙe oes<e Skeâ leke&âoes<e nw efpemeceW efkeâmeer leke&âJeekeäÙe kesâ DeleŠ keâchÙetšj Glheeove keâer leguevee ceW keâchÙetšj keâer ceeBie
mecekeâ#e leke&âJeekeäÙe mes efve<keâ<e& keâes efmeæ keâjves keâe ØeÙelve keâce nes Ssmeer keâcheefveÙeeW keâer kegâue mebKÙee = 2
30. (b) : keâcheveer D ceW keâchÙetšj keâer ceeBie = 600
efkeâÙee peelee nw~ Ùeneb F&Õej kesâ keâeÙe& ceneve nw kesâ DeeOeej hej Deewj keâcheveer B ceW keâchÙetšj keâer ceeBie = 300
F&Õej keâes ceneve efmeæ efkeâÙee ieÙee nw~ Dele: keâcheveer D kesâ keâchÙetšjeW keâer ceeBie keâcheveer B kesâ
23. (d) : DeLee&heefòe kesâ ceeOÙece mes nce oes leLÙeeW kesâ yeerÛe efJejesOeeYeeme 600
keâchÙetšjeW keâer ceeBie keâer leguevee ceW DeefOekeâ nQ =
kesâ heefjCeecemJe™he Skeâ leLÙe keâer Keespe keâjles nQ pees henues 300
= 2 iegvee
mes ner DeÛÚer lejn mes mLeeefhele nesves kesâ efueS %eele nes~
31. (c) : huee@šj Skeâ Dee@Gšhegš Ùev$e nw efpemekeâe GheÙeesie mÙeener hesve
24. (a) : Devegceeve keâe Meeefyokeâ DeLe& nw Ssmee %eeve kegâÚ DevÙe %eeve
Éeje ÚefJeÙeeW keâes efØebš keâjves kesâ efueS efkeâÙee peelee nw~ Ùen
keâe DevegmejCe keâjlee nw~ Ùen leerve Øekeâej keâe neslee nw–
keâeiepeeW hej yeÌ[er Jeskeäšj «eeefheâkeâ heâeFueeW Deewj ef[peeFveeW mes
i. hetJe&Jele
efyevog mes efyevog jsKee KeeRÛekeâj ne[& ØeefleÙeeb yeveelee nw~
ii. Mes<eJele
huee@šj henuee keâchÙetšj DeeGšhegš ef[JeeFme Lee pees
iii. mecebÙelees õ°e
«eeefheâkeäme efØevš keâj mekeâlee Lee~
32. (a) : [sše meb«enCe kesâ efueS GheÙeesie keâer peeves Jeeueer ØeyevOeve keâer 40. (b) :peueJeeÙeg heefjJele&ve kesâ Kelejs kesâ Øeefle JewefÕekeâ henue keâes
ceevekeâ FkeâeFÙeeW keâer metÛeer veerÛes oer ieF& nw – cepeyetle keâjvee hewefjme mecePeewles keâe cegKÙe GösMÙe nw~
FkeâeF& efkeâuees cesiee ieeriee šsje hesše Skeämee pesše Ùeesóe 41. (c): nerveÙeeve kesâ efJeefMe° DeOÙeÙeve kesâ efueS JeuueYeer
yeeFš yeeFš yeeFš yeeFš yeeFš yeeFš yeeFš yeeFš efJeÕeefJeÅeeueÙe Øeefmeæ Lee~ Ùen yeewæ DeOÙeÙeve Keemekeâj
ceehe 103 106 109 1012 1015 1018 1021 1024 nerveÙeeve yeewæ keâe ØecegKe kesâvõ Lee~
(yeeFš ceW) 42. (d) : iewj hejchejeiele DeefOeiece kesâ Devleie&le cegKÙele: otjmLe
33. (d) : Fueskeäšê@efvekeäme keâeceme& (F&-keâe@ceme&) ves meceepe keâer peerJeve DeOÙeÙeve SJeb Deeve ueeFve DeOÙeÙeve meefcceefuele nesles nQ~
Mewueer keâes yeoue efoÙee nw~ F&-keâe@ceme& keâer ceoo mes Fve iewj hejchejeiele DeefOeiece efvecve nw –
GlheeoeW, mesJeeDeeW Deewj metÛeveeDeeW keâes keâchÙetšj vesšJeke&â mes (i) Je=æ heefjÛeÙee& efJe%eeve
ØeeLeefcekeâ ™he mes Fbšjvesš kesâ peefjS Kejeroe, yesÛee pee (ii) veweflekeâ nsjhesâj
mekeâlee nw~ (iii) heeuelet heMegDeeW keâer osKeYeeue
34. (b) : Fbšêvesš Skeâ efvepeer vesšJeke&â nw~ Ùen kesâJeue Skeâ keâcheveer kesâ 43. (d) : mebkeâuhe heefjÙeespevee keâer heefjCeefle #es$e efvecve nw –
keâce&ÛeeefjÙeeW kesâ efueS yeveeÙee ieÙee Lee leeefkeâ Jes Deheves mebÛeej (i) meebmLeeefvekeâ megÂÌ{erkeâjCe
keâes yesnlej yevee mekeWâ~ Skeâ Fbšêvesš megjef#ele JeeleeJejCe ceW
(ii) iegCeJeòee DeeÕeemeve
mebJeeo keâjves keâe Skeâ DeeoMe& lejerkeâe nw~ Dele: DeefYekeâLeve
(iii) meceeJesMe
Deewj leke&â oesveeW mener nw~
(iv) efkeâmeer SpeWmeer kesâ ceeOÙece mes efJeosMe ceW efveÙeespeve
35. (b) : mkewâvej Skeâ Fvehegš ef[JeeFme nw~ Fmekeâe GheÙeesie efkeâmeer
yeenjer omleeJespe pewmes efÛe$e Ùee efueefKele omleeJespe keâes mkewâve 44. (b) : veerefle DeeÙeesie Éeje metÛeeryeæ Meemeve kesâ mecyeæ #es$e ceW
keâjves Ùee keâe@heer keâjves kesâ efueS efkeâÙee peelee nw~ Ùen yeenjer ef$eJe<eeaÙe keâeÙe& Ùeespevee (2017-18 mes 2019-20) kesâ
omleeJespeeW keâes Skeâ ef[efpešue Øee™he ceW heefjJeefle&le keâjlee nw Devleie&le megOeej #es$e efvecve nw –
Deewj omleeJespe keâes Skeâ Fueskeäšêefvekeâ mebmkeâjCe ceW yeouelee nw (i) efmeefJeue mesJee
efpemes keâchÙetšj hej osKee Ùee mebheeefole efkeâÙee pee mekeâlee nw~ (ii) efveJee&Ûeve mebyebOeer
36. (d) : efoS ieS efJekeâuheeW ceW DeeJeemeerÙe #es$e, meebmLeeefvekeâ #es$e, leLee (iii) Yeü°eÛeej mes mebyebefOele
ke=âef<e "esme DeheefMe° kesâ Œeesle nQ~ 45. (d) : cetuÙe efMe#ee Jen Øeef›eâÙee nw efpemekesâ Éeje ueesie Skeâ otmejs kesâ
37. (c) :efoS ieS efJekeâuheeW ceW DeewÅeesefiekeâ yeefn:œeeJe, veeefYekeâerÙe veweflekeâ cetuÙeeW keâe mebÛeej keâjles nQ~ SkeâerkeâjCe kesâ ceeOÙece mes
DeheefMe° keâe DeJew%eeefvekeâ efvemleejCe, efJe<eeòeâ ØeCeeefueÙeeW keâe cetuÙe meceskeâve cetuÙe efMe#ee kesâ meboYe& ceW Dehes#eeke=âle GVele
DevegefÛele ØeyebOeve ce=oe Øeot<eCe kesâ Œeesle nQ~ ce=oe Øeot<eCe kesâ ÛejCe ceevee peeSiee~
DevÙe Œeesle nQ; veiejerÙe leLee cesef[keâue "esme DeheefMe°, Kegueer
46. (d) : ceeveJeeefOekeâej DebleefJe&jesOe keâe ØeLece cenlJehetCe& #es$e
KeoeveW, F&-DeheefMe°, keâeršveeMekeâ leLee GJe&jkeâ Deeefo~
jepeveereflekeâ DeeÛeej mes mebyebefOele nw~
38. (d) : keâÛÚ-Jevemheefle Jeeues Je=#e ogye&ue lešjsKeeDeeW keâer megj#ee
47. (c) : ceeveJeeefOekeâejeW kesâ %eeveceerceebmekeâ DebleefJe&jesOe ceeveJeeefOekeâejeW
keâjles nQ, keäÙeeWefkeâ Ùes efceóer keâes peesÌ[keâj jKeles nQ~ Ùen keâLeve
keâer meebmke=âeflekeâ efJeceeDeeW keâer metPeyetPe mes mebyebefOele nw~
keâÛÚ-Jevemheefle keâer efJeMes<eleeDeeW keâes megj#ee Iesjs kesâ ™he ceW
48. (b) : ceeveJeeefOekeâejeW kesâ oes DebleefJe&jesOe keâer mecePe ceW hetjkeâ lelJeeW
Øeefleefyebefyele keâjlee nw~
kesâ DeYeeJe keâer Ghes#ee keâer peeleer nw~
39. (b) : Jee<heMeerue pewJe Ùeewefiekeâ (Jeer.Dees.meer.) keâer Jepen mes keQâmej nes
mekeâlee nw~ Ùes ØekeâeMe jemeeÙeefvekeâ Oetceü-keâesnje (mcee@ie) kesâ efvecee&Ce 49. (a) : ceeveJeeefOekeâej mebyebOeer efJeceMe& ceW mJele: efmeæ keâer DeJeOeejCee
ceW cenlJehetCe& Yetefcekeâe efveYeeles nQ~ Jee<heMeerue pewJe Ùeewefiekeâ kesâ Œeesle keâe DeYeeJe nw~
nQ: heWš, uekeâÌ[er heefjj#ekeâ, SÙejesmee@ue mhesÇ, keäueeRpej Deewj 50. (d) :ceeveJeeefOekeâej ceW efveefnle Jele&ceeve DebleefJe&jesOe kesâ efueS
keâeršeCegveeMekeâ Deeefo~ meerceeheejerÙe #es$eeW ceW jepeveereflekeâ heefjIešvee keâe menÙeesie nw~

PRACTICE SET-5
The table below embodies data on the oil import (in 4. If P and Q are the average oil import from all
million tonnes) from six different countries over the the countries in the year 2019 and 2017
years 2015 to 2019. In accordance with the table, respectively, the P-Q is approximately equal to:
answer the questions 1-5. Ùeefo P Deewj Q ›eâceMe: Je<e& 2019 Deewj 2017 ceW meYeer
Year-wise oil import from countries (in million tonnes) osMeeW mes lesue DeeÙeele kesâ Deewmele nQ, lees P-Q ueieYeie
Country → Saudi Iran Iraq Nigeria Kuwait Venezuela
Year Arabia efkeâmekesâ yejeyej nw ?
↓ (a) 3.43 million tonnes/3.43 efceefueÙeve šve
2015 28.8 20.5 15.8 11.6 13.9 7.2
2016 29.9 21.8 14.4 10.5 14.8 7.6 (b) 3.34 million tonnes/3.34 efceefueÙeve šve
2017 27.2 21.2 15.0 13.2 11.8 7.3 (c) 2.43 million tonnes/2.43 efceefueÙeve šve
2018 27.4 18.5 17.2 15.9 11.5 10.3
(d) 2.34 million tonnes/2.34 efceefueÙeve šve
2019 32.6 17.5 24.6 14.2 17.8 9.6
veerÛes oer ieF& leeefuekeâe ceW Je<e& 2015 mes 2019 lekeâ Ún Deueie- 5. In which of the following years the percentage
increase/decrease in oil import from Nigeria
Deueie osMeeW mes lesue DeeÙeele kesâ DeeBkeâÌ[s (efceefueÙeve šve ceW) efoS over its previous year is the maximum?
ieS nQ~ leeefuekeâe kesâ Devegmeej, ØeMve meb. 1 mes 5 kesâ Gòej oW : efvecveefueefKele ceW mes efkeâme Je<e& kesâ oewjeve efheÚues Je<e& keâer
osMeeW mes Je<e&-Jeej lesue DeeÙeele (efceefueÙeve šve ceW) leguevee ceW veeFpeerefjÙee mes lesue DeeÙeele ceW ØeefleMele Je=efæ/
osMe meToer F&jeve F&jekeâ veeFpeerefjÙee kegâJewle JesvespegSuee
uuur keâceer meJee&efOekeâ jner ?
Je<e& Dejye (a) 2016 (b) 2018
(c) 2017 (d) 2019
↓
6. The simple interest on a certain sum of money
2015 28.8 20.5 15.8 11.6 13.9 7.2
for 2 years at the rate of 6% per annum comes
2016 29.9 21.8 14.4 10.5 14.8 7.6
to `300. The compound interest at the same
2017 27.2 21.2 15.0 13.2 11.8 7.3
rate, same time and on the same sum will be :
2018 27.4 18.5 17.2 15.9 11.5 10.3
efkeâmeer Oeve jeefMe keâe 2 (oes) Je<e& keâer DeJeefOe kesâ efueS 6
2019 32.6 17.5 24.6 14.2 17.8 9.6
1. What is the ratio of average of oil imports from
ØeefleMele Øeefle Je<e& keâer oj mes meeOeejCe yÙeepe ` 300 nw~
Iraq to that from Venezuela for all the years Gmeer DeJeefOe kesâ efueS Gmeer oj hej leLee Gmeer Oeve jeefMe
together? hej Ûe›eâJe=efæ yÙeepe nesiee–
kegâue efceueekeâj meYeer Je<eeX kesâ efueS F&jekeâ mes lesue DeeÙeele (a) ` 310 (b) ` 308
kesâ Deewmele Deewj JesvespegSuee mes lesue DeeÙeele kesâ Deewmele keâe (c) ` 307 (d) ` 309
Devegheele keäÙee nw ? 7. The next two terms of the progression as 60, 30,
(a) 14 : 29 (b) 29 : 14 20, 15 are:
(c) 39 : 23 (d) 23 : 39 60, 30, 20, 15 kesâ Deveg›eâce kesâ Deieues oes heo Ùen nQ–
2. What is the approximate percentage of oil (a) 10 and 5/10 Deewj 5 (b) 4 and 2/4 Deewj 2
import from Iran in the year 2017 with respect (c) 10 and 8/10 Deewj 8 (d) 12 and 10/12 Deewj 10
to the total oil import from Iran in all the years 8. Given below are two statements: One is
together? labelled as Assertion (A) and the other is
Je<e& 2017 ceW F&jeve mes lesue DeeÙeele kegâue efceueekeâj meYeer labelled as Reason (R):
Je<eeX ceW F&jeve mes kegâue lesue DeeÙeele keâe ueieYeie efkeâleves veerÛes oes keâLeve efoS ieS nQ : Skeâ keâes DeefYekeâLeve (A)
ØeefleMele nw ? Deewj otmejs keâes leke&â (R) keâne ieÙee nw~
(a) 20% (b) 23% Assertion/DeefYekeâLeve (A) :
(c) 21% (d) 25% The problem of organic pollution in rivers is
3. What is the approximate average of percentage usually worse in hot summer months
increase or decrease in oil import from Kuwait veefoÙeeW ceW keâeye&efvekeâ Øeot<eCe keâer mecemÙee ØeeÙe: ieceea kesâ cenerveeW
over its previous year for the given period? ceW yeolej nes peeleer nw~
oer ieF& DeJeefOe kesâ efueS kegâJewle mes lesue DeeÙeele ceW efheÚues Reason/leke&â (R) :
Je<e& kesâ cegkeâeyeues ØeefleMele Je=efæ Ùee keâceer keâe ueieYeie Higher water temperatures exacerbate oxygen
Deewmele keäÙee nw ? depletion
(a) 4% (b) 5% Dehes#eeke=âle DeefOekeâ peue leeheceeve keâer Jepen mes Dee@keämeerpeve keâer
(c) 15% (d) 21% cee$ee ceW efiejeJeš keâer efmLeefle leer›elej nes peeleer nw~
In the light of the above statements, choose the 12. In conducting an empirical study. a researcher
most appropriate answer from the options employs a non- parametric test for data
given below: analysis and finds that the 'statistics' arrived at
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW is ' significant' at 0.05 level. What decisions
will be warranted thereafter?
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW– Skeâ FefvõÙeevegYeefJekeâ MeesOe kesâ lenle MeesOekeâòee& Øeoòe
(a) Both A and R are correct and R is the correct efJeMues<eCe nsleg Dehejeefceeflekeâ hejer#eCe keâe DevegØeÙeesie
explanation of A/(A) Deewj (R) oesveeW mener nQ Deewj keâjlee nw leLee Ùen heelee nw efkeâ ‘DeieefCele meebefKÙekeâer’ keâe
(R), (A) keâer mener JÙeeKÙee nw~ ceeve 0.05 mlej hej meeLe&keâ nw~ Fmekesâ yeeo Gmes efkeâme
(b) Both A and R are correct and R is NOT the lejn keâe efveCe&Ùe Fme DeeOeej hej keâjvee ÛeeefnS?
correct explanation of A/(A) Deewj (R) oesveeW meneR (A) Rejecting the Null hypothesis (H0)
nQ hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw~ vekeâejelcekeâ MetvÙe heefjkeâuhevee keâe (H0) keâe heefjnej
(c) A is correct but R is not correct (B) Accepting the Null hypothesis (H0)
(A) mener nw hejvleg (R) mener veneR nw~ MetvÙe heefjkeâuhevee (H0) keâes mJeerkeâej keâjvee
(d) A is not correct but R is correct (C) Accepting the alternate hypothesis (H1)
efJekeâuheelcekeâ heefjkeâuhevee (H1) keâes mJeerkeâej keâjvee
(A) mener veneR nw hejvleg (R) mener nw~
(D) Keeping the decision in abeyance
9. Two cities P and Q are 360 km apart from each efveCe&Ùe keâes mLeieve ceW jKevee
other. A car goes from P to Q with a speed of (E) Rejecting the alternate hypothesis (H1)
40 km per hour and returns back to P with a efJekeâuheelcekeâ heefjkeâuhevee (H1) keâe heefjnej
speed of 50 km per hour. What is the average Choose the correct answer from the options
speed of the car? given below:
oes MenjeW P Deewj Q ceW 360 efkeâceer. keâer otjer nw~ Skeâ keâej veerÛes efoÙes ieÙes efJekeâuheeW ceW mes ner Gòej ÛegefveÙes
40 efkeâceer. ØeefleIebšs keâer ieefle mes P mes Q lekeâ peeleer nw (a) (A) and (B) only/kesâJeue (A)Deewj (B)
Deewj P hej 50 efkeâceer. Øeefle Iebšs keâer ieefle mes Jeeheme ueewš (b) (B) and (C) only/kesâJeue (B)Deewj (C)
Deeleer nw~ keâej keâer Deewmele ieefle keäÙee nw ? (c) (D) only/kesâJeue (D)
(d) (A) and (C) only/kesâJeue (A)Deewj (C)
(a) 45 km per hour/45 efkeâceer. Øeefle Iebše
13. Which of the following are non- probability
(b) 48 km per hour/48 efkeâceer. Øeefle Iebše
sampling methods?
(c) 50 km per hour/50 efkeâceer. Øeefle Iebše efvecveefueefKele ceW mes keâewve-meer iewj-mebYeeJÙelee ØeefleoMe&
(d) 55 km per hour/55 efkeâceer. Øeefle Iebše ØeefleÛeÙeve efJeefOe nw?
10. The inherent cause (Samavayi) of Indian (A) Cluster sampling/iegÛÚ ØeefleÛeÙeve
Philosophy corresponds of which of the causes (B) Judgemental sampling/efveCe&Ùe- DeeOeeefjle ØeefleÛeÙeve
given by Aristotle? (C) Systematic sampling/JÙeJeefmLele ØeefleÛeÙeve
YeejleerÙe oMe&ve keâe Devleefve&efnle keâejCe (meceJeeÙeer) Dejmlet (D) Snowball sampling/mveesyee@ue ØeefleÛeÙeve
Éeje yeleeS ieS keâewve-mes keâejCeeW kesâ meÂMÙe nQ ? (E) Quota sampling/Deevegheeeflekeâ ØeefleÛeÙeve
(a) Material cause/Yeeweflekeâ keâejCe Choose the correct answer from the options
(b) Formal cause/Deekeâeefjkeâ keâejCe given below:
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes ner Gòej ÛegefveÙes
(c) Efficient Cause/me#ece keâejCe
(a) (A), (B) and (C) only/kesâJeue (A),(B)Deewj (C)
(d) Final Cause/ØeÙeespeve keâejCe
(b) (B), (D) and (E) only/kesâJeue (B), (D)Deewj (E)
11. In which of the following there is a greater (c) (B), (C) and (D) only/kesâJeue (B), (C)Deewj (D)
flexibility in both the methods and process of
(d) (C), (D) and (E) only/kesâJeue (C), (D)Deewj (E)
research?
efvecveefueefKele ceW efkeâmeceW MeesOe keâer efJeefOeÙeeW SJeb Øeef›eâÙee ceW 14. Given below are two statements : One is
labelled as Assertion (A) and the other is
Dehes#eeke=âle DeefOekeâ vecÙelee (ueÛeerueeheve) heeÙeer peeleer nw? labelled as Reason (R):
(a) Ethnography and phenomenology veerÛes oes keâLeve efoS ieS nw~ Skeâ keâes DeefYekeâLeve (A)
ve=peeleerÙe SJeb IešveeJe=efòekeâ DeOÙeÙeve Deewj otmejs keâes leke&â (R) keâne ieÙee nw~
(b) Descriptive survey and impact studies Assertion/DeefYekeâLeve (A) :
JeCe&veelcekeâ meJex#eCe leLee ØeYeeJe DeOÙeÙeve In order to bridge the gap between theory and
(c) Experimental and observation based studies practice both fundamental and applied research
ØeÙeesieelcekeâ SJeb Øes#eCe DeeOeeefjle DeOÙeÙeve formats have to be promoted/efmeæeble Deewj JÙeJenej kesâ
(d) Expost facto and historical studies yeerÛe Deblej keâce keâjves kesâ efueS DeeOeejYetle SJeb JÙeJe£le MeesOe
keâeÙeexòej SJeb Ssefleneefmekeâ DeOÙeÙeve oesveeW mJe™heeW keâes Øeeslmeenve osvee DeeJeMÙekeâ nw~
Reason/leke&â (R) : 16. Which of the following is considered as an
Fundamental research focuses on theory making effective form of verbal communication?
and applied research is directed at exploring the efvecveefueefKele ceW mes efkeâmes ceewefKekeâ mecØes<eCe keâe ØeYeeJeer
applicability of theory in varied practical
situations/DeeOeejYetle MeesOe efmeæeble efvecee&Ce hej OÙeeve kesâefvõle ™he ceevee peelee nw?
keâjlee nw Deewj JÙeJe£le MeesOe ØelÙe#e ™he ceW efJeefJeOe (a) Story- telling/keâneveer megveevee
JÙeeJeneefjkeâ efmLeefleÙeeW ceW efmeæeble keâer ØeÙeespÙelee hej ueef#ele neslee (b) Sloganeering/veejs ueieevee
nw~ (c) Use of high pitch of voice
In the light of the above statements, choose the OJeefve kesâ GÛÛe mJej keâe ØeÙeesie
most appropriate answer from the options,
(d) Monologues/Skeâeueehe
given below :
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW 17. Which of the following are useful in positive
mes mener GheÙegòeâ Gòej Ûegves Š components of classroom communication?
(a) Both (A) and (R) are correct and (R) is the keâ#ee mecØes<eCe kesâ mekeâejelcekeâ IeškeâeW ceW efvecveefueefKele
correct explanation of (A)/(A) Deewj (R) oesveeW ceW mes keâewve mes GheÙeesieer nw?
mener nw Deewj (R),(A) keâer mener JÙeeKÙee nw~ (A) Restrictive actions/ØeefleyebOeelcekeâ ef›eâÙeeSb
(b) Both (A) and (R) are correct but (R) is NOT
(B) Empathy/leodvegYetefle
the correct explanation of (A)/(A) Deewj (R) oesveeW
mener nw hejvleg (R),(A) keâer mener JÙeeKÙee veneR nw~ (C) Punctuality/meceÙeefve‰
(c) (A) is correct but (R) is not correct (D) Follow-up/DevegJele&ve
(A) mener nw hejvleg (R) mener vener nw (E) Scattered reflections/Øemeefjle efJeceMe&
(d) (A) is not correct but (R) is correct Choose the correct answer from the options
(A) mener veneR nw hejvleg (R) mener nw below.
15. Given below are two statements : veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes :
veerÛes oes keâLeve efoS ieS nw Š (a) (A), (B) and (C) only/kesâJeue (A), (B) Deewj (C)
Statement/keâLeve (I) : (b) (B), (C) and (D) only/kesâJeue (B), (C) Deewj (D)
Qualitative research is an umbrella term to refer (c) (C), (D) and (E) only/kesâJeue (C), (D) Deewj (E)
to various research strategies that share certain
characteristics. The data collected have been (d) (A), (D) and (E) only/kesâJeue (A), (D) Deewj (E)
termed ' soft' i.e. rich in description/iegCeJeòeehejkeâ MeesOe 18. Given below are two statements:
Skeâ JÙeehekeâ heo nw, efpemekeâe leelheÙe& Gve efJeefYeVe MeesOe veerÛes oes keâLeve efoS ieS nw Š
jCeveerefleÙeeW mes nw, pees efkeâvneR efJeMes<eleeDeeW keâes meePee keâjleer nw~ Statement/keâLeve (I) :
me«ebefnle ØeoòeeW keâes ‘mee@heäš’ veece efoÙee ieÙee nw DeLee&le Jes Interactive and multimedia systems provide for a
efJeJejCe ceW ØeÛegj nesleer nQ~ new culture of teaching and learning
Statement/keâLeve (II) : DevÙeesvÙeef›eâÙee leLee ceušerceeref[Ùee ØeCeeueer efMe#eCe SJeb DeefOeiece
Quantitative research is mainly hypothetico keâer veF& mebmke=âefle keâer JÙeJemLee keâjleer nQ~
deductive and employs mostly statistical Statement/keâLeve (II) :
techniques for data analysis/heefjCeeceelcekeâ MeesOe Virtual classrooms convert students into senseless
ØecegKeleŠ heefjkeâuheveelcekeâ- efveieceveelcekeâ Øeke=âefle keâe neslee nw humanoids/DeeYeemeer keâ#eeSb efJeÅeeefLe&ÙeeW keâes YeeJeveeefJenerve
leLee Øeoòe efJeMues<eCe nsleg DeefOekeâlej meebefKÙekeâerÙe efJeefOeÙeeW keâe ceeveJe kesâ ™he ceW heefjJeefle&le keâjleer nw~
DevegØeÙeesie keâjlee nw~ In the light of the above statements, choose the
In the light of the above statements, choose the correct answer from the options given below :
correct answer from the options given below : GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
mes mener Gòej ÛegveW Š
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW Š
(a) Both Statement I and Statement II are true
keâLeve (I) Deewj (II) oesveeW mener nw keâLeve (I) Deewj (II) oesveeW mener nw
(b) Both Statement I and Statement II are false (b) Both Statement I and Statement II are false
keâLeve (I) Deewj (II) oesveeW mener veneR nw keâLeve (I) Deewj (II) oesveeW ieuele nQ
(c) Statement I is correct but Statement II is false (c) Statement I is correct but Statement II is false
keâLeve (I) melÙe nw efkebâleg keâLeve (II) ieuele nw keâLeve (I) melÙe nw efkebâleg keâLeve (II) ieuele nw
(d) Statement (I) is incorrect but Statement (II) is (d) Statement I is incorrect but Statement II is
true/keâLeve (I) DemelÙe nw, efkebâleg keâLeve (II) mener nw true/keâLeve (I) DemelÙe nw, efkebâleg keâLeve (II) mener nw

19. Identify the sequence of stages of message (a) (A), (B) and (C) only/kesâJeue (A), (B)Deewj (C)
processing (b) (A), (C) and (E) only/kesâJeue (A), (C) Deewj (E)
mebosMe Øeef›eâÙee kesâ ÛejCeeW kesâ ›eâce keâer henÛeeve keâerefpeS (c) (B), (D) and (E) only/kesâJeue (B), (D) Deewj (E)
(A) Action/ef›eâÙee
(d) (B), (C) and (D) only/kesâJeue (B), (C) Deewj (D)
(B) Internalisation/DeeYÙelejerkeâjCe
22. The ratio of ages of two persons A and B is 3: 4
(C) Selection/ÛeÙeve
and that of ages of B and C is 4: 5. If the
(D) Understanding/mecePevee average of all three is 40 years, what is B's age?
(E) Perception/DeJeyeesOeve oes JÙeefòeâÙeeW A Deewj B keâer DeeÙeg keâe Devegheele 3: 4 nw
given below: Deewj B leLee C keâer DeeÙeg keâe Devegheele 4: 5 nw~ Ùeefo
veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveÙes– leerveeW keâer Deewmele DeeÙeg 40 Je<e& nes lees B keâer DeeÙeg
(a) (A), (B), (D), (E), (C) efkeâleveer nw?
(b) (B), (C), (A), (D), (E) (a) 20 years/20 Je<e& (b) 30 years/30 Je<e&
(c) (D), (E), (B), (A), (C)
(d) (E), (D), (C), (B), (A) (c) 40 years/40 Je<e& (d) 50 years/50 Je<e&
20. Match List I with List II 23. Given below are two statements.
metÛeer- (I) keâes metÛeer- (II) mes megcesefuele keâerefpeS veerÛes oes keâLeve efoS ieS nQ:
List/metÛeer-I List/metÛeer-II Statement/keâLeve I :
(Medium/ceeOÙece) (Example for description) If A, B and C are standing in a circle looking at
efJeJejCe keâe GoenjCe the centre and B is just left of A then C is just
(A) Newspaper (I) Networking right of B/Ùeefo A, B Deewj C efkeâmeer Je=òe ceW KeÌ[s neskeâj
meceeÛeej he$e vesšJeefkeËâie kesâvõ keâer Deesj osKe jns nQ leLee B "erkeâ A kesâ yeeSB ceW nw, lees
(B) Radio and (II) Audio, Video and
C, "erkeâ B kesâ oeSB ceW nw~
television graphics
jsef[Ùees SJeb
ßeJeCe,ÂMÙe leLee ÚeÙee Statement/keâLeve II :
otjoMe&ve efÛe$e If X, Y and Z are standing in circle looking at the
(C) Social Media (III) Broadsheet/yeÇe@[Meerš centre and X is just right of Y, then Z is just right
meeceeefpekeâ of X/Ùeefo X, Y Deewj Z efkeâmeer Je=òe ceW KeÌ[s neskeâj kesâvõ keâer
ceeref[Ùee Deesj osKe jns nQ Deewj X "erkeâ Y kesâ oeSb ceW nw, lees Z "erkeâ
(D) Multi- media (IV) Broadcasting/ØemeejCe X kesâ oeSB ceW nw~
ceušer-ceeref[Ùee In light of the above statement, choose the
Choose the correct answer from the options correct answer from the options given below.
given below: GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS–
(a) (A)-(III), (B)-(IV), (C)-(I), (D)-(III)
mes mener Gòej Ûegves~
(b) (A)-(IV), (B)-(I), (C)-(II), (D)-(III) (a) Both Statement I and Statement II are true
(c) (A)-(I), (B)-(II), (C)-(III), (D)-(IV) keâLeve I Deewj II oesveeW mener nQ~
(d) (A)-(II), (B)-(III), (C)-(VI), (D)-(I) (b) Both Statement I and Statement II are false
21. In a park A, B, C, D, E and F are sitting C is keâLeve I Deewj II oesveeW ieuele nQ~
the brother of D's husband and son of A. F is
(c) Statement I is true but Statement II is false
the daughter of D and sister of E :
Skeâ heeke&â ceW A,B,C,D, E Deewj F yew"s nw, C,D kesâ keâLeve I melÙe nw, efkeâvleg keâLeve II ieuele nw~
heefle keâe YeeF& nw Deewj A keâe heg$e nw~ F,D keâer heg$eer nw (d) Statement I is false but Statement II is true
leLee E keâer yenve nw keâLeve I DemelÙe nw, efkeâvleg keâLeve II mener nw~
(A) E is the grandson of A/E, A keâe heew$e nw 24. In a 100 meters race, A beat B by 10 meter or 2
(B) F is the daughter of C/F,C keâer heg$eer nw second. What is the speed of A?
(C) B is the father of F/B, F keâe efhelee nw 100 ceeršj keâer Skeâ oewÌ[ ceW A ves B keâes 10 ceeršj Ùee 2
(D) There is one son and one daughter in the meskebâ[ mes njeÙee A keâer ieefle keäÙee nw ?
group/mecetn ceW Skeâ heg$e Deewj Skeâ heg$eer nw (a) 5 km/h/5 efkeâ.ceer./Iebše
(E) C is the uncle of E/C, E keâe ÛeeÛee (uncle) nw
(b) 10 km/h/10 efkeâ.ceer./Iebše
given below: (c) 15 km/h/15 efkeâ.ceer./Iebše
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS– (d) 20 km/h/20 efkeâ.ceer./Iebše
25. Three pipes fill a tank in 4 hours. If two of What kind of Anumana (inference) has been
them take 8 and 12 hours each to fill the tank, used in the above statements. Choose the
how many hours will the third pipe take to fill correct option from the following
the tank? (A) Shesavat anumana/Mes<eJeled Devegceeve
leerve heeFhe Skeâ šbkeâer keâes 4 Iebšs ceW Yej mekeâles nQ~ Ùeefo (B) Comparison/leguevee
GveceW mes oes heeFhe ØelÙeskeâ šbkeâer keâes Yejves ceW 8 Deewj 12 (C) Purvavat anumana/hetJe&Jeled Devegceeve
Iebšs keâe meceÙe uesles nQ, lees leermejs heeFhe keâes šbkeâer Yejves ceW (D) Both (A) and (B)/(A) SJeb (B) oesveeW
efkeâleves Iebšs keâe meceÙe ueiesiee? Choose the most appropriate answer from the
options given below :
(a) 6 hours/6 Iebšs (b) 15 hours/15 Iebšs veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes
(c) 18 hours/18 Iebšs (d) 24 hours/24 Iebšs
(a) kesâJeue (A) (b) kesâJeue (B)
26. Which one of the following schools has not (c) kesâJeue (C) (d) kesâJeue (D)
accepted anumana (inference) as a valid source 29. Match List I wish List II:
of knowledge?
efvecveefueefKele ceW mes keâewve mes mecØeoeÙe ves Devegceeve keâes metÛeer-(I) keâes metÛeer-(II) kesâ meeLe megcesefuele keâerefpeS
Skeâ %eeve kesâ œeesle kesâ ™he ceW mJeerkeâej veneR efkeâÙee nw? List/metÛeer-I List/metÛeer-II
(Philosophical (philosophical schools)
(a) Advaita Vedanta/DeÉwle Jesoevle
doctrines) oeMe&efvekeâ efJeÛeej Oeeje
(b) Visistadavaita/efJeefMe°æwle oeMe&efvekeâ efmeæevle
(c) Charvaka/ÛeeJee&keâ (A) Syadavada (I) Nyaya/vÙeeÙe
(d) Sankhya/meebKÙe mÙeeodJeeo
27. Given below are two statements : One is (B) Anupalabdhi (II) Buddhism
labelled as Assertion (A) and the other is DevegheueefyOe yeewæ oMe&ve
labelled as Reason (R) : (C) Apoha/Deheesn (III) Vedanta/Jesoevle
veerÛes oes keâLeve efoS ieS nw efpeveceW Skeâ keâes DeefYekeâLeve (D) Abhava/DeYeeJe (IV) Jainism/pewve oMe&ve
(A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw Choose the correct answer from the options
Assertion/DeefYekeâLeve (A) : given below :
Substance is always the subject of all predicates veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS
heoeLe& meowJe meYeer efJeOesÙeeW keâe efJe<eÙe nw~ (a) (A) -(II), (B)-(IV), (C)-(III), (D)-(I)
Reason/leke&â (R) : (b) (A) -(IV), (B)-(III), (C)-(II), (D)-(I)
Substance is self existent and self- conceived (c) (A) -(I), (B)-(II), (C)-(IV), (D)-(III)
(d) (A) -(III), (B)-(I), (C)-(II), (D)-(IV)
heoeLe& mJele: efJeÅeceeve SJeb mJele: efJeÛeeefjle neslee nw~
In the light of the above statements, choose the 30. Which one of the following pramanas has been
correct answer from the options given below. accepted in Buddhism?
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW yeewæ cele Éeje efvecveefueefKele ceW mes keâewve mes ØeceeCe keâes
mes mener Gòej ÛegveW Š mJeerkeâej efkeâÙee ieÙee nw
(a) Both (A) and (R) are true and (R) is the (a) Arthapatti/DeLee&heefòe
correct explanation of (A)/(A) Deewj (R) oesveeW (b) Anupalabdhi/DevegheueefyOe
mener nQ Deewj (R), (A) keâer mener JÙeeKÙee (c) Sabda/Meyo
(b) Both (A) and (R) are true but (R) in NOT the (d) Pratyaksha/ØelÙe#e
correct explanation of (A)/(A) Deewj (R) oesveeW 31. A type of memory that holds the computer
startup routines is
mener nw Deewj (R), (A) keâer mener JÙeeKÙee vener nw
cesceesjer keâe Jen Øekeâej keâewve-mee Yeeie nw, pees keâchÙetšj
(A) mener nw hejvleg (R) mener veneR nw~ mšeš&Dehe keâes veweflÙekeâ jKelee nw
(d) (A) is false but (R) is true (a) Cache (b) RAM
(c) DRAM (d) ROM
(A) mener veneR nQ hejvleg (R) mener nw~
32. Cloud computing has the following distinct
28. Given below are two Statements : characteristic :
veerÛes oes keâLeve efoS ieS nw keäueeG[ keâchÙetefšbie keâer efvecveefueefKele ceW mes keâewve-meer
The water of the pond is muddy It must have efJeefMe° efJeMes<eleeSb nw?
rained last night/‘leeueeye keâe heeveer cešcewuee nw~ (A) The service is hosted on the internet
efJeiele jele DeJeMÙe yejmeele ngF& nesieer’~ Ùen mesJee Fbšjvesš hej Øeoeve keâer peeleer nw~
Ghejesòeâ keâLeveeW cebs efkeâme Øekeâej kesâ Devegceeve keâe ØeÙeesie (B) It is made available by a service provider
efkeâÙee ieÙee nw~ efvecveefueefKele ceW mes mener efJekeâuhe ÛegefveS~ Ùen mesJee Øeoelee kesâ Éeje GheueyOe keâjeF& peeleer nw
(C) It computes and predicts rain when the (A) Convention on Biological Diversity
weather is cloudy/peye ceewmece cesIeeÚVe nes lees Ùen pewefJekeâ efJeefJeOelee DeefYemeceÙe
heefjkeâefuele Je<ee& keâer YeefJe<ÙeJeeCeer keâjlee nQ (B) Kyoto Protocol/keäÙeesšes Øeesšeskeâe@ue
(D) The service is fully managed by the provider (C) Montreal Protocol/cee@efvš^Ùeue Øeesšeskeâe@ue
Øeoelee Éeje Fme mesJee keâe hetCe&™hesCe ØeyebOeve efkeâÙee peelee nw~ (D) Paris Agreement/hesefjme mecePeewlee
Choose the correct answer from the options Choose the most appropriate answer from the
given below: options given below :
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes
(a) kesâJeue (A), (B)/only (A), (B) (a) kesâJeue (C)/only (C)
(b) kesâJeue (A), (B), (C)/only (A), (B), (C) (b) kesâJeue (A), (C)/only (A), (C)
(c) kesâJeue (A), (D)/only (A), (D) (c) kesâJeue (A), (B), (C)/only (A), (B), (C)
(d) kesâJeue (A), (B), (D)/only (A), (B), (C)
(d) kesâJeue (B), (C, (D)/only (B), (C), (D)
33. A firewall is a software tool that protects
37. Given below are two statements : One is
heâeÙejJee@ue Skeâ mee@heäšJesÙej štue nw, pees efvecveefueefKele ceW labelled as Assertion (A) and the other is
mes efkeâmekeâer j#ee keâjlee nw? labelled as Reason (R) :
(A) Server/meJe&j veerÛes oes keâLeve efoS ieS nQ efpemeceW Skeâ keâes DeefYekeâLeve
(B) Network/vesšJeke&â (a) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~
(C) Fire/heâeÙej Assertion/DeefYekeâLeve (A) Š
(D) Individual Computer/JewÙeefòeâkeâ keâchÙetšj Carbon dioxide emissions from bioenergy
Choose the correct answer from options given Production have traditionally been excluded from
below : most emission inventories and climate impact
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes studies/pewJe- Tpee& kesâ Glheeove mes keâeye&ve [eF&Dee@keämeeF[ kesâ
(a) kesâJeue (A), (C) Glme&peve keâes DeefOekeâebMe Glmepe&ve metÛeer Deewj peueJeeÙeg ØeYeeJe
(b) kesâJeue (B), (C) DeOÙeÙeveeW keâes heejcheefjkeâ ™he mes DeheJeefpe&le efkeâÙee ieÙee nw~
(c) kesâJeue (A), (B), (C) Reason/leke&â (R) :
(d) kesâJeue (A), (B), (D) Carbon dioxide emissions associated with
34. The word blog is derived from the word production of bioenergy are significantly less
‘yuee@ie’ Meyo efvecveefueefKele ceW mes efkeâme Meyo mes Øeehle compared to those from combustion of fossil fuels
efkeâÙee ieÙee nw pewJe-Tpee& mes mebyeæ keâeye&ve [eF&Dee@keämeeF[ kesâ Glmepe&ve
(a) My log/ceeF& uee@ie (b) Weblog/Jeer yueeie
peerJeeMce F&OeveeW kesâ pJeueve keâer leguevee ceW cenlJehetCe& ™he mes
(c) E blog/F& yuee@ie (d) Blogger/yuee@iej
keâce nesles nw~
In the light of the above statements, choose the
35. Match List I with List II : correct answer from the options given below :
metÛeer-(I) keâes metÛeer-(II) kesâ meeLe megcesefuele keâerefpeS GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveefueefKele efJekeâuheeW ceW
List/metÛeer-I List/metÛeer-II mes mener Gòej ÛegveW Š
(A) Input/Fvehegš (I) Mouse/ceeGme (a) Both (A) and (R) is the correct explanation of
(B) Output/DeeGšhegš (II) Monitor/cee@veeršj (A)/(A) Deewj (R) oesveeW mener nw Deewj (R), (A) keâer
(C) Memory/cesceesjer (III) Cache/kewâÛe mener JÙeeKÙee nw~
(D) Software/mee@heäšJesÙej (IV) Python/heeFLeve (b) Both (A) and (R) are true but (R) is NOT the
Choose the correct answer from the options correct explanation of (A)/(A) Deewj (R) oesveeW
given below : mener nw hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS (c) (A) is true but (R) is false
(a) (A) -(I), (B)-(II), (C)-(IV), (D)-(III) (A) mener nw hejvleg (R) mener veneR nw
(b) (A) -(I), (B)-(III), (C)-(II), (D)-(IV) (d) (A) is false but (R) is true
(c) (A) -(III), (B)-(II), (C)-(I), (D)-(IV)
(d) (A) -(I), (B)-(II), (C)-(III), (D)-(IV)
36. Which of the International Agreements/ 38. Wind energy is very sensitive to the wind
Convention/ Protocols are legally binding on velocity because wind power is directly
the member countries (parties)? proportional to the
efvecveefueefKele ceW mes keâewve mes mecePeewles/DeefYemeceÙe/ heJeve- Tpee& heJeve kesâ Jesie kesâ Øeefle DelÙeefOekeâ
Øeesšeskeâe@ume meomÙe je°êW (he#eeW) hej efJeefOekeâ ™he mes mebJesoveMeerue nw keäÙeeWefkeâ heJeve Meefòeâ efvecveefueefKele ceW mes
yeeOÙekeâejer nw? efkeâme Skeâ kesâ ØelÙe#e Devegheele ceW nesleer nw?
(a) wind velocity/heJeve Jesie 41. Match List I with List II : List I consists of the
(b) square of the wind velocity/heJeve Jesie keâe Jeie& vedangas and List II contains subjects dealt in them
metÛeer-(I) keâes metÛeer-(II) mes megcesefuele keâerefpeS metÛeer-(I)
(c) square root of the wind velocity
ceW Jesoebie nw Deewj metÛeer-(II) ceW Gvemes mebyebefOele efJe<eÙe efoS
heJeve Jesie keâe Jeie&cetue
ieS nw~
(d) cube of the wind velocity/heJeve Jesie keâe Ieve
List/metÛeer-I List/metÛeer-II
39. During physical treatment process of waste (A) Nirukta/efve™òeâ (I) Phonetics/mJej efJe%eeve
water what is the correct order of following
(B) Chhandas/Úbo (II) Ritual/Deveg‰eve
operations to be followed?
(C) Shiksha/efMe#ee (III) Metrics/ÚboMeem$e
YegòeâMes<e peue kesâ Yeeweflekeâ GheÛeej kesâ oewjeve
(D) Kalpa/keâuhe (IV) Etymology/JÙeglheefòeefJe%eeve
efvecveefueefKele ceW mes keâewve-mee ØeÛeeueve keâe mener ›eâce nw?
(A) Flocculation/heäueesketâuesMeve given below :
(B) Filtration/efheâušjsMeve veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS
(C) Screening/m›eâerefvebie (a) (A) -(II), (B)-(IV), (C)-(III), (D)-(I)
(b) (A) -(IV), (B)-(III), (C)-(I), (D)-(II)
(D) Sedimentation/mes[ercesvšsMeve
(c) (A) -(III), (B)-(I), (C)-(II), (D)-(IV)
Choose the correct answer from the options (d) (A) -(I), (B)-(II), (C)-(IV), (D)-(III)
given below: 42. Which of the following explain the concept of
veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveSŠ values?
(a) (C), (D), (B), (A) (b) (C), (D), (A), (B) efvecveefueefKele ceW mes keâewve mee keâLeve cetuÙeeW keâer
(c) (B), (D), (A), (C) (d) (B), (C), (D), (A) DeJeOeejCee keâer JÙeeKÙee keâjlee nw~
40. Given below are two statements : One is (A) Values are beliefs tied inextricably to human
labelled as Assertion (A) and the other is emotion and behaviour/cetuÙe ceeveJe mebJesie Deewj
labelled as Reason (R) : JÙeJenej kesâ meeLe DeefJeefÛÚle ™he mes menyeæ efJeÕeeme nQ~
veerÛes oes keâLeve efoS ieS nQ efpeveceW mes Skeâ keâes (B) Values refer to desirable goals people strive
to attain/cetuÙeeW keâe leelheÙe& Gve JeebefÚle GösMÙeeW mes nw,
DeefYekeâLeve (a) Deewj otmejs keâes leke&â (R), keâne ieÙee nw~
efpevekeâer Øeeefhle kesâ efueS JÙeefòeâ ØeÙeeme keâjles nQ~
Assertion/DeefYekeâLeve (A) Š (C) Values are conflict free/cetuÙe mebIe<e&-cegòeâ nw~
Carbon monoxide (CO) is a serious asphyxiant (D) Values are ordered by importance relative to
even a short exposure may have fatal health issues one another/cetuÙe Skeâ-otmejs kesâ meehesef#ele cenlJe kesâ
keâeye&ve ceesvees Dee@keämeeF[ (CO) Skeâ iebYeerj ÕeemejesOekeâ nw Fmekesâ Devegmeej ›eâefcele nw~
Skeâ ueIeg DebMe kesâ GÆemeve mes Ieelekeâ mJeemLÙe cemeues GlheVe nes (E) Values are utilized primarily to effect change
mekeâles nw~ in knowledge of person
cetuÙeeW keâes ØeeLeefcekeâ ™he mes JÙeefòeâ kesâ %eeve ceW heefjJele&ve
ueeves kesâ efueÙes ØeÙegòeâ efkeâÙee peelee nw~
Hemoglobin present in the blood has greater
affinity towards carbon monoxide than oxygen
given below :
jòeâ ceW efJeÅeceeve nerceesiueesefyeve keâe Dee@keämeerpeve keâer leguevee ceW veerÛes efoÙes ieÙes efJekeâuheeW ceW mes ner Gòej ÛegefveÙes
keâeye&ve ceesveesDee@keämeeF[ kesâ Øeefle DeefOekeâ menpe mebyebOe neslee nw~ (a) (A),(B),(C) only/kesâJeue (A), (B), (C)
In the light of the above statements, choose the (b) (A), (B),(D) only/kesâJeue (A), (B), (D)
most appropriate answer from the options (c) (B), (C), (D) only/kesâJeue (B), (C), (D)
given below :
(d) (C), (D),(E) only/kesâJeue (C), (D), (E)
43. Which of the following come under the
mandate of the University Grants Commission
(a) Both (A) and (R) are correct and (R) is the (UGC)?
correct explanation of (A)/(A) Deewj (R) oesveeW efvecveefueefKele ceW mes keâewve-mes efJeÕeefJeÅeeueÙe Devegoeve
mener nw Deewj (R), (A) keâer mener JÙeeKÙee nw~ DeeÙeesie (Ùet.peer.meer.) kesâ DeefOeosMe kesâ Debleie&le Deeles nw?
(A) Promotion and coordination of University
the correct explanation of (A)/(A) Deewj (R) education
oesveeW mener nw hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw efJeÕeefJeÅeeueÙeer efMe#ee keâe Øeeslmeenve Deewj mecevJeÙeve
(c) (A) is correct but (R) is not correct (B) Determining and monitoring standards of
(A) mener nw hejvleg (R) mener veneR nw teaching. examination and research in
(d) (A) is not correct but (R) is correct Universities/efJeÕeefJeÅeeueÙe ceW efMe#eCe,hejer#ee Deewj
(A) mener veneR nw hejvleg (R) mener nw~ MeesOe kesâ ceevekeâeW keâe efveOee&jCe Deewj DevegßeJeCe~
(C) Organizing continuous professional (C) Makes education at par with global standards
development programs for college and
university teachers
Ùen efMe#ee keâes JewefÕekeâ ceevekeâeW kesâ mecekeâ#e yeveelee nw~
ceneefJeÅeeueÙe Deewj efJeÕeefJeÅeeueÙe kesâ efMe#ekeâeW kesâ efueS (D) Makes it easy to estimate the performance
JÙeeJemeeefÙekeâ efJekeâeme keâeÙe&›eâceeW keâe meleled DeeÙeespeve~ levels of students in terms of marks
(D) Framing regulations on minimum standards Ùen ØeehleebkeâeW kesâ meobYe& ceW efJeÅeeeefLe&ÙeeW kesâ efve<heeove mlejeW
of education/efMe#ee kesâ vÙetvelece ceevekeâeW kesâ yeejs ceW
efJeefveceÙeeW keâes yeveevee~ keâe Devegceeve ueieevee mejue yeveelee nw~
(E) Disbursing and regulating grants to the (E) Offers flexibility for students to undertake
universities and colleges/efJeÕeefJeÅeeueÙe Deewj studies at different times and at different
ceneefJeÅeeueÙe kesâ Devegoeve keâe mebefJelejCe Deewj efJeefveÙeceve~ institutions/Ùen efYeVe meceÙe hej efYeVe mebmLeeveeW ceW
given below: DeOÙeÙeve keâjves ceW ieefleMeeruelee Øeoeve keâjlee nw~
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes Choose the correct answer from the options
(a) (A),(B),(C),(D) only/kesâJeue (A),(B),(C),(D) given below:
(b) (B), (C),(D),(E) only/kesâJeue (B),(C), (D),(E)
(c) (A), (C),(D),(E) only/kesâJeue (A),(C),(D), (E)
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes
(d) (A),(B),(D), (E) only/kesâJeue (A),(B),(D),(E) (a) kesâJeue (A),(B), (C),(D)
44. Given below are two statements : (b) kesâJeue (B),(C),(D),(E)
veerÛes oes keâLeve efoS ieS nQ
Statement/keâLeve (I) Š (c) kesâJeue (A),(B),(C),(E)
Equality of educational opportunities is a pre- (d) kesâJeue (C),(D),(E),(A)
condition for achieving equity in education
Mewef#ekeâ DeJemejeW keâer meceevelee efMe#ee ceW mecelee Øeehle keâjves keâer Read the passage and answer question from 46 to 50.
Skeâ hetJe&- Mele& nw~ Through their work and the efforts of others. managers in
Statement/keâLeve (II) : all kinds of organizational settings. whether industrial,
Equality in education can be achieved without educational, governmental or military are attempting to
equality of educational opportunities/Mewef#ekeâ DeJemejeW run their organizations with the management by
keâer meceevelee kesâ efyevee efMe#ee ceW mecelee Øeehle keâer pee mekeâleer nw~ objectives process as a basic underlying management
In the light of the above statements. choose the
concept. Management by objectives is basically a
correct answer from the options given below
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW process where by the seniors and the junior managers of
mes mener Gòej ÛegveW Š an enterprise jointly identify its common goals. define
(a) Both Statement I and Statement II are true each individual's major areas of responsibility in terms
keâLeve (I) Deewj (II) oesveeW mener nQ~ of the results expecte, use these measures as guides for
(b) Both Statement I and Statement II are false operating the unit and assessing the contribution of each
keâLeve (I) Deewj (II) oesveeW ieuele nQ~ of its members. In some cases, this process has been
(c) Statement I is correct but Statement II is false successfully carried beyond the managerial emphasizes
keâLeve (I) melÙe nw efkebâleg keâLeve (II) ieuele nQ~ an integration between external control by managers and
(d) Statement I is incorrect but Statement II is
self- control by employees. It can apply to any manager
true/keâLeve (I) DemelÙe nw efkebâleg keâLeve (II) mener nw~
or individual no matter what level or function. and to any
45. What are the advantages of Choice Based
Credit System (CBCS) introduced by the UGC organization. regardless of size The effective functioning
for higher education institutions? of this system is an agreement between a manager and an
Ùet.peer.meer. Éeje GÛÛe efMe#ee mebmLeeveeW ceW ØeejcYe keâer ieF& employee about that employee's groups performance
efJekeâuhe DeeOeeefjle ›esâef[š ØeCeeueer (meer.yeer.meer.Sme.) kesâ goals during a stated time period. These goals can
keäÙee ueeYe nQ? emphasize either output variables of intervening
(A) Focused on student- centric education variables or some combination of both. The important
FmeceW Úe$e-kesâefvõle efMe#ee hej OÙeeve kesâefvõle efkeâÙee peelee nw~ thing is that goals are jointly established and agreed upon
(B) Allow students to choose inter- disciplinary in advance. At the end of the time period the
and intra disciplinary courses
performance is reviewed in relation to accepted goals.
FmeceW Úe$eeW keâes DebleefJe&Åeehejkeâ Deewj Deble: efJeÅeehejkeâ Both the employee and the manager participate in this
hee"dÙe›eâceeW kesâ ÛeÙeve keâer Devegceefle oer peeleer nw~ review.
veerÛes efoS ieS ieÅeebMe keâes OÙeevehetJe&keâ heefÌ{S Deewj Gmekesâ he§eeled 48. The critical feature of the concept in this type
ØeMve ceW (46-50) keâe Gòej oerefpeS– of management is related to
meYeer Øekeâej kesâ mebie"veeW ceW Ûeens DeewÅeesefiekeâ, Mewef#ekeâ, mejkeâejer DeLeJee Fme Øekeâej kesâ ØeyebOeve DeJeOeejCee keâer cenlJehetCe&
mewvÙe JÙeJemLee mes pegÌ[s keäÙeeW ve neW, ØeyebOekeâ Deheves keâeÙe& SJeb ØeÙeemeeW efJeMes<elee efvecveefueefKele ceW mes efkeâmemes mebyebefOele nw
kesâ ceeOÙece mes Deheves-Deheves mebie"ve keâes Ûeueeves kesâ efueS mecØeefle Ssmeer (a) the assignment of responsibility to the workers
Skeâ ØeyebOeve DeJeOeejCee keâe GheÙeesie keâj jns nQ efpemes GösMÙe DeeOeeefjle DeefYekeâefce&ÙeeW keâes GòejoeefÙelJe meeQhevee
ØeyebOeve keâer meb%ee oer ieF& nw GösMÙe Éeje ØeyebOeve keâjvee cetuele: Jen (b) distinguishing the operational role between
Øeef›eâÙee nw efpemeceW efkeâmeer GÅeesie mes pegÌ[s Jeefj‰ Je keâefve‰ ØeyebOekeâ managers and workers/ØeyebOekeâeW Deewj DeefYekeâefce&ÙeeW
meceeve ue#ÙeeW keâes efceuepegue keâj efveOee&efjle keâjles nQ, ØelÙeskeâ JÙeefòeâ kesâ kesâ yeerÛe Gvekeâer keâeÙe&iele Yetefcekeâe ceW Deblej keâjvee
keâeÙe& oeefÙelJe kesâ Deveg#es$e keâes Dehesef#ele heefjCeeceeW kesâ DeeOeej hej (c) promoting uniformity of work environment
heefjYeeef<ele keâjles nQ leLee Gve ceevekeâeW keâes Deheveer FkeâeF& kesâ mebmeeOeve ceW among all types of organisation
efveoxMekeâ ™hejsKee kesâ ™he ceW Devegheeueve keâjles nQ~ meeLe ner, otmejeW kesâ meYeer Øekeâej kesâ mebie"veeW kesâ yeerÛe keâeÙe& JeeleeJejCe ceW
DeJeoeve keâe Yeer Deekeâueve keâjles nQ keâefleheÙe Â°eblees ceW Ùen Øeef›eâÙee Skeâ™helee keâes yeÌ{eJee osvee
ØeyebOekeâerÙe mlej mes nškeâj owefvekeâ JesleveYeesieer keâce&ÛeeefjÙeeW hej Yeer ueeiet (d) sharing of responsibility with an eye on
keâer ieF& nw~ Ùen DeJeOeejCee ØeyebOeve kesâ Gme oMe&ve hej DeeOeeefjle nw results/heefjCeeceeW hej OÙeeve jKeles ngS GòejoeefÙelJe keâes
efpemeceW ØeyebOekeâ Éeje ØeJeefle&le yeeùÙe efveÙeb$eCe SJeb DeefYekeâefce&ÙeeW Éeje meePee keâjvee
Devegheeefuele Deebleefjkeâ efveÙeb$eCe kesâ yeerÛe mecevJeÙe hej yeue efoÙee peelee nw 49. In this frame of reference how does an
Ùen efkeâmeer Yeer ØeyebOeve Ùee JÙeefòeâ kesâ meboYe& ceW ueeiet nes mekeâleer nw Ûeens organization function effectively?
Jen efkeâmeer Yeer mlej Ùee ØekeâeÙe& mes mebyebefOele nes leLee efkeâmeer Yeer mebie"ve efoS ieS meboYe& kesâ Devegmeej keâesF& mebie"ve efkeâme Øekeâej mes
Ûeens Úesšs Ùee yeÌ[s mes pegÌ[e nes~ Fme ØeCeeueer keâer ØeYeeJeer ef›eâÙeeMeeruelee ØeYeeJeer ™he ceW keâeÙe& keâjlee nw?
Fme yeele keâer Dehes#ee jKeleer nw efkeâ ØeyebOekeâ SJeb keâce&Ûeejer kesâ meceniece (a) By including the daily employees in the
efve<heeove ue#ÙeeW ceW menceefle nes~ Ùes ue#Ùe Deeiele ÛejeW DeLeJee ceOÙeJeleea managerial positions/owefvekeâ DeefYekeâefce&ÙeeW keâes
ÛejeW DeLeJee Gve ÛejeW kesâ efkeâmeer Yeer mebÙegòeâ ™he ceW, keâeÙe&Meerue nesves hej ØeyebOekeâerÙe heoeW hej Meeefceue keâjvee~
yeue os mekeâles nQ~ cenlJehetCe& yeele Ùen nw efkeâ mebmLeeiele ue#Ùe meePesoejer (b) By identifying and executing performance
kesâ meeLe efveOee&efjle nesles nQ leLee Ùes hetJe& ceW ner Deece menceefle keâer heefjefOe targets in a collaborative mode
ceW nesles nQ Skeâ efveef§ele keâeueeJeefOe kesâ Ghejeble meePee efkeâS ieS ue#ÙeeW kesâ meePesoejerhetCe& ØeefJeefOe (cees[) ceW efve<heeove ue#ÙeeW keâer
meboYe& ceW efve<heeove keâer meceer#ee keâer peeleer nw leLee ØeyebOekeâ SJeb DeefYekeâceea henÛeeve keâjvee Deewj Gvekeâes keâeÙe&efvJele keâjvee
oesveeW ner Fme meceer#ee ceW ØeefleYeeieer nesles nQ~ (c) By imposing a rigid philosophy of
46. In an MBO, organization is managed through management/ØeyebOeve hej keâ"esj oMe&ve ueeovee
the identification of (d) By providing separate work environment for
efkeâmeer GösMÙe DeeOeeefjle ØeyebOe (Sce.yeer.Dees.) ceW mebie"ve both managers and workers
keâes efvecveefueefKele ceW mes efkeâmes henÛeeve keâjves kesâ ceeOÙece ØeyebOekeâeW Deewj DeefYekeâefce&ÙeeW oesveeW kesâ efueS Deueie-Deueie
keâeÙe& JeeleeJejCe cegnwÙee keâjevee~
mes ØeyebefOele efkeâÙee peelee nw
50. The philosophy behind management by
(a) competing goals/ØeeflemheOeea ue#ÙeeW keâer objectives is to
(b) common objectives/meePee GösMÙeeW keâer GösMÙe DeeOeeefjle ØeyebOeve ceW efveefnle oMe&ve nw –
(c) its specific characteristics (a) effect improvement through a joint review of
Gmekeâer efJeefMe° efJeMes<eleeDeeW keâer achievement of performance goals within a
(d) senior and junior managers given time frame/efkeâmeer oer ieF& meceÙemeercee kesâ Deboj
Jeefj‰ Deewj keâefve‰ ØeyebOekeâeW keâer efve<heeove ue#ÙeeW keâer GheueefyOe keâer mebÙegòeâ meceer#ee kesâ
ceeOÙece mes efve<heeove ØeYeeJe ceW megOeej keâjvee~
47. The requisite for management by objectives is
(b) interate external and internal controls by
centred on
managers/ØeyebOekeâeW Éeje yeeùÙe Deewj Deebleefjkeâ efveÙeb$eCeeW
GösMÙe DeeOeeefjle ØeyebOeve keâer hetJe&Mele& efvecveefueefKele ceW mes
efkeâme hej kesâefvõle nw? keâes mecesefkeâle keâjvee
(c) provide managers scope to review the
(a) The control by seniors
accepted output variables/mJeerkeâeÙe& efveie&le ÛejeW keâer
Jeefj‰ DeefYekeâefce&ÙeeW Éeje efveÙeb$eCe meceer#ee keâjves nsleg ØeyebOekeâeW keâes iegbpeeFMe cegnwÙee keâjevee
(b) The guidance of juniors
(d) agree upon different performance goals for
keâefve‰ DeefYekeâefce&ÙeeW keâes efoMeeefveoxMeve managers and employees
(c) The participatory process/menYeeefieleehetCe& Øeef›eâÙee ØeyebOekeâeW Deewj DeefYekeâefce&ÙeeW nsleg Deueie-Deueie efve<heeove
(d) The organisational settings/mebie"veelcekeâ JÙeJemLee ue#ÙeeW hej mencele nesvee~
ANSWER
1. (b) 6. (d) 11. (a) 16. (a) 21. (b) 26. (c) 31. (d) 36. (b) 41. (d) 46. (b)
2. (c) 7. (d) 12. (d) 17. (b) 22. (c) 27. (b) 32. (b) 37. (b) 42. (b) 47. (c)
3. (d) 8. (a) 13. (b) 18. (c) 23. (d) 28. (a) 33. (d) 38. (d) 43. (d) 48. (d)
4. (a) 9. (a) 14. (a) 19. (d) 24. (d) 29. (b) 34. (b) 39. (b) 44. (c) 49. (b)
5. (c) 10. (a) 15. (a) 20. (a) 25. (d) 30. (d) 35. (d) 40. (a) 45. (c) 50. (a)
SOLUTION
1. (b) : meYeer Je<eeX kesâ efueS F&jekeâ mes lesue DeeÙeele keâe Deewmele 116.3
Q P= = 19.38 efceefueÙeve šve
15.8 + 14.4 + 15.0 + 17.2 + 24.6 6
=
5 Je<e& 2017 ceW meYeer osMeeW mes lesue DeeÙeele
87.0 = 27.2 + 21.2 + 15.0 + 13.2 + 11.8 + 7.3
= = 95.7 efceefueÙeve šve
5
meYeer Je<eeX kesâ efueS JesvespegSuee mes lesue DeeÙeele keâe Deewmele QQ =
95.7
= 15.95 efceefueÙeve šve
7.2 + 7.6 + 7.3 + 10.3 + 9.6 6
= Dele: P – Q = 19.38 – 15.95
5
42.0 = 3.43 efceefueÙeve šve
= 5. (c) :
5
87 42
Je<e&/osMe kegâJewle Je=efæ/keâceer %Je=efæ/%keâceer
Dele: DeYeer° Devegheele = : 2015 11.6
5 5
2016 10.5 1.1 1.1
= 29 : 14 ×100 = 9.48%
2. (c) : F&jeve mes kegâue lesue DeeÙeele 11.6
= 20.5 + 21.8 + 21.2 + 18.5 + 17.5 2017 13.2 2.7 2.7
= 99.5 × 100 = 25.71%
10.5
Je<e& 2017 ceW F&jeve mes lesue DeeÙeele = 21.2 2018 15.9 2.7 2.7
21.2 × 100 = 20.45%
Dele: DeYeer° ØeefleMele = × 100 13.2
99.5
2019 14.2 1.7 1.7
= 21.30  21% (ueieYeie) × 100 = 10.69%
3. (d) : 15.9
Je<e&/osMe kegâJewle Je=efæ/keâceer Je=efæ%/keâceer% Dele: Je<e& 2017 kesâ oewjeve efheÚues Je<e& keâer leguevee ceW meJee&efOekeâ
2015 13.9 ØeefleMele Je=efæ jner~
2016 14.8 0.9 0.9 6. (d) : efoÙee nw–
×100 = 6.47%
13.9 Je<e& keâer DeJeefOe (t) = 2
2017 11.8 3.0 3.0 yÙeepe keâer oj (r) = 6%
× 100 = 20.27%
14.8 meeOeejCe yÙeepe (S.I) = ` 300
2018 11.5 0.3 0.3 p× r × t
× 100 = 2.54% met$e mes, S.I. =
11.8 100
2019 17.8 6.3 6.3 p× 6× 2
× 100 = 54.78% Ùee 300 =
11.5 100
kegâJewle mes lesue DeeÙeele ceW efheÚues Je<e& kesâ cegkeâeyeues ØeefleMele Je=efæ Ùee Ùee 300 =
12P
keâceer keâe Ùeesie = 6.47+20.27+2.54+54.78 100
= 84.06% 300 × 100
84.06 P= = ` 2500
Dele: DeYeer° Deewmele = = 21.01  21% 12
4 Deye, Ûe›eâJe=efæ yÙeepe (C.I) kesâ efueÙes met$e–
4. (a) : Je<e& 2019 ceW meYeer osMeeW mes lesue DeeÙeele  t

r 
= 32.6 + 17.5 + 24.6 + 14.2 + 17.8 + 9.6 C.I. = P  1 +  − 1
= 116.3 efceefueÙeve šve  100  
 6 
2
 13. (b) : efveCe&Ùe-DeeOeeefjle ØeefleÛeÙeve, mveesyee@ue ØeefleÛeÙeve, keâesše
= 2500 1 +  − 1 DeLeJee Deevegheeeflekeâ ÛeÙeve iewj-mecYeeJÙelee DeeOeeefjle ØeefleoMe&
 100  
ØeefleÛeÙeve efJeefOeÙeeB nw~ iewj-mebYeeJÙelee DeeOeeefjle ØeefleÛeÙeve
 106  2

= 2500   − 1 efJeefOeÙeeW ceW mece«e kesâ meYeer lelJeeW kesâ ØeefleoMe& ceW ÛeÙeefvele nesves keâer
 100   mebYeeJevee Skeâ meceeve vener nesleer nw~
 53  2
 14. (a) : (A) Deewj (R) oesveeW mener nw Deewj (R), (A) keâer mener
= 2500   − 1
 50   JÙeeKÙee nw~
 2809  efmeæeble Deewj JÙeJenej kesâ yeerÛe Deblej keâce keâjves kesâ efueS
= 2500  − 1
 2500  DeeOeejYetle SJeb JÙeJe£le MeesOe oesveeW mJe™heeW keâes Øeeslmeenve
 2809 − 2500  osvee DeeJeMÙekeâ nw~
= 2500  
 2500  DeeOeejYetle MeesOe efmeæeble efvecee&Ce hej OÙeeve kesâefvõle keâjlee nw
309 DeLeJee %eeve kesâ keâes<e ceW DeefYeJe=efæ keâjlee nQ Deewj JÙeJe£le
= 2500 ×
2500 MeesOe ØelÙe#e ™he mes efJeefJeOe JÙeeJeneefjkeâ efmLeefleÙeeW ceW
= ` 309 efmeæeble keâer ØeÙeespÙelee DeLeJee meceepe Éeje meecevee keâer pee
60 jner efJeMes<e, JÙeeJeneefjkeâ mecemÙeeDeeW keâe nue megPeeves hej
7. (d) : = 60
1 ueef#ele nesleer nw~
60
= 30 15. (a) : iegCeJeòeehejkeâ MeesOe Skeâ JÙeehekeâ heo nw, efpemekeâe leelheÙe&
2
60 Gve efJeefYeVe MeesOe jCeveerefleÙeeW mes nw pees efvecve efJeMes<eleeDeeW
= 20 keâes meePee keâjles nQ :–
3
60 iegCeJeòeehejkeâ MeesOe keâe cegKÙe GösMÙe ceeveJeerÙe iegCeeW,
= 15
4 JÙeJenejeW, DeefYeJe=efòeÙeeW keâe DeOÙeÙeve neslee nw~
60
= 12
Ùen Deeieceveelcekeâ leke&â hej DeeOeeefjle neslee nw
5 FmeceW mecebkeâes hej efveYe&jlee keâce nesleer nw
60
= 10 Ùen MeesOe efJeefOe ueÛeerueer nesleer nw
6 JeneR otmejer lejheâ, heefjceeCeelcekeâ MeesOe ØecegKeleŠ
8. (a) : (A) Deewj (R) oesveeW mener nQ Deewj (R), (A) keâer mener
heefjkeâuheveelcekeâ efveieceveelcekeâ Øeke=âefle keâer nesleer nw leLee Øeoòe
JÙeeKÙee nw~ veefoÙeeW ceW keâeye&efvekeâ Øeot<eCe keâer mecemÙee ØeeÙe:
efJeMues<eCe nsleg DeefOekeâlej meebefKÙekeâerÙe efJeefOeÙeeW keâe
ieceea kesâ cenerveeW ceW yeolej nes peeleer nw keäÙeeWefkeâ Dehes#eeke=âle
DeefOekeâ peue leeheceeve keâer Jepen mes Dee@keämeerpeve keâer cee$ee ceW DevegØeÙeesie keâjleer nQ Ùen mecebkeâes hej efveYe&j nesleer nw leLee Ùen
efiejeJeš keâer efmLeefle yeÌ{ peeleer nw~ MeesOe efJeefOe ÂÌ{ nesleer nw~
2 × 40 × 50 16. (a) : keâneveer megveevee ceewefKekeâ mecØes<eCe keâe ØeYeeJeer ™he ceevee
9. (a) : DeYeer° Deewmele =
40 + 50 peelee nw~
4000 17. (b) : leovegYetefle meceÙeefve‰ Deewj DevegJele&ve keâ#ee mecØes<eCe kesâ
=
90 mekeâejelcekeâ IeškeâeW ceW GheÙeesieer nw~
= 44.44 efkeâceer./Iebše ≈ 45 efkeâceer./Iebše 18. (c) : keâLeve (I) mener nw efkeâvleg keâLeve (II) ieuele nw~
10. (a) : YeejleerÙe oMe&ve keâe Devleefve&efnle keâejCe Dejmlet Éeje yeleeÙes DeeYeemeer DeefOeiece efJeefOe Úe$eeW kesâ meerKeves kesâ ceeOÙece mes
ieÙes Yeeweflekeâ keâejCeeW kesâ meÂMÙe nQ~ Deheves-Deehe keâes hetCe&le: DeeYeemeer keâ#ee Éeje Øemlegle keâjves ceW
11. (a) : ve=peeleerÙe MeesOe SJeb IešveeJe=efòekeâ DeOÙeÙeve MeesOe keâer meneÙekeâ nw~
efJeefOeÙeeW SJeb Øeef›eâÙee ceW MeesOekeâlee& keâes Dehes#eeke=âle DeefOekeâ DeYeemeer keâuee yeÛÛeeW keâes keâYeer Yeer keâneR Yeer, efkeâmeer Yeer
vecÙelee (ueÛeerueeheve) heeÙeer peeleer nw~ ve=peeleerÙe MeesOe SJeb mLeeve meceÙe keâer meercee keâes meceehle keâjves leLee meYeer mes
IešveeJe=efòekeâ DeOÙeÙeve oesveeW ner iegCeelcekeâ MeesOe kesâ Øekeâej DeYeemeer ™he ceW peg[Ì ves kesâ efueS meneÙekeâ neslee nw~
nQ~ 19. (d) : mebosMe Øeef›eâÙee kesâ ÛejCeeW kesâ ›eâce-
12. (d) : Ùeefo Skeâ FefvõÙeevegYeefJekeâ MeesOe kesâ lenle MeesOekeâlee& Øeoòe
DeJeyeesOeve
efJeMues<eCe nsleg Dehejeefceeflekeâ hejer#eCe keâe DevegØeÙeesie keâjlee nw
leLee Ùen heelee nw efkeâ meeLe&keâlee mlej kesâ 5 ØeefleMele mlej mecePevee
(0.05 ceeve) hej meeLe&keâ nw~ Fme DeeOeej hej MeesOekeâlee& ÛeÙeve
MetvÙe heefjkeâuhevee (H0) keâes DemJeerke=âle leLee efJekeâuheelcekeâ DeeYÙelejerkeâjCe
heefjkeâuhevee (H1) keâes mJeerke=âle keâjsiee~ ef›eâÙee
20. (a) :mener megcesefuele metÛeer- 24. (d) : efoÙee nw, kegâue otjer ⇒ 100 ceeršj
(a) meceeÛeej he$e (III) yeÇe@[Meerš ØeMveevegmeej,
(b) jsef[Ùees SJeb otjoMe&ve (IV) ØemeejCe B Éeje efueÙee ieÙee meceÙe =A Éeje efueÙee ieÙee meceÙe
(c) meeceeefpekeâ ceeref[Ùee (I) vesšJeefkeËâie +2 meskesâC[,
(d) ceušer-ceeref[Ùee (II) ßeJeCe,ÂMÙe leLee ÚeÙee t B− = t A + 2 (1)
efÛe$e B, 10 ceeršj keâer otjer leÙe keâjves ceW 2 meskesâC[ ueslee nw
21. (b) : ØeMve mes mecyeefvOele efÛe$e nw Dele: B keâer Ûeeue,
10
tB = = 5 ceer0/mes0
2
Deye B Éeje 100 ceer0 keâer otjer leÙe keâjves ceW ueiee meceÙe,
100
tB = = 20 ceer0/mes0
5
meceer0 (1) mes,
20 = t A + 2
t a = 20 − 2
Dele: efÛe$e mes mhe° nw– ∴ t A = 18 meskesâC[
E, A keâe heew$e nw~ ( ) A 100 ceer0 keâer otjer leÙe keâjves ceW meskesâC[ 18 keâe meceÙe
F, C keâer he$eer nw~ (×)
ueslee nw~
B, F keâe efhelee nw~ ( ) 100
Dele: A keâer Ûeeue- VA = ceer0/mes0
C, E keâe ÛeeÛee nw~ ( ) 18
100 18
22. (c) : efoÙee nw, A : B ⇒ 3 : 4 VA = x efkeâceer/Iebše
18 5
B:C ⇒ 4:5
VA = 20 efkeâceer/Iebše
A, B leLee C leerveeW keâe Devegheele efvekeâeueves hej,
25. (d) : ceevee heeFhe x, y Deewj z nw~
Dele: A : B : C ⇒ 3 : 4 : 5
ceevee Gvekeâer Gceü ›eâceMe: 3x,4x Deewj 5x nw efoÙee nw,
(x+y+z) Éeje efceuekeâj ueiee meceÙe = 4 IeCše
ØeMveevegmeej,
x Éeje ueiee meceÙe ⇒8 IeCše
3x + 4x + 5x
= 40 y Éeje ueiee meceÙe ⇒12 IeCše
3
12x Dele: šbkeâer keâer #ecelee ⇒ 4, 8 Deewj 12 keâe ueIegòece
Ùee = 40 meceeheJelÙe& = 24 FkeâeF&
3
24
Ùee x = 40 ×
3 x keâer #ecelee = = 3 FkeâeF&
8
12
∴ x = 10 24 24
y keâer #ecelee = = = 2 FkeâeF&
Dele: B keâer Gceü ⇒ 4x 12 12
24
⇒ 4x10 (x + y + z) keâer #ecelee = = 6 FkeâeF&
⇒ 40 Je<e&~ 4
Dele: z keâer #ecelee = 6 − (3 + 2) = 6 − 5 = 1 FkeâeF&
23. (d) :
24
Dele: z Éeje šbkeâer Yejves ceW ueiee = = 24 IeCše
1
: ÛeeJee&keâ mecØeoeÙe ves Devegceeve keâes %eeve kesâ œeesle kesâ ™he ceW
26. (c)
mJeerkeâej veneR efkeâÙee nw~
27. (b) :(A) Deewj (R) oesveeW mener nw hejvleg (R), (A) keâer mener
JÙeeKÙee nw~
1. A, B Deewj C kesâvõ keâer Deesj osKe jns nQ leye B
heoeLe& meowJe meYeer efJeOesÙeeW keâe efJe<eÙe nw Deewj heoeLe& mJeleŠ
"erkeâ A kesâ yeeÙeW ceW nw, lees C "erkeâ B kesâ yeeÙeW ceW nw~ efJeÅeceeve SJeb mJeleŠ efJeÛeeefjle neslee nw~
Dele: keâLeve I DemelÙe nw~
28. (a) : ‘‘leeueeye keâe heeveer cešcewuee nw efJeieled jele DeJeMÙe yejmeele
2. X, Y Deewj Z kesâvõ Deesj osKe jns nQ leye X "erkeâ Y
ngF& nesieer~’’
kesâ oeSB nw lees Z "erkeâ X kesâ oeSB nw Dele: keâLeve II
Ghejesòeâ keâLeve ceW Mes<eJeled Devegceeve keâe ØeÙeesie efkeâÙee ieÙee
melÙe nw~
nw~
29. (b) : (oeMe&efvekeâ efmeæevle) (oeMe&efvekeâ efJeÛeej Oeeje) keâeye&ve ceesveesDee@keämeeF[ iecYeerj mecemÙeeDeeW keâe pevekeâ nw pewmes
(a) mÙeeodJeeo (IV) pewve oMe&ve mejoo&, Ûekeäkeâj Deevee, Gušer, Õeemeve mecemÙeeÙeW Deeefo Deewj
(b) DevegheueefyOe (III) Jesoevle keâeye&ve ceesvees Dee@keämeeF[ keâer DeefOekeâ cee$ee kesâ keâejCe
(c) Deheesn (II) yeewæ oMe&ve DeÛesleve leLee ceewle pewmeer DeJemLee Yeer Dee mekeâleer nw~
(d) DeYeeJe (I) vÙeeÙe 41. (d) : (a) efve™òeâ (I)
30. (d) : yeewæ cele Éeje ØelÙe#e keâes ØeceeCe mJeerkeâej efkeâÙee ieÙee nw~ mJejefJe%eeve
31. (d) : ROM (jer[ Deesveueer cesceesjer) Jen nw pees keâchÙetšj (b) Úbo (II) Deveg‰eve
mšeš&Dehe keâes veweflÙekeâ jKelee nw~ (c) efMe#ee (III) JÙeglheefòeefJe%eeve
32. (b) : keäueeG[ keâchÙetefšbie keâchÙetšj efmemšce, mebmeeOeveeW efJeMes<e ™he (d) keâuhe (IV) ÚboMeem$e
mes [sše Yeb[ejCe (keäueeG[ mšesjspe) Deewj keâchÙetefšbie hee@Jej 42. (b) : cetuÙeebs keâe leelheÙe& Gve JeebefÚle GösMÙeeW mes nw efpevekeâer Øeeefhle
keâer Dee@ve ef[ceeb[ GheueyOelee nw, pees GheÙeesiekeâlee& Éeje meerOes kesâ efueS JÙeefòeâ ØeÙeeme keâjles nQ~ cetuÙe ceeveJe mebJesie Deewj
meef›eâÙe veneR nw~ Jele&ceeve ceW, ueepe& keäueeG[, Dekeämej ØecegKe JÙeJenej kesâ meeLe DeefJeefÛÚVe ™he mes menyeæ efJeÕeeme nQ~
kesâvõerÙe meJe&j mes keâF& mLeeveeW hej [eše efJeleefjle keâjves keâe cetuÙe Skeâ-otmejs kesâ meehesef#ele cenlJe kesâ Devegmeej ›eâefcele nesles
keâeÙe& keâjlee nw~ nQ~
33. (d) : heâeÙejJee@ue Skeâ mee@heäšJesÙej štue neslee nw pees Deeves Deewj 43. (d) : efJeÕeefJeÅeeueÙe Devegoeve DeeÙeesie (Ùet.peer.meer.) 28 efomecyej
peeves Jeeues š^wefheâkeâ keâes Fbšjvesš hej keâchÙetšj Deewj meJe&j 1953 keâes DeefmlelJe ceW DeeÙee Deewj efJeÕeefJeÅeeueÙe ceW
kesâ yeerÛe neslee nw~ efMe#eCe, hejer#ee Deewj DevegmebOeeve kesâ ceevekeâeW kesâ mecevJeÙe,
34. (b) : yuee@ie Meyo Jeer yuee@ie Meyo mes heeršj cesjne@upe Éeje efveOee&jCe Deewj jKe jKeeJe kesâ efueS 1956 ceW mebmeo kesâ Skeâ
Øeoeve efkeâÙee ieÙee nw~ yuee@ie efJeÅeeefLe&ÙeeW, efMe#ekeâeW, DeefOeefveÙece Éeje Yeejle mejkeâej keâe mebJewOeeefvekeâ mebie"ve yeve
JÙeeheeefjÙeeW SJeb Deece pevelee Éeje GheÙeesie efkeâÙee peeves Jeeuee ieÙee~
Skeâ heesš&ue nw~ Ùet.peer.meer. kesâ DeefOeosMe nw–
35. (d) : (a) Fvehegš (I) ceeGme efJeÕeefJeÅeeueÙeer efMe#ee keâe Øeeslmeenve Deewj mecevJeÙeve
(b) DeeGšhegš (II) cee@veeršj efJeÕeefJeÅeeueÙe ceW efMe#eCe, hejer#ee Deewj MeesOe kesâ ceevekeâeW
(c) cesceesjer (III) kewâÛe keâe efveOee&jCe Deewj DevegßeJeCe
(d) mee@heäšJesÙej (IV) heeFLeve efMe#ee kesâ vÙetvelece ceevekeâeW kesâ yeejs ceW efJeefveÙeceeW keâes
36. (b) : Jen mecePeewles/DeefYemeceÙe/Øeesšeskeâe@ume pees je°êW (he#eeW) hej yeveevee
efJeefOekeâ ™he mes yeeOÙekeâejer nQb :– efJeÕeefJeÅeeueÙeeW Deewj ceneefJeÅeeueÙeeW kesâ Devegoeve keâe
⇒ pewefJekeâ efJeefJeOelee DeefYemeceÙe mebefJelejCe Deewj efJeefveÙeceve~
⇒ cee@efvš^Ùeue Øeesšêskeâeue 44. (c) : keâLeve II ieuele nw keäÙeeWefkeâ Mewef#ekeâ DeJemejeW keâer meceevelee kesâ
37. (b) : DeefYekeâLeve Deewj leke&â oesveeW mener nQ Deewj leke&â DeefYekeâLeve keâer efyevee efMe#ee ceW mecelee Øeehle vener keâer pee mekeâleer nw
mener JÙeeKÙee vener keâjlee nw~ 45. (c) : Ùet.peer.meer. Éeje GÛÛe efMe#ee mebmLeeveeW ceW ØeejcYe keâer ieF&
pewmes–Tpee& kesâ Glheeove mes keâeye&ve [eF& Dee@keämeeF[ kesâ efJekeâuhe DeeOeeefjle ›esâef[š ØeCeeueer (meer.yeer.meer.Sme.) kesâ
Glmepe&ve keâer DeefOekeâebMe Glmepe&ve metÛeer Deewj peueJeeÙeg ØeYeeJe ueeYe nQs–
DeOÙeÙeveeW keâes heejmheefjkeâ ™he mes GheJeefpe&le efkeâÙee ieÙee nw Ùen Úe$e kesâefvõle nw
keäÙeeWefkeâ keâeye&ve [eF& Dee@keämeeF[ keâe Glmepe&ve keâe ØeÙeesie FmeceW Úe$eeW keâes DebleefJe&Åeehejkeâ (DevleJez<eefÙekeâ) Deewj
efJekeâemeMeerue yee@Ùeesceeme Éeje ØekeâeMe mebMues<eCe ceW ØeÙeesie keâj Deble: Jew<eefÙekeâ hee"dÙe›eâceeW kesâ ÛeÙeve keâer Devegceefle oer
efueÙee peelee nw Dele: Ùen vÙetšûe nes peelee nw~ peeleer nw~
38. (d) : heJeve Meefòeâ kesâ efueS met$e Ùen efMe#ee keâes JewefÕekeâ ceevekeâeW kesâ mecekeâ#e yeveelee nw
1 Ùen efYeVe meceÙeeW hej efYeVe mebmLeeDeeW ceW DeOÙeÙeve keâjves
P ⇒ KCP x x ∫ AV 3
2 ceW ieefleMeeruelee Øeoeve keâjlee nw~

pene@ P ⇒ heJeve Meefòeâ
C ⇒ DelÙeefOekeâ Meefòeâ iegCeebkeâ 46. (b) : efkeâmeer GösMÙe DeeOeeefjle ØeyebOeve (Sce.yeer.Dees.) ceW mebie"ve
keâes meePee GösMÙeeW keâer henÛeeve keâjves kesâ ceeOÙece mes ØeyebefOele
P ⇒ ∫ heJeve OevelJe efkeâÙee peelee nw~
V ⇒ heJeve Jesie 47. (c) : GösMÙe DeeOeeefjle ØeyebOeve keâer hetJe&Mele& menYeeefieleehetCe& Øeef›eâÙee
K ⇒ efmLejebkeâ hej kesâefvõle nw~
Dele: heJeve Meefòeâ heJeve keâe Jesie kesâ ØelÙe#e Devegheele ceW neslee
nw~ 48 . (d) :Fme Øekeâej kesâ ØeyebOeve DeJeOeejCee keâer cenlJehetCe& efJeMes<elee
39. (b) : YegòeâMes<e peue kesâ Yeeweflekeâ GheÛeej kesâ oewjeve ØeÛeeueveeW keâe
heef j CeeceeW hej OÙeeve jKeles ngS GòejoeÙeeflJe keâes meePee
mener ›eâce nw keâjvee nw ~
m›eâerefvebie 49. (b) :efoS ieS mevoYe& kesâ Devegmeej, keâesF& mebie"ve meePesoejerhetCe&
mes[ercesvšsMeve ØeefJeefOe (cees[) ceW efve<heeove ue#ÙeeW keâer henÛeeve keâjkesâ Deewj
heäueesketâuesMeve Gvekeâes keâeÙee&efvJele keâjkesâ ØeYeeJeer ™he mes keâeÙe& keâjlee nw~
efheâušjsMeve 50. (a) :GösMÙe DeeOeeefjle ØeyebOeve ceW efveefnle oMe&ve efkeâmeer oer ieF& meceÙe
40. (a) : DeefYekeâLeve Deewj leke&â oesveeW mener nw leLee leke&â DeefYekeâLeve meercee kesâ Devoj efve<heeove ue#ÙeeW keâer GheueefyOe keâer mebÙegòeâ
keâer mener JÙeeKÙee nw~ meceer#ee kesâ ceeOÙece mes efve<heeove ØeYeeJe ceW megOeej keâjvee~
PRACTICE SET-6
The following table shows number of pages printed by 6. Which of the following have been identified as
five printers A to E during Monday to Friday. Study the key behaviours contributing to effective
table and answer the following questions 1-5. teaching?
veerÛes leeefuekeâe ceW meesceJeej mes Meg›eâJeej kesâ oewjeve heebÛe efØebšjeW A ØeYeeJeer efMe#eCe ceW menÙeesie keâjves kesâ efueS efvecveefueefKele
mes E Éeje cegefõle he=‰eW keâer mebKÙee oMee&F& ieF& nw~ leeefuekeâe keâe ceW mes efkeâvnW ØecegKe JÙeJenej kesâ ™he ceW henÛeevee ieÙee nw?
DeOÙeÙeve keâjW Deewj efvecveefueefKele ØeMveeW 1-5 kesâ Gòej oW~ 1. Lesson clarity/hee" mhe„lee
Printers/efØebšj A B C D E 2. Instructional variety/DevegosMeveelcekeâ efJeefJeOelee
→ 3. Using student ideas and contribution
Days/efove efJeÅeeefLe&ÙeeW kesâ efJeÛeejeW SJeb menÙeesie keâe ØeÙeesie
↓ 4. Engagement in learning process
Monday/meesceJeej 25 20 35 15 25 DeefOeiece Øeef›eâÙee ceW mebueivelee jnvee
Tuesday/cebieueJeej 40 15 30 20 20 5. Structuring/mebjÛevee
Wednesday/yegOeJeej 22 11 33 40 20 Choose the correct answer from the options
Thursday/ye=nmheefleJeej 32 42 32 30 22 given below:
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes:
Friday/Meg›eâJeej 36 36 37 35 25
(a) 1, 2 and 4 only/kesâJeue 1, 2 Deewj 4
1. What is the average number of pages printed
(b) 1, 2 and 3 only/kesâJeue 1, 2 Deewj 3
by printer C on Monday, Wednesday.
Thursday and Friday taken together? (c) 2, 3 and 4 only/kesâJeue 2, 3 Deewj 4
meesceJeej, yegOeJeej, ye=nmheefleJeej Deewj Meg›eâJeej keâes (d) 3, 4 and 5 only/kesâJeue 3, 4 Deewj 5
efceueekeâj efØebšj C Éeje cegefõle he=‰eW keâer Deewmele mebKÙee 7. In which of the following, the direction of
influence is mainly one way:
keäÙee nw?
efvecveefueefKele ceW mes efkeâme ceW ØeYeeJe keâer efoMee ØecegKele:
(a) 33 (b) 33.25
(c) 34 (d) 34.25 Skeâ lejHeâe nesleer nw?
2. Which printer has printed third lowest number (a) Counseling/hejeceMe& osvee
of pages in all the five days taken together? (b) Guiding/ceeie&oMe&ve Øeoeve keâjvee
meYeer heeBÛe efoJemeeW keâes efceueekeâj keâewve mes efØebšj mes leermejs (c) Teaching/efMe#eCe
meyemes keâce he=‰eW keâe cegõCe efkeâÙee ieÙee nw? (d) Learning/DeefOeiece
(a) B (b) C 8. The communication process is active and
(c) D (d) E interactive at a very high level in which of the
3. In all five days of printing, what percentage of following level of teaching?
pages printed by printer D has been printed by efMe#eCe kesâ efvecveefueefKele keâewve mes mlej ceW mecØes<eCe
printer E? Øeef›eâÙee Deefle GÛÛe mlej hej meef›eâÙe SJeb Devleefke&âÙeelcekeâ
meYeer heeBÛe efoJemeeW kesâ cegõCe ceW, efØebšj D Éeje cegefõle nesleer nw?
he=‰eW keâe efkeâleves ØeefleMele efØebšj E ves cegefõle efkeâÙee nw?
(a) Reflective level/meefJeceMe& mlej
(a) 75% (b) 80%
(b) Understanding level/DeJeyeesOe mlej
(c) 82% (d) 85%
4. What is the ratio between pages printed by (c) Memory level/mce=efle mlej
printer E on Monday and pages printed by (d) Autonomous development level
printer D on Wednesday? mJeeÙeòe efJekeâeme mlej
efØebšj E Éeje meesceJeej keâes cegefõle he=‰eW Deewj efØebšj D 9. Given below are two statements:
Éeje yegOeJeej keâes cegefõle he=‰eW kesâ yeerÛe Devegheele keäÙee nw? veerÛes oes keâLeve efoS ieS nQ:
(a) 5 : 6 (b) 6 : 5 Statement/keâLeve (I) :
(c) 15 : 6 (d) 5 : 8 In order to be effective, teaching and testing must
5. Total number of pages printed by all printers go together/ØeYeeJeer nesves kesâ efueS efMe#eCe SJeb hejer#eCe oesveeW
in five days is. meeLe-meeLe Ûeueves ÛeeefnS~
heeBÛe efoveeW ceW meYeer efØebšjeW Éeje cegefõle he=‰eW keâer kegâue Statement/keâLeve (II) :
mebKÙee efkeâleveer nw? Feedback does not form an essential component of
(a) 678 (b) 686 formative assessment/Øeeflehegef„ efvecee&Ceelcekeâ cetuÙeebkeâve keâe
(c) 698 (d) 708 DeeJeMÙekeâ Ieškeâ veneR yeveelee~
In the light of the above statements, choose the heefjIešvee keâer Jele&ceeve
most appropriate answer from the options eqmLeefleÙeeW kesâ mebyebOe ceW
given below: metÛevee Øeehle keâjves kesâ efueS
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW DeefYekeâequhele DeOÙeÙeve
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW: C. Descriptive survey 3. Studying the effect of
(a) Both statement I and Statement II are correct method manipulating
keâLeve I Deewj II oesveeW mener nw JeCe&veelcekeâ meJex#eCe independent variable
(b) Both statement I and Statement II are efJeefOe on dependent
incorrect/keâLeve I Deewj II oesveeW mener veneR nw variable under
(c) Statement I is correct but Statement II is appropriate control
imposed
incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw
GheÙegòeâ efveÙeb$eCe keâer eqmLeefle
ceW Deeefßele Ûej hej efvejeefßele
correct/keâLeve I mener veneR nw efkeâvleg keâLeve II mener nw
Ûej kesâ nsj-Hesâj kesâ ØeYeeJe
10. Which of the following need strengths in
Maslow's hierarchy are related to higher order keâe DeOÙeÙeve keâjvee~
learning? D. Ethnographical 4. Conducting a probe
ceemuees kesâ DeefOe›eâce ceW efvecveefueefKele keâewve mes method into causal factors on
ve=peeleerÙe efJeefOe the basis of evidences
DeeJeMÙekeâlee yeue GÛÛemlejerÙe DeefOeiece mes mebyebefOele nw? manifested now
1. Physiological needs/Mejerj ef›eâÙeelcekeâ DeeJeMÙekeâleeSb Jele&ceeve ceW JÙeòeâ mee#ÙeeW kesâ
2. Safety needs/megj#ee keâer DeeJeMÙekeâleeSb DeeOeej hej keâejkeâ lelJeeW
3. Social needs/meeceeefpekeâ DeeJeMÙekeâleeSb keâe DevJes<eCe keâjvee~
4. Esteem needs/Deelcemecceeve keâer DeeJeMÙekeâleeSb Choose the correct answer from the options
5. Needs for self actualization given below:
Deelceefmeefæ keâer DeeJeMÙekeâleeSb veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegveW:
Choose the correct answer from the options A B C D
given below: (a) 1 2 3 4
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes: (b) 4 3 2 1
(c) 2 1 4 3
(a) 1 and 2 only/kesâJeue 1 Deewj 2 (d) 3 4 1 2
(b) 2 and 3 only/kesâJeue 2 Deewj 3 12. Which of the following features best describe
(c) 3 and 4 only/kesâJeue 3 Deewj 4 an independent variable in research?
(d) 4 and 5 only/kesâJeue 4 Deewj 5 efvecveefueefKele ceW mes keâewve meer efJeMes<eleeSb MeesOe ceW Deeefßele
11. List I mentions various methods of research Ûej keâe meJeexòece JeCe&ve keâjleer nQ?
while List II offers their description. Match 1. It is the cause in the cause-effect relationship
List-I with List-II. Ùen keâejCe-keâeÙe& mebyebOe ceW keâejkeâ nw~
metÛeer-I keâes metÛeer-II mes megcesefuele keâerefpeS : metÛeer ceW 2. It is the effect in the cause-effect relationship
efJeefYeVe MeesOe efJeefOeÙeeb oer ieF& nw Deewj metÛeer ceW Gvekeâe Ùen keâejCe-keâeÙe& mebyebOe ceW ØeYeeJe nw~
efJeJejCe efoÙee ieÙee nw~ 3. It is condition or characteristic which is
List/metÛeer-I List/metÛeer-II manipulated in an experimental study
A. Experimental 1. A detailed Ùen Jen eqmLeefle Ùee efJeMes<elee nw efpemeceW ØeÙeesieelcekeâ
method description of the DeOÙeÙeve ceW nsj-Hesâj efkeâÙee peelee nw~
ØeÙeesieelcekeâ efJeefOe way people believe 4. It is the variable which is placed under control
and act in a particular
Ùen Jen Ûej nw efpemes efveÙeb$eCe ceW jKee ieÙee nw~
society
5. It is a kind of response variable
efkeâmeer efJeefMe„ meceepe ceW
ueesie efpeme lejerkesâ mes Dehevee Ùen Skeâ Øekeâej keâe Devegef›eâÙee Ûej nw~
Choose the correct answer from the option
cele Deewj keâeÙe& JÙeòeâ keâjles given below:
nQ, Gmekeâe efJemle=le JeCe&ve~ veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveÙes:
B. Ex-post facto 2. Studies designed to (a) 1 and 2 only/kesâJeue 1 Deewj 2
method obtain information
keâeÙeexòej efJeefOe concerning the (b) 2 and 3 only/kesâJeue 2 Deewj 3
current status of (c) 1 and 3 only/kesâJeue 1 Deewj 3
phenomena (d) 4 and 5 only/kesâJeue 4 Deewj 5

13. Match List I with List II : List I gives sampling 14. Given below are two statements:
methods while List II provides their veerÛes oes keâLeve efoS ieS nQ–
description. Statement/keâLeve I :
metÛeer I keâes metÛeer II mes megcesefuele keâerefpeS : metÛeer I Every research institute has to enforce research
ØeefleÛeÙeve efJeefOe oMee&leer nw peyeefkeâ metÛeer-II efJeJejCe ethics in order to insure credibility and
GheueyOe keâjJeeleer nw~ meaningfulness of human inquiry./ceeveJeerÙe efpe%eemee
List-I/metÛeer-I List-I/metÛeer-II ceW efJeMJemeveerÙelee SJeb meeLe&keâlee megefveefMÛele keâjves kesâ efueS
(Sampling method) (Description) ØelÙeskeâ MeesOe mebmLeeve keâes MeesOeve DeeÛeej keâe Devegheeueve keâjvee
ØeefleÛeÙeve efJeefOe efJeJejCe nesiee~
(A) Stratified (i) The units /members Statement/keâLeve II :
sampling are chosen to
ICT and its use in research has abetted ethical
mleefjle ØeefleÛeÙeve represent various
lapses in the conduct of research wherever it has
areas of
characteristics so been placed./MeesOe ceW DeeF&.meer.šer. leLee Gmekeâe DevegØeÙeesie
defined peneB keâneR Yeer ngDee nw Fmeves DevegmebOeeve keâeÙe& ceW DeeÛeejiele
ÙeLee heefjYeeef<ele ue#eCeeW efJemebieefleÙeeW keâes yeÌ{eÙee nw~
kesâ efJeefYeVe #es$eeW keâe In the light of the above statement, choose the
ØeefleefveefOelJe keâjves kesâ most appropriate answer from the options
efueS FkeâeF&ÙeeW/meomÙeeW given below:
keâe ÛeÙeve efkeâÙee peelee GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
nw~ mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW :
(B) Cluster sampling (ii) Every unit has (a) Both statement I and Statement II are correct
mecetn ØeefleÛeÙeve independent and keâLeve I Deewj II oesveeW mener nw~
equal chance of (b) Both statement I and Statement II are
being picked up incorrect/keâLeve I Deewj II oesveeW mener veneR nw~
ØelÙeskeâ FkeâeF& keâes Ûegves (c) Statement I is correct but Statement II is
peeves kesâ efueS mJeleb$e SJeb incorrect
meceeve DeJemej nw~ keâLeve I mener nw efkebâleg keâLeve II mener veneR nw~
(C) Systematic (iii) The units are groups (d) Statement I is incorrect but Statement II is
sampling and are chosen correct
JÙeJeefmLele ØeefleÛeÙeve intact keâLeve I mener veneR nw efkebâleg keâLeve II mener nw~
FkeâeF&ÙeeB mecetn nQ Deesj 15. Given below are two statements : One is
De#egCCe ™he mes Ûegveer labelled as Assertion (A) and the other is
peeleer nQ~ labelled as Reason (R):
(D) Dimentsional (iv) The members are veerÛes oes keâLeve efoÙes ieÙes nQ efpeveceW mes Skeâ keâes
sampling selected using the DeefYekeâLeve A otmejs keâes leke&â R keâne ieÙee nw~
efJeceelcekeâ ØeefleÛeÙeve interval obtained by Assertion/DeefYekeâLeve :
N/n-the The purpose of research is also to revisit the
N = Aggregate, n =
situation in a bid to ensure needed amelioration
desired sub-
and improvement/Dehesef#ele mebJeOe&ve SJeb efJekeâeme megefveef§ele
aggregate
N/n Éeje Øeehle Devlejeue keâjves kesâ DeeMeÙe mes heefjefmLeefleÙeeW keâe hegve: DevegJeer#eCe Yeer MeesOe
keâe ØeÙeesie keâjkesâ meomÙeeW keâe ØeÙeespeve neslee nw~
keâe ÛeÙeve efkeâÙee peelee Reason/lekeâ& (R) :
nw~ FmeceW N = kegâue, Action research is a format of research which is
n=JeebefÚle Ghe-kegâue nw~ basically directed for the bettering of the
situations/ef›eâÙeelcekeâ DevegmebOeeve MeesOe keâe Jen mJe™he nw pees
given below: yegefveÙeeoer leewj hej heefjefmLeefleÙeeW ceW mecegveefle ueeves keâer Deesj
efvecveefueefKele efJekeâuheeW ceW mes Gòej ÛegefveS~ GvcegKe neslee nw~
(a) A-I, B-II, C-III, D-IV In the light of the above statements, choose the
(b) A-III, B-IV, C-I, D-II correct answer from the options given below:
(c) A-IV, B-I, C-II, D-III GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
(d) A-II, B-III, C-IV, D-I mes mener GheÙegòeâ Gòej Ûegves~
(a) Both A and R are true and R is the correct In the light of the above statement, choose the
explanation of A/A Deewj R oesveeW mener nw Deewj R, correct answer from the options given below:
A keâer mener JÙeeKÙee nw~ GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
(b) Both A and R are true but R is not the correct mes mener Gòej ÛegveW~
explanation of A/A Deewj R oesveeW mener nw hejvleg R, (a) Both statement I and statement II are true
A keâer mener JÙeeKÙee veneR nw~ keâLeve I Deewj II oesveeW mener nQ~
(c) A is true but R is false (b) Both statement I and statement II are false
A mener nw hejvleg R mener veneR nw~ keâLeve I Deewj II oesveeW ieuele nQ
(d) A is false but R is true (c) Statement I is correct but statement II is false
A mener veneR nw hejvleg R mener nw~ keâLeve I melÙe nw efkeâvleg keâLeve II ieuele nw~
16. The impact of classroom communication
(d) Statement I is incorrect but statement II is
should be so regulated that it should result in
true/keâLeve I DemelÙe nw efkeâvleg keâLeve II mener nw~
keâ#ee mecØes<eCe kesâ ØeYeeJe keâes Fme Øekeâej efJeefveÙeefcele
19. Find out the correct sequence of selectivity
efkeâÙee peeS efkeâ Gmekeâe Ùen heefjCeece nes~
stages in mass communication?
(a) Exchange of ideas and information
pevemebÛeej ceW ÛeÙeveelcekeâlee kesâ ÛejCeeW keâe mener ›eâce
efJeÛeejeW SJeb metÛevee keâe Deeoeve-Øeoeve
(b) Top-down designed communication henÛeeefveS:
GOJee&Oej DeefYekeâuhekeâ mecØes<eCe (A) Exposure/GÆYeemeve
(c) Back room learning/yewkeâ™he DeefOeiece (B) Retention/DeJejesOeve
(d) Minimum opportunity for feedback (C) Attitudinal change/DeefYeJe=eflekeâ heefjJele&ve
Øeeflehegef° nsleg vÙetvelece DeJemej (D) Perception/DeJeyeesOeve
17. In a classroom, due to which of the following (E) Attention/DeJeOeeve
limitations it is easy to talk about something we
do not want to?
given below:
keâ#ee ceW efvecveefueefKele ceW mes keâewve mes ØeefleyebOeeW kesâ keâejCe
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~
kegâÚ efJe<eÙeeW hej yeeleÛeerle keâjvee Deemeeve neslee nw, pees (a) A, B, C, E, D (b) B, C, D, E, A
nce veneR Ûeenles nw? (c) C, E, D, A, B (d) A, E, D, B, C
(A) Infrastructure/DeJemebjÛevee 20. Match List I with List II :
(B) Working memory/keâeÙe&Meerue mce=efle metÛeer I keâes metÛeer II mes megcesefuele keâerefpeS~
(C) Conscious awareness/Ûesleve DeefYe%elee List/metÛeer-I List/metÛeer-II
(D) Yes tags/Ùeme šwime (A) Non Verbal (i) Reflects confidence
(E) Mental disagreements/ceeveefmekeâ Demenceefle communication in one's own self
Choose the most appropriate answer from the iewj ceewefKekeâ mecØes<eCe efkeâmeer JÙeefòeâ kesâ mJeÙeb kesâ
option given below: DeelceefJeÕeeme keâes ØeoefMe&le
veerÛes efoÙes ieÙes efJeuheeW ceW mes mener Gòej ÛegefveS~ keâjlee nw~
(a) A, B, C only/kesâJeue A, B, C (B) Listening/ßeJeCe (ii) Occupies more
(b) B, C, D only/kesâJeue B, C, D space of personal
(c) C, D, E only/kesâJeue C, D, E communication
(d) A, D, E only/kesâJeue A, D, E JewÙeefòeâkeâ mecØes<eCe keâe
18. Given below are two statements: DeefOekeâ mLeeve ueslee nw~
veerÛes oes keâLeve efoÙes ieÙes nQ: (C) Empathetic (iii) Helps internalize
Statement/keâLeve I : conversation message
A straight forward admission of one's own leodvegYeteflekeâ Jeelee&ueehe mebosMeeW kesâ DeYÙeevlej ceW
limitations is acceptable in an academic eco- meneÙekeâ neslee nw~
system/Mew#eefCekeâ heeefjefmLeeflekeâer ceW efkeâmeer JÙeefòeâ keâer mJeÙeb keâer (D) Stress management (iv) Seeing things from
meerceeDeeW keâer mhe° mJeerke=âefle mJeerkeâeÙe& nw~ through other's point of
Statement/keâLeve II : communication view
Sweet corporate talks tends to enmask the mecØes<eCe Éeje Øeefleyeue otmejeW kesâ Âef°keâesCe mes
weakness of a teacher and makes him/her popular ØeyebOeve JemlegDeeW keâes osKevee
in the long run/ceOegj meecetefnkeâ (keâejheesjsš) yeeleÛeerle Choose the correct answer from the options
DeOÙeehekeâ kesâ oes<eeW keâes efÚhee uesleer nw Deewj oerIe&keâeue ceW Gmes given below:
ueeskeâefØeÙe yeveeleer nw~ efvecveefueefKele efJekeâuheeW ceW mes meer Gòej ÛegefveS~
(a) A-I, B-II, C-IV, D-III (a) 400 meters, East/400 ceeršj, hetJe&
(b) A-II, B-III, C-IV, D-I (b) 400 meters, West/400 ceeršj, heef§ece
(c) A-III, B-IV, C-I, D-II
(c) 600 meters, West/600 ceeršj, heef§ece
(d) A-IV, B-I, C-II, D-III
21. Six girls A, B, C, D, E, and F are standing in a (d) 600 meters, South/600 ceeršj, oef#eCe
row. Only B is standing between D and F. A does 25. A man reaches his office 30 minutes late if he
not stand next to either F or D. does not stand walks by 2/3rd of his routine speed. What is the
next to D. E stands between A and C. time he usually takes to reach office?
Ú: ueÌ[efkeâÙeeB A, B, C, D, E Deewj F Skeâ hebefòeâ ceW Skeâ JÙeefòeâ Deheveer efveÙeefcele Ûeeue keâer oes efleneF& Ûeeue
KeÌ[er nQ~ D Deewj F kesâ yeerÛe ceW kesâJeue B KeÌ[er nw~ A, F mes Ûeuelee nw, lees Jen Deheves keâeÙee&ueÙe 30 efceveš
DeLeJee D kesâ yeieue ceW veneR KeÌ[er nw~ C, D kesâ yeieue ceW efJeuecye mes hengbÛelee nw~ Jen keâeÙee&ueÙe hengbBÛeves ceW
veneR KeÌ[er nw~ A Deewj C kesâ yeerÛe ceW E KeÌ[er nw~ meeceevÙele: efkeâlevee meceÙe ueslee nw?
(A) Only F stands between B and C (a) 30 minutes/30 efceveš (b) 60 minutes/60 efceveš
B Deewj C kesâ yeerÛe ceW kesâJeue F KeÌ[er nw~
(c) 90 minutes/90 efceveš (d) 45 minutes/45 efceveš
(B) Only C stands between A and F
26. Arrange the sequential order of syllogism as
A Deewj F kesâ yeerÛe ceW kesâJeue C KeÌ[er nw~
Nyaya philosophy:
(C) D and A occupy extreme ends
vÙeeÙe oMe&ve ceW vÙeeÙe JeekeäÙe kesâ DeJeÙeJeeW kesâ ›eâceevegmeej
D Deewj A hebefòeâ kesâ oesveeW Úesj hej KeÌ[er nQ~
(D) Only E stands between F and A
JÙeJeefmLele keâerefpeS~
F Deewj A kesâ yeerÛe kesâJeue E KeÌ[er nw~ (A) Pratigya/Øeefle%ee (B) Hetu/nsleg
(E) Only B stands between D and F (C) Udaharna/GoenjCe (D) Nigman/efveieceve
D Deewj F kesâ yeerÛe kesâJeue B KeÌ[er nw~ (E) Upanaya/GheveÙe
Choose the most appropriate answer from the Choose the correct answer from the options
options given below: given below:
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~ veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~
(a) A, B, C, and D only/kesâJeue A, B, C Deewj D (a) A, B, D, E, C (b) A, C, B, E, D
(b) A, C, and E only/kesâJeue A, C Deewj E (c) A, D, B, E, C (d) A, C, D, B, E
(c) B, C, and D only/kesâJeue B, C Deewj D 27. Hetvabhasa (fallacy) produced in the
(d) B, D, and E only/kesâJeue B, D Deewj E conclusion due to refutation of Sadhya by Hetu
is known is:
22. If (4)n = 256, then n is equal to: nsleg Éeje meeOÙe kesâ Keb[ve kesâ keâejCe efve<keâ<e& ceW me=efpele
Ùeefo (4) = 256, lees n keâe ceeve nw-
n
nslJeeYeeme keâes efvecveefueefKele efkeâme ™he ceW peevee peelee nw~
(a) 2 (b) 2 2 (a) Asiddha/Deefmeæ
(c) 2 (d) 4 (b) Savyabhicara/meJÙeeefYeÛeej
23. A trader marks up the price of goods he sells (c) Viruddha/efJe®æ
by 50% and gives a discount of 20%. Besides (d) Satpratipaksha/meleØeeflehe#e
this, he also weighs the goods by 20% less.
What is the net profit he gets?
Skeâ JÙeeheejer Deheves Éeje yesÛeer peeves Jeeueer JemlegDeeW hej metÛeer-I keâes metÛeer-II mes megcesefuele keâerefpeS~
50³ DeefOekeâ keâercele efueKelee nw Deewj 20³ keâer Útš List/metÛeer-I List/metÛeer-II
oslee nw, Fmekesâ DeueeJee Jen JemlegDeeW keâe Yeej 20³ keâce (A) Recollection of Knowledge/ (i) Berkeley
leewuelee nw~ lees Gmes efkeâlevee Megæ ueeYe nesiee? %eeve keâe DevegmcejCe nw yeke&âues
(a) 20% (b) 25% (B) Knowledge is either (ii) Kant/keâebš
(c) 40% (d) 50% analytic or synthetic
24. A man walks 400 metres in north direction, %eeve Ùee lees efJeMues<eCeelcekeâ nw Ùee
then takes a left turn and walks 600 metres. He mebMues<eCeelcekeâ nw~
again takes left turn and walks for 400 metres. (C) Knowledge is synthetic (iii) Hume/¢etce
How far and in which direction he is from his apriori
original position? %eeve mebefMue° ØeekeâvegYeJe nw
Skeâ JÙeefòeâ 400 ceeršj Gòej efoMee ceW Ûeuelee nw, Gmekesâ (D) Knowledge is perception (iv) Plato/huesšes
yeeo yeeSb cegÌ[keâj 600 ceeršj Ûeuelee nw~ Jen efheâj yeeSb and perception is
cegÌ[keâj 400 ceeršj Ûeuelee nw~ lees Jen Deheveer ØeejbefYekeâ knowledge
efmLeefle mes efkeâleveer otj Deewj efkeâme efoMee ceW nw? %eeve yeesOe nw Deewj yeesOe %eeve nw~
Choose the correct answer from the options 32. What is bit rate?/efyeš jsš keäÙee nw?
given below: (a) Number of bits stored in computer
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~ keâchÙetšj ceW YeC[eefjle efyešeW keâer mebKÙee
(a) A-I, B-IV, C-III, D-II (b) Number of bits per second that can be
(b) A-II, B-III, C-I, D-IV transmitted over a network/vesšJeke&â Éeje Øeefle
(c) A-III, B-I, C-II, D-IV meskesâC[ mebÛeeefjle keâer peeves Jeeueer efyešeW keâer mebKÙee
(d) A-IV, B-III, C-II, D-I (c) Number of bits per hour stored in a computer
over a network/vesšJeke&â Éeje keâchÙetšj ceW Øeefle Iebšs ceW
29. In Universal Negative Proposition, how are the
terms distributed? Choose the correct option
YeC[eefjle keâer peeves Jeeueer efyešeW keâer mebKÙee
(d) Binary digit converted to hexa decimal
from the following:
number/<e[ oMeceueJe (nwkeämee [smeerceue) mebKÙee ceW
meeJe&Yeewefcekeâ vekeâejelcekeâ Øeefle%eeefhle ceW, heoeW keâes kewâmes heefjJeefle&le efÉDeeOeejer Debkeâ~
efJeleefjle efkeâÙee peelee nw? efvecveefueefKele ceW mes mener 33. Methodology for the delivery of voice and
efJekeâuhe ÛegefveS~ multimedia sessions over the internet is called :
(a) Subject is distributed, predicate is Fbšjvesš hej OJeefve SJeb ceušerceeref[Ùee me$eeW keâer ef[ueerJejer
undistributed/GösMÙe heo efJeleefjle neslee nw, efJeOesÙe heo keâer keâeÙe& ØeCeeueer nw :
(a) TCP/IP/šer meer heer/DeeF& heer
DeefJeleefjle jnlee nw~
(b) UDP/Ùet [er heer
(b) Subject is undistributed, predicate is
(c) VOIP/Jeer Dees DeeF& heer
distributed/GösMÙe heo DeefJeleefjle neslee nw, efJeOesÙe heo (d) Chat/yeeleÛeerle
efJeleefjle neslee nw~ 34. Which of the following is true about the
(c) Both the term are distributed wireless networking?
oesveeW heo efJeleefjle nesles nQ yesleej vesšJeefkeËâie kesâ efJe<eÙe ceW efvecveefueefKele ceW mes keâewve
(d) Neither the subject is distributed nor the mee mener nw?
predicate (A) It is easier to expand the network
GösMÙe Deewj efJeOesÙe keâesF& Yeer heo efJeleefjle veneR nesles vesšJeke&â keâes efJemleeefjle keâjvee mejue nw
(B) Data is less secured than wired system
30. Match List I with List II:
DeebBkeâÌ[s leejÙegòeâ ØeCeeueer keâer Dehes#ee keâce megjef#ele nw
metÛeer-I keâes metÛeer -II mes megcesefuele keâerefpeS~ (C) Reliability is more than wired
List/metÛeer-I List/metÛeer-II leejÙegòeâ ØeCeeueer mes DeefOekeâ efJeÕemeveerÙelee nw~
(mecØelÙeÙe/Concepts) (oeMe&efvekeâ/ (D) Faster than wired network
Philosophers) leejÙegòeâ ØeCeeueer keâer Dehes#ee DeefOekeâ leer›e nw~
(A) Antinomy of pure reason (i) Leibniz
given below
efJeMegæ leke&â kesâ efJejesOe ueeFyeefveme veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~
(B) Law of contradiction (ii) Kant/keâebš (a) kesâJeue A, B Deewj D (b) kesâJeue A Deewj B
efJejesOeeYeeme keâe efveÙece (c) kesâJeue B Deewj C (d) kesâJeue A, B Deewj C
(C) Clearness and distinctness (iii) Aristotle 35. Match List I with List II : List I consists
mhe°lee SJeb efJeefMe°lee Dejmleg components of computer system and List II is
their examples.
(D) Pre-established harmony (iv) Descartes metÛeer-I keâes metÛeer-II mes megcesefuele keâerefpeS~ metÛeer-I
hetJe&-efveÙele meece_pemÙe oskeâele& keâchÙetšj efmemšce kesâ DeJeÙeJe nQ Deewj metÛeer-II ceW Gvekesâ
Choose the correct answer from the options GoenjCe nQ~
given below:
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej keâe ÛeÙeve keâjW~
(A) Output Device (i) Operating
(a) A-I, B-IV, C-II, D-III efveie&le (DeeGšhegš ef[JeeFme) system
(b) A-II, B-III,C-IV, D-I Deehejsefšbie efmemšce
(c) A-IV, B-II, C-III, D-I (B) System Software (ii) Printer
(d) A-III, B-I, C-IV, D-II eqmemšce meeheäšJesÙej cegõkeâ (efØebšj)
31. What is the full form of the abbreviation ISP? (C) Storage Device (iii) Ms-Office
mebef#ehle DeeF& Sme heer keâe hetCe& ™he keäÙee nw? YeC[ejCe Ùeb$e (mšesjspe Sce.Sme. Dee@efheâme
(a) International software Product ef[JeeFme)
FbšjvesMeveue meeheäšJesÙej Øees[keäš (D) Application software (iv) RAM/Deej.S.Sce
(b) Internet Service Provider/Fbšjvesš meefJe&me ØeesJeeF&[j ShueerkesâMeve meeheäšJesÙej
(c) Internet Server Product/Fbšjvesš meJe&j Øees[keäš Choose the correct from the options given
(d) Internet Software Provider below:
Fbšjvesš meeheäšJesÙej ØeesJeeF&[j veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej keâe ÛeÙeve keâjW~
(a) A-I, B-II, C-IV, D-III Statement/keâLeve I :
(b) A-IV, B-III, C-II, D-I Dioxins and furans are highly toxic substances
(c) A-II, B-I, C-IV, D-III produced mainly during incineration of municipal
(d) A-III, B-I, C-II, D-IV solid waste, hazardous and medical wastes
36. A multilateral fund for implementation of [eF&Dee@efkeämeve Deewj heäÙetjeve DelÙeefOekeâ efJe<eeòeâ heoeLe& nQ pees cegKÙele:
Montreal Protocol was set up whose aim was to veiejheeefuekeâe kesâ "esme keâÛejs, Kelejveekeâ Deewj cesef[keâue keâÛejs kesâ
provide financial and technical assistance to YemceerkeâjCe kesâ oewjeve GlheVe nesles nQ~
developing countries, parties to Montreal Statement/keâLeve II :
protocol, whose annual per capita consumption Dioxins and furans play crucial role in
and production of ozone depleting substance Photochemical smog formation
amounted to less than. [eF&Dee@efkeämeve Deewj heäÙetjeve ØekeâeMe jmeeÙeefvekeâ Oetce-keâesnje kesâ
cee@efvš^Ùeue Øeesšeskeâe@ue kesâ ef›eâÙeevJeÙeve kesâ efueÙes Skeâ efvecee&Ce ceW cenlJehetCe& Yetefcekeâe efveYeeles nQ~
yenghe#eerÙe keâes<e mLeeefhele efkeâÙee ieÙee Lee efpemekeâe GösMÙe In the light of the above statement choose the
cee@efvš^Ùeue Øeesšeskeâe@ue kesâ he#ekeâej Gve efJekeâemeMeerue osMeeW correct answer from the options given below:
keâes efJeòeerÙe Deewj lekeâveerkeâer meneÙelee Øeoeve keâjvee nw GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
mes mener Gòej ÛegveW~
efpevekeâer Deespeesve #ejCe keâjves Jeeues heoeLeeX keâer Øeefle (a) Both Statement I and Statement II are true
JÙeefòeâ Kehele Deewj Glheeove efkeâme efvecveebefkeâle mes keâce keâLeve I Deewj II oesveeW mener nw~
nesieer? (b) Both Statement I and Statement II are false
(a) 0.3 kg/0.3 efkeâ«ee (b) 0.5 kg/0.5 efkeâ«ee keâLeve I Deewj II oesveeW ieuele nw~
(c) Statements I is correct but Statement II is
(c) 1.0 kg/1.0 efkeâ«ee (d) 1.5 kg/1.5 efkeâ«ee
false/keâLeve I melÙe nw efkeâvleg keâLeve II ieuele nw~
37. Arrange the Global Warming Potential of a (d) Statement I is incorrect but Statement II is
molecule of the following greenhouse gases true/keâLeve I DemelÙe nw efkeâvleg keâLeve II mener nw~
(relative to CO2) in decreasing order: 40. A dish solar cooker
efvecveebefkeâle «eerve neGme iewmeeW kesâ DeCeg keâer JewefÕekeâ leehe- Skeâ ef[Me meesuej kegâkeâj
Je=efæ #ecelee (keâeye&ve [eF& Dee@keämeeF[ kesâ meehes#e) keâes (A) has reflecting material of anodized
Iešles ›eâce ceW JÙeJeefmLele keâjW~ Aluminium sheet/Svese[eFp[ SuÙegefceefveefÙece Meerš
(A) Methane/ceerLesve
keâer hejeJele&keâ meece«eer keâe yevee neslee nw~
(B) has a reflectivity of less than 50%
(B) Nitrous Oxide/veeFš^me Dee@keämeeF[ hejeJele&keâlee 50³ mes keâce nesleer nw~
(C) CFC–12/meer Sheâmeer–12 (C) needs to track the sun to deliver power of
(D) CFC – 11/meer Sheâ meer–11 about 0.6 kW/ueieYeie 0.6 efkeâueesJeeš efJeÅegle Glheeove
(E) Sulphur hexafluoride (SF6) keâjves kesâ efueÙes metÙe& kesâ DeefYecegKe jnlee nw~
meuheâj nskeämeeheäueesjeF[ (SF6) (D) Uses a parabolic dish to concentrate the
incident solar radiation/DeeÙeeflele meewj efJeefkeâjCe keâes
given below:
meebefõle keâjves kesâ efueÙes hejJeueerÙe ef[Me keâe GheÙeesie keâjlee nw~
(E) Can has the bottom vessel temperature over
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~ 1000oC/keâer leueer hej ueies yele&ve keâe leeheceeve 1000oC
(a) E > D > C > B >A (b) C > E > D > B > A mes DeefOekeâ neslee nw~
(c) D > E > C > B > A (d) E > C > D > B > A Choose the correct answer from the options
38. Sick Building Syndrome SBS) is a condition. given below:
efmekeâ efyeefu[bie efmeb[êsce (Sme yeer Sme) efvecveebefkeâle ceW veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~
keâewve-meer efmLeefle nw? (a) A, C, D and E only/kesâJeue A, C, D Deewj E
(a) When building are very old an about to (b) A, C, and D only/kesâJeue A, C Deewj D
collapse/peye Fceejle yengle hegjeveer nes Deewj ueieYeie (c) A, B, C, and E only/kesâJeue A, B, C Deewj E
efiejves Jeeueer nes (d) A, C, and E only/kesâJeue A, C Deewj E
(b) Of human health due to indoor air pollution 41. The prominent women scholars reported
Fve[esj JeeÙeg Øeot<eCe kesâ keâejCe ceeveJe mJeemLÙe keâer efmLeefle during the Vedic period are :
(c) Of fear due to deserted building
Jewefokeâ keâeue keâer ØeKÙeele efJeog<eer ceefnueeS nQ:
heefjlÙeòeâ Fceejle kesâ keâejCe YeÙe keâer efmLeefle (A) Gargi/ieeieea
(d) Of building devoid of any modern amenities (B) Maitreyi/cew$esÙeer
DeeOegefvekeâ megefJeOeeDeeW mes jefnle Fceejle keâer efmLeefle (C) Sanghamitra/mebIeefce$ee
39. Given below are two statements: (D) Viswambhara/efJeMJecYeje
veerÛes oes keâLeve efoÙes ieÙes nw- (E) Apala/Deheeuee

Choose the correct answer from the options Statement/keâLeve I :
given below: Board of studies is the basic unit of the academic
veerÛes efoÙes ieÙes efJekeâuheeW ceW mener Gòej ÛegefveS~ system of the University/DeOÙeÙeve yees[& (yees[& Dee@heâ
(a) A, B, C, D only/kesâJeue A, B, C, D mš[erpe) efJeÕeefJeÅeeueÙe keâer Dekeâeoefcekeâ ØeCeeueer keâer yegefveÙeeoer
(b) B, C, D, E only/kesâJeue B, C, D, E FkeâeF& nw~
(c) A, B, D, E only/kesâJeue A, B, D, E Statement/keâLeve II :
(d) A, C, D, E only/kesâJeue A, C, D, E The responsibilities of the Board of studies
42. Which is the highest body to advice central and include planning, coordination and review of the
state governments on education? academic programme of university/DeOÙeÙeve yees[& kesâ
efMe#ee kesâ mebyebOe ceW kesâvõ mejkeâej Deewj jepÙe mejkeâej keâes GòejoeefÙelJeeW ceW efJeÕeefJeÅeeueÙe kesâ Dekeâeoefcekeâ keâeÙe&›eâceeW keâer
hejeceMe& osves Jeeuee Meer<e& efvekeâeÙe keâewve-mee nw? efveÙeespeve, mecevJeÙe Deewj meceer#ee Meeefceue nw~
(a) UGC/Ùet.peer.meer. (b) CABE/meer.S.yeer.F& In the light of the above statements, choose the
(c) NSDA/Sve.Sme.[er.S (d) NIEPA Sve.DeeF&.F&.heer.S correct answer from the options given below:
43. Which of the following part of criteria for GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
assessment of higher education institutions is mes mener Gòej ÛegveW~
laid down by National Assessment and (a) Both statement I and statement II are true
Accreditation Council (NAAC)? keâLeve I Deewj II oesveeW mener nw~
GÛÛe efMe#eCe mebmLeeDeeW kesâ cetuÙeebkeâve kesâ mebyebOe ceW je°êrÙe (b) Both statement I and statement II are false
cetuÙeebkeâve Deewj ØelÙeeÙeve heefj<eo (Sve.S.S.meer.) Éeje keâLeve I Deewj II oesveeW ieuele nw~
ÙeLee efveOee&efjle ceeveob[eW keâe efvecveefueefKele ceW mes keâewve-mes (c) Statement I is correct but statement II is false
Yeeie nw? keâLeve I melÙe nw efkeâvleg keâLeve II ieuele nw~
(A) Curricular aspects/hee"ŸeÛeÙee& mebbyebOeer henuet (d) Statement I is incorrect but statement II is
(B) Teaching learning and Evaluation true/keâLeve I DemelÙe nw efkeâvleg keâLeve II mener nw~
efMe#eCe DeefOeiece Deewj cetuÙeebkeâve Read the passage and answer questions 46 to 50.
(C) Continuous improvement in attainment of Birds are under severe stress and strain because of
outcomes/heefjCeeceeW keâes neefmeue keâjves ceW melele megOeej human activities and many of them are facing a threat to
their survival. These threats come in various ways, such
(D) Research, innovation and extension
as habitat loss and damage to ecosystems, agricultural
DevegmebOeeve veJeeÛeej Deewj efJemleej and industrial activities and issues like pesticide
(E) Facilities and Technical support poisoning and effluent discharges, urbanization up to
megefJeOeeSb Deewj lekeâveerkeâer meneÙelee some extent, hunting and pet trade. A study has noted
Choose the correct answer from the options both long term and recently recorded annual losses.
given below: Some species which were categorized of being "least
concern" by the International Union for conservation of
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~ Nature (IUCN) were found to be seriously endangered.
(a) A, B, C only/kesâJeue A, B, C There are reasons for "high concern" over 52% of the
(b) A, B, D only/kesâJeue A, B, D species which is figured in the study. Some geographical
areas present greater threats to them than others. Some
(c) C, D, E only/kesâJeue C, D, E
species which are found in the Western and the Eastern
(d) D, E, A only/kesâJeue D, E, A Ghats are fast dwindling. The Western Ghats, is a great
44. In the context of skill based/ vocational home for many birds, have seen the numbers of some of
education, NSQF competency level 8 is them dwindle as much as 75% in the last two decades.
equivalent to. The ecological changes in the Terai grasslands in
keâewMeue DeeOeeefjle/JÙeeJemeeefÙekeâ efMe#ee kesâ meboefYe&le ceW Northern India have adversely affected birds endemic to
them and many migratory species.
Sve Sme keäÙet Sheâ #ecelee mlej 8 efvecveefueefKele ceW mes Amidst the bleak needs, one bright spat is about the
efkeâmekesâ mecekeâ#e nQ? sparrows which had disappeared from cities but are now
(a) Undergraduate (Hons.) degree found to be stable in numbers in other area. That shows
DeJejmveelekeâ (Deeveme&) ef[«eer some resilience but the conditions that helped them to
survive may not be available to other birds. Protection of
(b) Master (Post graduate) degree/mveelekeâesòej ef[«eer habitats and other steps to save the birds should get high
(c) Advanced Diploma/S[Jeebm[ ef[hueescee priority. We are yet to realize that the disappearance of
(d) Doctorate degree/[e@keäšesjsš ef[«eer birds from nature or the diminution of their numbers will
make life difficult for us. Nature and life forms that it
45. Given below are two statements:
supports are crucially dependent on each other and the
veerÛes oes keâLeve efoÙes ieÙes nw- link should not be snapped.
efvecveefueefKele ieÅeebMe keâes OÙeevehetJe&keâ heefÌ{S leLee Gmekesâ he§eele, 47. Most of species have fallen into the category of
ØeMve mebKÙee 46 mes 50 lekeâ kesâ ØeMve kesâ Gòej oerefpeS~ being.
DeefOekeâebMe ØepeeefleÙeeB efkeâme ßesCeer ceW Dee ieF& nQ?
ceeveJe ef›eâÙeekeâueeheeW kesâ Ûeueles he#eer Skeâ iebYeerj mebkeâšeheVe leveeJe mes
(a) highly endangered/Deefle mebkeâšeheVe ßesCeer ceW
Dee«emle nw leLee GveceW mes DeefOekeâebMe Deheves DeefmlelJe kesâ KelejW keâe
(b) of least concern/keâce efÛeblee keâer ßesCeer ceW
meecevee keâj jns nQ~ Ùes Kelejs Deveskeâeveskeâ ™heeW ceW GYej jns nQ pewmes
(c) of moderate concern/meeceevÙe efÛeblee keâer ßesCeer ceW
DeeJeemeerÙe #ejCe SJeb heeefjefmLeeflekeâer keâer efJeõt<elee, ke=âef<e SJeb DeewÅeeefiekeâ
(d) useful for survival of man
ef›eâÙeeSB leLee keâeršveeMekeâeW keâer yenguelee kesâ cegös, ceue œeeJe, MnjerkeâjCe
ceveg<Ùe kesâ DeefmlelJe kesâ efueÙes GheÙeesieer keâer ßesCeer ceW
leLee kegâÚ no lekeâ Skeâ DeeKesš SJeb heeuelet peerJeeW keâe JÙeeheej~ Skeâ
48. The fast paced dwindling of certain unique
DeOÙeÙeve ceW oerIe&keâeefuekeâ SJeb DeÅeleve DeefYeuesefKele Jeeef<e&keâ vegkeâmeeveeW hej species of birds can be seen.
ØekeâeMe [euee ieÙee nw~ kegâÚ Ssmeer ØepeeefleÙeeb efpevnW FbšjvesMeveue ÙetefveÙeve kegâÚ DeefÉleerÙe ØepeeefleÙeeW kesâ heef#eÙeeW keâer mebKÙee efkeâve
heâe@j kebâpejJesMeve Dee@heâ vesÛej (DeeF& Ùet meer Sve) ves keâce cenlJe keâer ßesCeer mLeeveeW hej lespeer mes keâce nes jner nw?
ceW efÛeefÖle efkeâÙee Lee, Jes iebYeerj ™he mes Kelejs keâer heefjefOe ceW nQ~ Fme (a) all over the country/hetjs osMe ceW
DeOÙeÙeve ceW efpeve ueieYeie 52³ mes DeefOekeâ Ssmeer ØepeeefleÙeeW keâe GuuesKe (b) in some sensitive biological hotspot in the
nw, Gvekesâ yeejs ceW Deefle eEÛelee nesves kesâ keâejCe nw~ kegâÚ Yeewieesefuekeâ country
Deveg#es$e Ssmeer ØepeeefleÙeeW kesâ efueÙes meehes#ele: DeefOekeâ Kelejveekeâ nw~ osMe kesâ kegâÚ mebJesoveMeerue pewJe efJeefJeOelee Jeeues #es$eeW ceW
heef§eceer SJeb hetJeea IeešeW ceW pees ØepeeefleÙeeB heeÙeer peeleer nw, Jes õgle ™he ceW (c) in specific geographical areas
efJeve° nes jner nw~ heef§eceer Ieeš, pees DeefOemebKÙe heef#eÙeeW kesâ efueÙes yeÌ[s efJeefMe° Yeewieesefuekeâ #es$eeW ceW
ie=nmLeue Les, GveceW efJeiele oes oMekeâeW kesâ lenle ueieYeie 75³ keâer keâceer (d) in the grasslands of the Terai region/lejeF& #es$e ceW
ngF&~ Gòej Yeejle kesâ lejeF& #es$e ceW Ieefšle heeefjefmLeeflekeâer heefjJele&veeW mes 49. What is one of the positive signs in view of
these concerns?
heef#eÙeeB kegâØeYeeefJele ngF& nQ~ Keemeleewj mes Jes pees meb›eâceCeMeerue nQ leLee pees
Fve efÛevleeDeeW keâes osKeles ngS efvecveebefkeâle ceW mes keäÙee Skeâ
ØeJeemeer keâesefš kesâ nQ~
mekeâejelcekeâ mebkesâle nw?
Fve meesÛeveerÙe/efÛebleepevekeâ meceeÛeejeW kesâ ceOÙe ieewjwÙee Øepeeefle kesâ heef#eÙeeW
(a) migration of birds to grasslands
kesâ yeejs ceW Skeâ DeÛÚer Keyej Ùen nw efkeâ Skeâ meceÙe ceW Jes MenjeW mes
Ieeme kesâ cewoeveeW ceW heef#eÙeeW keâe ØeJeeme
efJeueghle nes ieF& Leer hej Deye DevÙe Deveg#es$eeW ceW heÙee&hle cee$ee ceW efJeÅeeceeve
(b) climate change for better
nw~ Ùen Skeâ DeeMee keâer efkeâjCe peieeleer nw~ efkeâvleg, Jes heefjefmLeefleÙeeB yesnlejer kesâ efueÙes peueJeeÙeg heefjJele&ve
efpevekesâ Ûeueles Jes yeÛe mekeâer nQ, DevÙe heef#eÙeeW keâes megueYe veneR nw~ (c) increase in protective habitats
heef#eÙeeW kesâ efveJeeme mLeueeW keâer megj#ee leLee GvnW yeÛeeves kesâ efueÙes DevÙe mebj#eCeelcekeâ efveJeeme mLeueeW ceW Je=efæ
mebyebefOele heieeW keâes GÛÛe ØeeLeefcekeâlee osveer ÛeeefnS~ nce DeYeer Yeer Ùen (d) stability of survival in areas other than urban
cenmetme veneR keâj jns nQ efkeâ Øeke=âefle mes heef#eÙeeW keâe efJeueeshe DeLeJee Gvekeâer Menjer #es$eeW keâes ÚesÌ[keâj DevÙe #es$eeW ceW DeefmlelJe keâer
mebKÙee ceW Üeme nceejs peerJeve keâes keâ°heo SJeb keâef"ve yeveeSiee~ Øeke=âefle efmLejlee
50. The message flowing from the passage is that.
leLee peerJeve JewefJeOÙe efpevnW meceLe&ve osleer nw, Jes hejmhej ›eâebeflekeâ ™he ceW
GheÙeg&òeâ ieÅeebMe mess Ùen mebosMe efceuelee nw efkeâ-
Skeâ-otmejs hej efveYe&j nQ leLee Fme ëe=bKeuee ceW keâesF& efJeIešve ve nes, Fme (a) man is manipulating nature
efJe<eÙe ceW Yejhetj keâesefMeMe Dehesef#ele nw~ ceveg<Ùe Øeke=âefle ceW nsj-hesâj keâj jne nw
46. The survival of birds in the ecosystem is under (b) it is time to take international reports on bird
threat because of. extinction seriously
heeefjefmLeeflekeâer ceW heef#eÙeeW keâe DeefmlelJe efkeâme keâejCe heef#eÙeeW kesâ efJeueghle nesves kesâ yeejs ceW Debleje&°êrÙe efjheesšeX hej
Kelejs ceW nw? iebYeerjlee mes efJeÛeej keâjves keâe meceÙe nw~
(a) conflict with nature/Øeke=âefle kesâ meeLe mebIe<e& kesâ keâejCe (c) all forms of life on the planet are inter
(b) increased population/pevemebKÙee Je=efæ dependent
(c) Growing international concerns
he=LJeer hej meYeer peerJeve JewefJeOÙe Skeâ otmejs hej efveYe&j nw
Debleje&°êrÙe mlej hej yeÌ{leer efÛeblee kesâ keâejCe (d) re-silent conditions have not improved the
(d) fast rate of development activities future of birds/ueÛeerueer efmLeefleÙeeW mes heef#eÙeeW kesâ
efJekeâeme mebyebOeer ef›eâÙeekeâueeheeW keâer lespe ieefle kesâ keâejCe YeefJe<Ùe ceW megOeej veneR ngDee nw~
ANSWER
1. (d) 6. (a) 11. (d) 16. (a) 21. (b) 26. (b) 31. (b) 36. (a) 41. (c) 46. (d)
2. (c) 7. (d) 12. (c) 17. (b) 22. (b) 27. (c) 32. (b) 37. (d) 42. (b) 47. (a)
3. (b) 8. (a) 13. (d) 18. (c) 23. (d) 28. (d) 33. (c) 38. (b) 43. (b) 48. (b,c)
4. (d) 9. (d) 14. (c) 19. (d) 24. (c) 29. (c) 34. (b) 39. (c) 44. (a) 49. (d)
5. (c) 10. (d) 15. (b) 20. (b) 25. (b) 30. (b) 35. (c) 40. (b) 45. (c) 50. (c)
SOLUTION
1. (d) : meesceJeej, yegOeJeej, ye=nmheefleJeej Deewj Meg›eâJeej keâes efceueekeâj 6. (a) : ØeYeeJeer efMe#eCe ceWs menÙeesie keâjves kesâ efueS efvecveefueefKele
efØevšj C Éeje cegefõle he=‰eW keâer kegâue mebKÙee ØecegKe JÙeJenej nw–
= 35 + 33+32+37 = 137 1. hee" mhe„lee
kegâue efoveeW keâer mebKÙee = 4 2. DevegosMeveelcekeâ efJeefJeOelee
137 3. DeefOeiece Øeef›eâÙee ceW mebueivelee jnvee
Dele: DeYeer° Deewmele = = 34.25
4. efJeÅeeefLe&ÙeeW keâe GheueeqyOe mlej
4
2. (c) : meYeer efØevšjeW Éeje meYeer heebÛe efoveeW ceW cegefõle he=‰eW keâer 5. efMe#ekeâ kesâ %eeve keâe mlej FlÙeeefo~
mebKÙee- 7. (d) : hejeceMe& , ceeie&oMe&ve Deewj efMe#eCe ceW ØeYeeJe keâer efoMee oes
efØebšj efØebšj Éeje cegefõle he=‰eW keâer mebKÙee lejheâe nes leer nw~ pewmes efkeâ FmeceW oesveeW ueesieeW keâer Yeeieeroejer
A 25 + 40 + 22 + 32 + 36 = 155
nes leer nw ~ uesefkeâve DeefOeiece Skeâ lejheâe ØeYeeJe keâer efoMee nw~
FmeceW kesâJeue DeefOeiecekeâòee& ØeYeeefJele neslee nw~
B 20 +15 + 11 + 42 + 36 = 124 8. (a) : efMe#eCe kesâ meefJeceMe& mlej ceW mecØes<eCe Øeef›eâÙee Deefle GÛÛe
C 35 + 30 + 33 + 32 + 37 = 167 mlej hej meef›eâÙe SJeb Devle:ef›eâÙeelcekeâ nesleer nw efpemekesâ Éeje
efMe#eCe Øeef›eâÙee nesleer nw~ Ùen mecePeves ceW ceoo keâjlee nw efkeâ
D 15 + 20 + 40 + 30 + 35 = 140 kewâmes yesnlej ØeoMe&ve efkeâÙee pee mekeâlee nw~
E 25 + 20 + 20 + 22 + 25 = 112 9. (d) : efMe#eCe Skeâ Øeef›eâÙee nw Deewj hejer#eCe efMe#eCe keâe cetuÙeebkeâve
nw~ Dele: efMe#eCe Deewj hejer#eCe oesveeW meeLe-meeLe Ûeueles nQ
Dele: meYeer heebÛe efoveeW keâes efceueekeâj efØebšj D ves leermejs Deewj Øeeflehegef° GheueyOe keâjvee efMe#eCe DeefOeiece Øeef›eâÙee keâe
meyemes keâce he=‰eW keâe cegõCe efkeâÙee nw~ cetuÙe yeÌ{e oslee nw~ Dele: Ùen cetuÙeebkeâve keâe DeeJeMÙekeâ
3. (b) : meYeer heebÛe efoveeW ceW efØebšj D Éeje cegefõle kegâue he=‰eW keâer Ieškeâ nw~ Dele: keâLeve I mener veneR nw efkeâvleg keâLeve II mener
mebKÙee = 15 + 20 + 40 + 30 + 35 = 140 nw
meYeer heebÛe efoveeW ceW efØebšj E Éeje cegefõle kegâue he=‰eW keâer 10. (d) : ceemueeW kesâ DeefOe›eâce ceW DeeJeMÙekeâlee yeue efvecve mlej mes
mebKÙee = 25 + 20 + 20 + 22 + 25 = 112 GÛÛe mlej lekeâ nQ–
112 ⇒ owefvekeâ DeeJeMÙekeâlee (Yeespeve Deewj keâheÌ[e)
Dele: DeYeer° ØeefleMele = ×100
140 ⇒ megj#ee DeeJeMÙekeâlee (pee@ye megj#ee)
= 80% ⇒ meceyeælee SJeb mvesn keâer DeeJeMÙekeâlee (oesmleer)
4. (d) : meesceJeej keâes efØebšj E Éeje cegefõle he=‰eW keâer mebKÙee = 25 ⇒ mecceeve keâer DeeJeMÙekeâlee
Deewj yegOeJeej keâes efØebšj D Éeje cegefõle he=‰eW keâer mebKÙee = ⇒ Deelce-efmeefæ keâer DeeJeMÙekeâlee
40 11. (d) :
(a) ØeÙeesieelcekeâ efJeefOe (iii) GheÙeg&òeâ efveÙeb$eCe keâer efmLeefle
Dele: DeYeer° Devegheele = 25 : 40 = 5 : 8 ceW Deeefßele Ûej hej efvejeefßele
5. (c) : meYeer efØebšjeW Éeje meYeer heebÛe efoveeW ceW cegefõle kegâue he=‰eW keâe Ûej kesâ nsj hesâj kesâ ØeYeeJe keâe
efJeJejCe efvecveJeled nw– DeOÙeÙeve keâjvee~
efØebšj efØebšj Éeje cegefõle he=‰eW keâer mebKÙee (b) keâeÙeexòej efJeefOe (iv) Jele& ceeve ceWs JÙeòeâ mee#ÙeeW kesâ
DeeOeej hej keâejkeâ lelJeeW keâe
A 25 + 40 + 22 + 32 + 36 = 155 DevJes<eCe keâjvee~
B 20 + 15 + 11 + 42 + 36 = 124 (c) JeCe&veelcekeâ (i) ef keâmeer efJeefMe° meceepe ceW
meJex#eCe efJeefOe uees ie efpeme lejerkesâ mes Dehevee
C 35 + 30 + 33 + 32 + 37 = 167 cele Deewj keâeÙe& JÙeòeâ keâjles
D 15 + 20 + 40 + 30 + 35 = 140
nQ Gmekeâe efJemle=le JeCe&ve~
(d) ve=peeleerÙe efJeefOe (ii) heefjIešvee keâer Jele&ceeve
E 25 + 20 + 20 + 22 + 25 = 112 efmLeefleÙeeW kesâ mecyevOe ceW
Dele: heebÛe efoveeW ceW meYeer efØebšjeW Éeje cegefõle he=‰eW keâer kegâue metÛevee Øeehle keâjves kesâ efueS
mebKÙee = 155 + 124 + 167 + 140 + 112 = 698 DeefYekeâefuhele DeOÙeÙeve~

12. (c) : mJeleb$e Ûej MeesOe ceW Ûej kesâ keâejCe keâeÙe& mecyevOe keâes yeleevee (C)leodvegYeteflekeâ Jeelee&ueehe (iv) otmejeW kesâ Âef°keâesCe mes
nw~ Ùen MeesOe ceW DevÙe ÛejeW ceW mJeleb$e keâejCe nw~ Deeefßele JemlegDeeW keâes osKevee
ÛejeW kesâ ØeYeeJe keâes peeveves kesâ efueS nsj-hesâj Ùee yeoueeJe (D) mecØes<eCe Éeje Øeefleyeue (i) efkeâmeer JÙeefòeâ kesâ mJeÙeb kesâ
Skeâ MeesOekeâlee& Éeje efkeâÙee peelee nw~ ØeyebOeve DeelceefJeÕeJeeme keâes
13. (d) : metÛeer-I mes metÛeer-II megcesefuele– ØeoefMe&le keâjlee nw~
metÛeer-I metÛeer-II 21. (b) : ØeMve kesâ Devegmeej ueÌ[efkeâÙeeW keâe hebefòeâ ceW mener ›eâce nw-
(ØeefleÛeÙeve efJeefOe) (efJeJejCe) DBFCEA Ùee AECFBD
(A) mleefjle ØeefleÛeÙeve (II) ØelÙeskeâ FkeâeF& keâes Ûegves peeves kesâ efueS Dele: keâLeve A, C Deewj E mener nw~
mJeleb$e SJeb meceeve DeJemej nw~ 22. (b) : (4) n = 256
(B) mecetn ØeefleÛeÙeve (III) FkeâeF&ÙeeB mecetn nQ Deewj De#egCCe ™he
mes Ûegveer peeleer nw~ Ùee (4) n = 4 4
(C) JÙeJeefmLele ØeefleÛeÙeve (IV) N/n Éeje Øeehle Devlejeue keâe ØeÙeesie oesveebs he#eeW keâe Jeie& keâjves hej,
keâjkesâ meomÙeeW keâe ÛeÙeve efkeâÙee Ùee (4)n = (44 )2
peelee nw~ FveceW N = kegâue, n = Ùee (4) n = 48
JeebefÚle Ghe-kegâue nw~ leguevee keâjves hej,
(D) efJeceelcekeâ ØeefleÛeÙeve (I) ÙeLee heefjYeeef<ele ue#eCeeW kesâ efJeefYeVe n=8
#es$eeW keâe ØeefleefveefOelJe keâjves kesâ efueS ØeMveevegmeej,
FkeâeF&ÙeeW/meomÙeeW keâe ÛeÙeve efkeâÙee n =2 2
peelee nw~ 23. (d) : ceevee JÙeeheejer 100 efkeâ«ee meceeve 100 ™heÙes ceW Kejerolee
14. (c) : keâLeve II DemelÙe nw~ ÛetBefkeâ ICT kesâ DevegØeÙeesie mes MeesOe ceW nw Dele: ›eâÙe cetuÙe 100 ™heÙes nw~
DeeÛeejiele efJemebieefleÙeeW ceW keâceer DeeÙeer nw~ pewmes–keâe@heerjeFš JÙeeheejer Jemleg kesâ cetuÙe hej 50³ keâer Je=efæ Debefkeâle keâjlee
(efkeâmeer otmejs uesKekeâ keâer meece«eer keâes MeesOe ceW DeveefOeke=âle 150
GheÙeesie keâjvee) kesâ GuuebIeve ceW ICT kesâ GheÙeesie mes keâceer nw~ Dele: Debefkeâle cetuÙe = 100 × = 150 ™
100
DeeÙeer nw~ Deewj JÙeeheejer 20³ keâer Útš Øeoeve keâjlee nw~ Dele: efJe›eâÙe
15. (b) : A Deewj R oesveeW mener nw Deewj R, A keâer mener JÙeeKÙee 80
veneR nw~ ef›eâÙeelcekeâ MeesOe efkeâmeer Ûeue jner Ùeespevee Ùee keâeÙe& cetuÙe = 150 × = 120 ™
100
ceW Deeves Jeeueer mecemÙeeDeeW keâes henÛeeveves Je Gvekesâ efvejekeâjCe Ûetbefkeâ JÙeeheejer Jemleg kesâ Yeej ceW 20 ØeefleMele keâer keâceer Yeer
kesâ efueÙes GheeÙe megPeeves keâe keâeÙe& keâjlee nw~
16. (a) : keâ#ee mecØes<eCe keâe ØeÙeesie efMe#ekeâ Deewj efJeÅeeLeea Éeje
keâjlee nw~ Dele: Jemleg keâe Yeej = 100 – 20 = 80 efkeâuees
efJeÛeejeW, YeeJeveeDeeW, DeefYeJe=efòeÙeeW Deewj cetuÙeeW kesâ Deeoeve- Dele: JÙeeheejer 80 efkeâuees keâe meceeve 120 ™heÙes ceW yesÛelee
Øeoeve ceW efkeâÙee peelee nw~ Ùen ceewefKekeâ, efueefKele Ùee nw~
meebkesâeflekeâ ™heeW ceW JÙeòeâ efkeâÙee pee mekeâlee nw~ Q 80 efkeâuees keâe meceeve = 120™
17. (b) : keâ#ee ceW efvecve ØeefleyebOeeW kesâ keâejCe kegâÚ efJe<eÙeeW hej yeele 120
keâjvee Deemeeve neslee nw~ ∴1 efkeâuees keâe meceeve =™
80
1. keâeÙe&Meerue mce=efle 120
2. Ûesleve DeefYe%elee ∴ 100 efkeâuees keâe meceeve = ×100 = 150™
80
3. Ùeme šwime Dele: ueeYe = 150 – 100 = 50 ™.
18. (c) : Mew#eefCekeâ heefjefmLeeflekeâer ceW efkeâmeer JÙeefòeâ keâer mJeÙeb keâer 50
meerceeDeeW keâer mhe° mJeerke=âefle mJeerkeâeÙe& nw~ ceOegj meecetefnkeâ DeYeer° ueeYe ØeefleMele = ×100 = 50%
100
yeeleÛeerle DeOÙeehekeâ kesâ oes<eeW keâes keâce meceÙe lekeâ ner efÚhee 24. (c) :
mekeâleer nw~ Dele: DeOÙeehekeâ oerIe&keâeue ceW ueeskeâefØeÙe veneR yeve
heelee~
19. (d) : peve mebÛeej Deueie lejerkesâ mes keâeÙe& keâjlee nw Deewj mebosMeeW
keâes otjmLe mLeeveeW lekeâ hengBÛeeves ceW meneÙelee keâjlee nw~
OÙeeleJÙe nw efkeâ pevemebÛeej ceW nce Skeâ yeej ceW Skeâ mes
DeefOekeâ mebÛeej GhekeâjCe keâe ØeÙeesie keâj Deheves efJeÛeej otmejeW
lekeâ hengBÛeeles nQ~ peve mebÛeej ceW ÛeÙeveelcekeâlee kesâ ÛejCeeW keâe
mener ›eâce efvecveJele nw- Dele: Jen Deheveer ØeejbefYekeâ efmLeefle mes 600 ceeršj heef§ece
GodYeemeve, DeJeOeeve, DeJeyeesOeve, DeJejesOeve, DeefYeJe=eflekeâ, efoMee ceW nw~
heefjJele&ve 25. (b) : ceevee JÙeefòeâ keâer Ûeeue Deewj Gmekesâ Éeje efueÙee ieÙee meceÙe t
20. (b) : (A) iewj ceewefKekeâ mecØes<eCe (ii) JewÙeefòeâkeâ mecØes<eCe keâe nw~
DeefOekeâ mLeeve ueslee nw~ Dele: otjer (D) = vt ........(i)
(B) ßeJeCe (iii) mebosMeeW kesâ DeYÙeevlej ceW ÙeneB JÙeefòeâ Éeje meceeve otjer 2/3 iegvee ieefle mes 30 efceveš
meneÙekeâ neslee nw~ pÙeeoe meceÙe ceW leÙe keâjlee nw~
2 37. (d) : efoÙes ieÙes «eerve neGme iewmeeW kesâ DeCeg keâer JewefÕekeâ leehe Je=efæ
Dele: otjer (D) = (t + 30) × v #ecelee (keâeye&ve [eF& Dee@keämeeF[ kesâ meehes#e) Iešles ngS ›eâce
3
........(ii) ceW Fme Øekeâej nw-
meceer. (1) Deewj meceer. (2) mes, meuheâj nskeämeeheäueesjeF[ (SF6) (22200) > CFC- 12
2 (8100) > CFC-11 (3800) > veeFš^me Dee@keämeeF[
vt = (t + 30) × v
3 (296) > ceerLesve (23)
2 2 2 38. (b) : efmekeâ efyeefu[bie efmeb[êsce (Sme.yeer.Sme.) Skeâ Ssmeer efmLeefle nw
⇒ vt = vt + 30 × v ⇒ vt − vt = 20v efpemeceW Skeâ Fceejle ceW ueesie yeerceejer kesâ ue#eCe mes heeref[Ì le
3 3 3
vt
⇒ = 20v ⇒ vt = 20v × 3 ⇒ t = 20 × 3 nesles nQ~ pees Fme Fceejle ceW keâece keâjles nQ DeLeJee efveJeeme
3 keâjles nQ~
t = 60 efceveš 39. (c) : keâLeve II DemelÙe nw, [eF&Dee@efkeämeve Deewj heäÙetjeve ØekeâeMe
26. (b) : vÙeeÙe oMe&ve ceW vÙeeÙe JeekeäÙe kesâ DeJeÙeJeeW keâe ›eâce efvecve jmeeÙeefvekeâ Oetce keâesnjs kesâ efvecee&Ce ceW Yetefcekeâe veneR efveYeeles
nw-1. Øeefle%ee nQ~ [eF&Dee@efkeämeve Deewj heäÙetjeve keâe Glheeove ØelÙe#e ™he mes
↓ veneR efkeâÙee peelee nw Ùes DevÙe jmeeÙeveeW kesâ Glheeove kesâ meeLe
2. GoenjCe Øeefleheâue (by product) kesâ ™he ceW Øeehle nesles nQ~ ceeveJe
↓ mJeemLÙe hej Fvekeâe Øeefleketâue ØeYeeJe heÌ[lee nw~
3. nsleg 40. (b) : Skeâ ef[Me meesuej kegâkeâj DeeÙeeflele Deewj efJeefkeâjCe keâes
↓ mebkesâefvõle keâjves kesâ efueÙes hejJeueerÙe ef[Me keâe GheÙeesie keâjlee
4. GheveÙe nw~ Ùen Svees[eFp[ SuÙegefceefveÙece Meerš keâer hejeJele&keâ
↓ meece«eer keâe yevee neslee nw~ Fmes ueieYeie 0.6 efkeâueesJee@š
5. efveieceve efJeÅegle Glheeove keâjves kesâ efueÙes metÙe& kesâ DeefYecegKe nesvee
27. (c) : nsleg Éeje meeOÙe kesâ Keb[ve kesâ keâejCe efve<keâ<e& ceW me=efpele jnlee nw~
nslJeeYeeme keâes efJe™æ keânles nQ~ 41. (c) : Jewefokeâ keâeue keâer ØeKÙeele efJeog<eer ceefnueeSB nQ-
28. (d) : (A) %eeve keâe DevegmcejCe nw (iv) huesšes 1. ieeieea 2. cew$esÙeer
(B) %eeve Ùee lees efJeMues<eCeelcekeâ (iii) ¢etce 3. efJeMJecYeje/efJeMJeJeeje 4. Deheeuee
nw Ùee mebMues<eCeelcekeâ nw~ 42. (b) : kesâvõerÙe efMe#ee meueenkeâej yees[& (CABE) efMe#ee kesâ mebyebOe
(C) %eeve mebefMue° ØeekeâvegYeJe nw (ii) keâebš ceW kesâvõ Deewj jepÙe mejkeâejeW keâes hejeceMe& osves Jeeuee Meer<e&
(D) %eeve yeesOe nw Deewj yeesOe %eeve nw~ (i) yeke&âues efvekeâeÙe nw~ Ùen efMe#ee kesâ #es$e ceW Yeejle mejkeâej keâer meyemes
29. (c) : meeJe&Yeewefcekeâ vekeâejelcekeâ leke&âJeekeäÙe ceW, GösMÙe Deewj efJeOesÙe
oesveeW heo efJeleefjle nesles nQ~ hegjeveer cenlJehetCe& efvekeâeÙe nw~
43. (b) : je°êrÙe cetuÙeebkeâve Deewj ØelÙeeÙeve heefj<eo, Ùetpeermeer Éeje
30. (b) : (A) efJeMegæ leke&â kesâ 1994 ceW mLeeefhele Skeâ mJeeÙeòe efvekeâeÙe nw~ Fmekeâe keâeÙe&
efJejesOe (II) keâebš GÛÛe efMe#eCe mebmLeeveeW keâe cetuÙeebkeâve SJeb ØelÙeeefÙele keâjvee
(B) efJejesOeeYeeme keâe efveÙece (III) Dejmleg nw~ Fmekeâe cegKÙeeueÙe yeQieueesj ceW nw~ Ùen GÛÛe efMe#eCe
(C) mhe°lee SJeb efJeefMe°lee (IV) oskeâele& mebmLeeveeW keâe cetuÙeebkeâve efvecve ceeveoC[eW hej keâjlee nw~
(D) hetJe&-efveÙele meece_pemÙe (I) ueeFyeefveme 1. hee"ŸeÛeÙee& mebyebOeer henuet
31. (b) : DeeF&.Sme.heer. keâe hetCe& ™he Fbšjvesš meefJe&me ØeesJeeF[j nw~ 2. efMe#eCe-DeefOeiece Deewj cetuÙeebkeâve
meeceevÙe MeyoeW ceW DeeF&.Sme.heer. Jees keâcheveer nw pees ueesieeW kesâ 3. DevegmebOeeve, veJeeÛeej Deewj efJemleej
Fbšjvesš keâveskeäMeve Øeoeve keâjleer nw~ 44. (a) : NSQF ÙeesiÙelee mebyebOeer øesâceJeke&â nw, pees peevekeâejer efmkeâue
32. (b) : efyeš jsš vesšJeke&â Éeje Øeefle meskesâC[ mebÛeeefjle keâer peeves Deewj SefhššŸet[ kesâ Deveg™he meYeer ÙeesiÙeleeDeeW keâes leÙe
Jeeueer efyešeW keâer mebKÙee nw~ keâjlee nw~ NSQF #ecelee mlej 8 DeJej mveelekeâ (Dee@veme&)
33. (c) : Fbšjvesš hej OJeefve SJeb ceušerceeref[Ùee me$eeW keâer ef[ueerJejer ef[«eer kesâ mecekeâ#e nw~
keâer keâeÙe& ØeCeeueer Jeer Dees DeeF& heer nw~ 45. (c) : keâLeve I melÙe nw efkeâvleg keâLeve II DemelÙe nw~ DeOÙeÙeve
34. (b) : keâchÙetšj vesšJeke&â peye efyevee kesâyeue kesâ pegÌ[s nesles nw lees Gmes yees[& efJeÕeefJeÅeeueÙe Mew#eefCekeâ ØeCeeueer keâer yegefveÙeeoer FkeâeF&
yesleej vesšJeefkeËâie keânles nQ~ nw~ Fmekesâ keâeÙe& nQ efJeefYeVe hee"Ÿe›eâceeW keâer meece«eer lewÙeej
1. vesšJeke&â keâes efJemleeefjle keâjvee mejue nw~ keâjvee, meceÙe meceÙe hej hee"Ÿe›eâceeW keâer meceer#ee SJeb
2. DeeBkeâÌ[W leejÙegòeâ ØeCeeueer keâer Dehes#ee keâce megjef#ele nw~ veJeerveerkeâjCe keâjvee SJeb veS hee"Ÿe›eâce Meg™ keâjvee nw~
35. (c) : (A) efveie&le (DeeGšhegš ef[JeeFme) (II) cegõkeâ (efØebšj) 46. (d) : heeefjefmLeeflekeâer ceW heef#eÙeeW keâe DeefmlelJe efJekeâeme mebyebOeer
(B) eqmemšce meeheäšJesÙej (I) Deehejsefšbie efmemšce ef›eâÙeekeâueeheeW keâer lespe ieefle kesâ keâejCe Kelejs ceW nw~
(C) YeC[ejCe Ùeb$e (mšesjspe ef[JeeFme) (IV) Deej.S.Sce 47. (a) : DeefOekeâebMe ØepeeefleÙeeB Deefle mebkeâšeheVe ßesCeer ceW Dee ieF& nQ~
(D) ShueerkesâMeve meeheäšJesÙej (III) Sce.Sme. Dee@efheâme 48.(b&c):kegâÚ DeefÉleerÙe ØepeeefleÙeeW kesâ heef#eÙeeW keâer mebKÙee osMe kesâ
36. (a) : he=LJeer keâer Deespeesve hejle keâe #ejCe keâjves Jeeues heoeLeeX keâes
ÛejCeyeæ lejerkesâ mes Gvekesâ GheYeesie keâes Kelce keâjves kesâ efueÙes kegâÚ mebJesoveMeerue pewJe efJeefJeOelee Jeeues #es$eeW ceW Skeâ efJeefMe°
cee@efvš^Ùeue Øeesšeskeâe@ue hej JewefÕekeâ mecePeewlee 1987 ceW ngDee~ Yeewieesefuekeâ #es$eeW ceW lespeer mes keâce nes jner nw~
Fme Øeesšeskeâe@ue kesâ lenle Skeâ yenghe#eerÙe keâes<e mLeeefhele efkeâÙee 49. (d) : GheÙeg&òeâ efÛevleeDeeW keâes osKeles ngS Menjer #es$eeW keâes ÚesÌ[keâj
ieÙee efpemekeâe GösMÙe cee@efvš^Ùeue Øeesšeskeâe@ue kesâ he#ekeâej Gve DevÙe #es$eeW ceW DeefmlelJe keâer efmLejlee Skeâ mekeâejelcekeâ mebkesâle
efJekeâemeMeerue osMeeW keâes efJeòeerÙe Deewj lekeâveerkeâer meneÙelee nw~
Øeoeve keâjvee nw efpevekeâer Deespeesve #ejCe keâjves Jeeues heoeLeeX
keâer Øeefle JÙeefòeâ Kehele Deewj Glheeove 0.3 efkeâ«ee mes keâce 50. (c) : GheÙeg&òeâ ieÅeebMe mes Ùen mebosMe efceuelee nw efkeâ he=LJeer hej
nesieer~ meYeer Øekeâej kesâ mepeerJe Skeâ otmejs hej efveYe&j nQ~
PRACTICE SET-7
Comprehension : Ùeefo efJe%eeve efJe<eÙe ceW oeefKeuee uesves Jeeueer 20 ØeefleMele
The following table embodies the details about the ueÌ[efkeâÙeeB Deheves efJe<eÙe keâes ØeyebOeve ceW yeoueleer nw lees
enrollment of students in five different streams meye efceueekeâj ØeyebOeve efJe<eÙe mes mebyebefOele efJeÅeeefLe&ÙeeW keâer
namely IT, Management, Commerce, Science and kegâue veÙeer mebKÙee keäÙee nesieer?
Arts in a college during the session 2019-20. A total (a) 593 (b) 733
number of 3500 students including 1500 girls have (c) 453 (d) 1003
been enrolled in the college. Based on the data in the 5. The number of girls enrolled in Arts, Science
table, answer the questions 1-5. and Commerce streams together forms what
me$e 2019-20 kesâ oewjeve Skeâ ceneefJeÅeeueÙe ceW heeBÛe efJeefYevve percent (%) of total number of students in the
college?
efJe<eÙeeW ceW veeefcele DeeF&.šer., ØeyebOeve, JeeefCepÙe, efJe%eeve leLee keâuee, efJe%eeve leLee JeeefCepÙe cebs oeefKeuee uesves Jeeueer
keâuee ceW efJeÅeeefLe&ÙeeW kesâ oeefKeues kesâ efJe<eÙe ceW efvecveefueefKele ueÌ[efkeâÙeeW keâer kegâue mebKÙee ceneefJeÅeeueÙe ceW efJeÅeeefLe&ÙeeW
leeefuekeâe ceW efJeJejCe efoS ieS nQ~ 1500 Úe$eeDeeW meefnle keâer kegâue mebKÙee keâe efkeâlevee ØeefleMele (%) nw?
efJeÅeeefLe&ÙeeW keâer kegâue mebKÙee 3500 keâe ceneefJeÅeeueÙe ceW oeefKeue (a) 20% (b) 30%
efkeâÙee ieÙee~ leeefuekeâe kesâ DeekeâÌ[eW kesâ DeeOeej hej ØeMve meKÙee 1- (c) 40% (d) 60%
5 lekeâ keâe Gòej oerefpeS– 6. Which level of teaching uses higher level of
cognitive abilities as specified in Bloom's
efJe<eÙe–Jeej efJeÅeeefLe&Ùeebs keâe taxonomy?
Stream Percentage (%) of Percentage (%) of efMe#eCe keâe keâewve-mlej yuetce kesâ JeieeakeâjCe efJe%eeve ceW
efJe<eÙe students enrolled Girls enrolled (out ÙeLee efveefo&° meb%eeveelcekeâ ÙeesiÙelee keâe ØeÙeesie keâjlee nw?
(out of 3500) of 1500)
(a) Memory level/mce=efle mlej
oeefKeuee uesves Jeeues oeefKeuee uesves Jeeues
(b) Understanding level/DeJeyeesOe mlej
efJeÅeeefLe&ÙeeW keâe ØeefleMele Úe$eeDeeW keâe ØeefleMele (c) Reflective level/efJeceMeea mlej
(%) (3500 ceW mes) (%) (1500 ceW mes) (d) Autonomous development level/mJeeÙeòe efJekeâeme mlej
IT/DeeF&.šer 20% 18% 7. The teaching strategy which will be best suited
Management 16% 12% to deal with students who in terms of
ØeyebOeve performance readiness level are in the category
Commerce 12% 21% of 'able but unwilling', will be :
JeeefCepÙe efve<heeove lelhejleemlej keâs ™he ceW pees efJeÅeeLeea ‘me#ece
Science/efJe%eeve 22% 11%
hejvleg DeefveÛÚgkeâ’ Jeie& ceW nw Gvekesâ efueS meJee&efOekeâ
GheÙegòeâ efMe#eCe jCeveerefle Ùen nesieer:
Arts/keâuee 30% 38% (a) Assigning challenging tasks and delegation of
1. What is the total number of boys enrolled in roles/ÛegveewleerhetCe& keâeÙe& osvee leLee YetefcekeâeDeeW keâe
Management stream and IT stream together? ØeefleefveefOelJe keâjvee
ØeyebOeve efJe<eÙe leLee DeeF&.šer. efJe<eÙe ceW Skeâ meeLe ueÌ[keâeW (b) Involving in tasks and providing socio-
keâer kegâue mebKÙee efkeâleveer nw? emotional support with scope for recognition
(a) 1050 (b) 810 keâeÙeeX ceW ueieevee leLee meeceeefpekeâ-mebJesieelcekeâ meceLe&ve,
(c) 1120 (d) 980 efpemeceW henÛeeve efkeâS peeves keâer iegbpeeFMe nes Øeoeve keâjvee~
2. What is the ratio of the number of girls (c) Mentoring and guiding with close supervision
enrolled in Arts to the number of boys enrolled efve<š mes heÙe&Jes#eCe kesâ meeLe hejeceMe& SJeb efoMee-efveoxMe osvee
in science? (d) Keeping the tasks specific and easy
efJe%eeve ceW oeefKeue nesves Jeeues ueÌ[keâeW keâer mebKÙee mes keâuee ceW keâeÙeeX keâes efJeefMe° Je mejue yeveeS jKevee~
oeefKeue ueÌ[efkeâÙeeW keâer mebKÙee keâe keäÙee Devegheele nw? 8. Which of the following will be said to be the
behavioural competencies in an effective
(a) 14:23 (b) 2:3 teaching behaviour repertoire?
(c) 114:121 (d) 53:65 ØeYeeJeer efMe#eCe–JÙeJenej kesâ mehešue ceW efvecveefueefKele ceW
3. What is the total number of girls enrolled in mes efkeâvnW JÙeeJeneefjkeâ meceLe&lee keâne peeSiee?
Science and Commerce streams together? (A) Self efficacy and locus of control
efJe%eeve SJeb JeeefCepÙe efJe<eÙeeW ceW Skeâ meeLe oeefKeue nesves Deelce meeceLÙe& kesâ efveÙeb$eCe keâer mebefmLeefle
Jeeueer ueÌ[efkeâÙeeW keâer kegâue mebKÙee efkeâleveer nw? (B) Planning and teaching/Ùeespevee SJeb efMe#eCe
(a) 450 (b) 495 (C) Managing and examining (monitoring)
(c) 345 (d) 480 ØeyebOeve SJeb hejer#eCe (ceeveeršefjbie) keâjvee
4. If 20% of the girls enrolled in Science change (D) Evaluating and providing feedback
their stream to management, then what will be cetuÙeebkeâve SJeb Øeeflehegef° GheueyOe keâjJeevee
the new number of students belonging to (E) Logical, clear and confident
management stream altogether? leeefke&âkeâ mhe° SJeb DeeMJemle
Choose the correct answer from the options In the light of the above statements, choose the
given below : correct answer from the options given below :
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes : GheÙeg&òeâ keâLeve kesâ Deeueeskeâ ceW efvecveefueefKele efJekeâuheebs ceW
(a) (A), (B) and (D) only/kesâJeue (A) (B) Deewj (D)
mes meJee&efOekeâ GheÙegkeäle Gòej Ûegves :
(b) (A), (B) and (C) only/kesâJeue (A) (B) Deewj (C) correct explanation of (A)/(A) Deewj (R) oesvees
(c) (A), (D) and (E) only/kesâJeue (A) (D) Deewj (E) mener nw Deewj R A keâer mener JÙeeKÙee nw~
(d) (C), (D) and (E) only/kesâJeue (C) (D) Deewj (E) (b) Both (A) and (R) are true and (R) is not the
9. Given below are two statements: correct explanation of (A)/(A) Deewj (R) oesvees
veerÛes oes keâLeve efoS ieS nw: mener nw hejvleg (R) (A) keâer mener JÙeeKÙee veneR nw~
Statement/keâLeve (I) : (c) (A) is true but (R) is false
(A) mener nw hejvleg (A) mener veneR nw~
In a classroom assessment, a teacher finds that the
distribution of students score is positively skewed.
Hence the mean of scores will be greater than the
11. Which of the following research focuses on
median and median will be greater than the mode enhancing the corpus of knowledge in a given
keâ#ee cetuÙeebkeâve ceW efMe#ekeâ keâes %eele neslee nw efkeâ efJeÅeeefLe&ÙeeW kesâ field?
DebkeâeW keâe efJelejCe mekeâejelcekeâ ™he mes efJe<ece nw~ Dele: DebkeâeW efvecveefueefKele ceW mes keâewve mee DevegmebOeeve efkeâmeer efoS ieS
keâe ceeOÙe, ceeefOÙekeâe mes DeefOekeâ nesiee Deewj ceeefOÙekeâe ceeve #es$e ceW %eeve kesâ keâes<e ceW Je=efæ keâjlee nw?
yenguekeâ mes DeefOekeâ nesieer~ (a) Action Research/ef›eâÙeelcekeâ DevegmebOeeve
Statement/keâLeve (II) : (b) Applied Research/JÙeJeùle DevegmebOeeve
When the distribution of students score is found to (c) Evaluative Research/cetuÙeebkeâveelcekeâ DevegmebOeeve
be normal, then all the three measures of central (d) Fundamental Research/ceewefuekeâ DevegmebOeeve
tendency coincide 12. Which of the following research method
employs internal and external criticism for
peye efJeÅeeefLe&ÙeeW keâs Debkeâebs keâe efJelejCe meeceevÙe heeÙee peelee nw lees analysis of evidences and data?
kesâvõerÙe ØeJe=efòe kesâ meYeer leerveeW keâe ceeve Skeâ ner nesles nQ mee#ÙeeW SJeb DeeBkeâÌ[eW kesâ efJeMues<eCe nsleg efvecveefueefKele
In the light of the above statements, choose the keâewve meer DevegmebOeeve efJeefOe ceW Deebleefjkeâ SJeb yeenjer
most appropriate answer from the options DeeueesÛevee keâe ØeÙeesie efkeâÙee peelee nw:
given below : (a) Ex post facto method/keâeÙeexòej efJeefOe
GheÙe&gòeâ keâLeveeW keâs Deeueeskeâ ceW efvecveefueefKele efJekeâuheeW ceW (b) Experimental method/ØeÙeesieelcekeâ efJeefOe
mes meJee&efOekeâ GheÙegkeäle Gòej ÛegveW : (c) Historical method/Ssefleneefmekeâ efJeefOe
(a) Both statement I and Statement II are correct (d) Descriptive survey method
keâLeve I Deewj II oesveeW mener nw~ efJeJejCeelcekeâ meJex#eCe efJeefOe
13. Identify the key features of qualitative
(b) Both statement I and statement II are research:
incorrect/keâLeve I Deewj II oesveeW mener veneR nw~ iegCeelcekeâ DevegmebOeeve kesâ ØecegKe ue#eCeeW keâer henÛeeve
(c) Statement I is correct but statement II is keâerefpeS:
incorrect/keâLeve I mener nw efkebâleg keâLeve II mener veneR nw~ (A) Actual settings as the source of data
(d) Statement I is incorrect but statement II is DeeBkeâÌ[eW kesâ œeesle kesâ ™he ceW JeemleefJekeâ heefjefmLeefleÙeeB
correct/keâLeve I mener veneR nw efkebâleg keâLeve II mener nw~ (B) Control, observe and measure as main
10. Given below are two statements: One is operations/cegKÙe mebef›eâÙeeDeeW kesâ ™he ceW efveÙeb$eCe,
labelled as Assertion (A) and the other is DeJeueeskeâve SJeb GheeÙe
labelled as Reason (R) : (C) Data takes the forms of word or pictures
veerÛes oes keâLeve efoS ieS nQ efpemeceW mes Skeâ keâes Dee@keâÌ[s, MeyoeW SJeb efÛe$eeW keâe ™he uesles nQ~
DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~ (D) Formation of hypothesis and testing of
hypothesis.
heefjkeâuhevee yeveevee leLee heefjkeâuhevee keâe hejer#eCe keâjvee
In order to be teaching-learning systems effective
(E) Hypothesis making and hypothesis testing.
it must be carefully planned, adequately
implemented and appropriately evaluated heefjkeâuhevee keâe efvecee&Ce SJeb hejer#eCe
efMe#eCe-DeefOeiece ØeCeeueer keâes ØeYeeJeer nesves kesâ efueS Ùen meeJeOeeveer In the light of the above statements, choose the
correct answer from the options given below :
hetJe&keâ Ùeespeveeyeæ, heÙee&hle ™he mes keâeÙee&evf Jele Deewj mecegefÛele ™he mes GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW veerÛes efoÙes ieÙes efJekeâuheeW
cetuÙeebefkeâle nesveer ÛeeefnS~ ceW mes mener Gòej ÛegefveÙes :
Reasons/leke&â (R) :
Effectiveness of teaching-learning systems is a (a) (A), (C) and (D) only/kesâJeue (A), (C) Deewj (D)
pre-requisite for all levels of education (b) (A), (B) and (C) only/kesâJeue (A), (B) Deewj (C)
efMe#eCe-DeefOeiece ØeCeeueer keâer ØeYeeJeeslheeokeâlee, efMe#ee kesâ meYeer (c) (B), (C) and (D) only/kesâJeue (B), (C) Deewj (D)
mlejeW kesâ efueS hetJee&hesef#ele nw~ (d) (C), (D) and (E) only/kesâJeue (C), (D) Deewj (E)
14. Given below are two statements: One is 17. Identify the correct sequence of the following
labelled as Assertion (A) and the other is elements in the latter part of the
labelled as Reason (R): communication process after decoding:
veerÛes oes keâLeve efoS ieS nQ efpeveceW mes Skeâ keâes ef[keâesef[bie kesâ he§eele mebØes<eCe Øeef›eâÙee kesâ mener ›eâce keâer
DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~ henÛeeve keâjW
Research ethics and its observance is necessary in (A) Environment/JeeleeJejCe (B) Feedback/heâer[yewkeâ
the interest of credibility and quality of research (C) Context/meboYe& (D) Interference/JÙeeIeele
MeesOe DeeÛeej Deewj Gmekeâe heeueve MeesOe keâer efJeÕemeveerÙelee Deewj Choose the correct answer from the options
iegCeJeòee kesâ efueS DeeJeMÙekeâ nw~ given below:
Reason/leke&â (R) : veerÛes efoÙes ieS efJekeâuheeW ceW mes mener Gòej ÛegefveÙes:
The policy making bodies have to be accountable (a) (A), (B), (C), (D) (b) (B), (C), (D), (A)
for pursuing research with an eye on promoting (c) (C), (D), (A), (B) (d) (B), (A), (C), (D)
excellence/veerefle efveOee&jkeâ efvekeâeÙeeW keâes iegCeJeòee mebJeOe&ve keâer 18. Match List I with List II:
metÛeer-I keâes metÛeer -II kesâ meeLe megcesefuele keâerefpeS
Âef° mes MeesOe efkeâS peeves kesâ efueS efpeccesoej nesvee ÛeeefnS~
In the light of the above statements choose the List/metÛeer-I List/metÛeer-II
correct answer from the options given below: (Type of media/ (Example/GoenjCe)
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW ceeref[Ùee kesâ Øekeâej)
mes ner GheÙegòeâ Gòej ÛegveW: (A) Synchronous (I) Application of
(a) Both (A) and (R) are true and (R) is the media Multi-media
correct explanation of (A)/(A) Deewj (R) oesveeW mecekeâeefuekeâ ceeOÙece ceušer-ceeref[Ùee keâe
mener nQ Deewj (R), (A) keâer mener JÙeeKÙee nw~ DevegØeÙeesie
(b) Both (A) and (R) are true but (R) is NOT the (B) Asynchronous (II) Interactive multi-
correct explanation of (A)/(A) Deewj (R) oesveeW media media
mener nQ hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw~ Demecekeâeefuekeâ Debleef›eâ&Ùeelcekeâ ceušer-
(c) (A) is true but (R) is false ceeOÙece ceeref[Ùee
(A) mener nw hejvleg (R) mener veneR nw~ (C) Rich media (III) E-mail/F&-cesue
(d) (A) is false but (R) is true IeveerYetle ceeOÙece
(D) Hyper media (IV) Telephone/otjYee<e
15. A researcher intends to find out the differences
in motivational outlook of first degree level
DevegØeÙeesie ceeOÙece
students in terms of their belongingness to Choose the correct answer from the options
rural/urban areas and the educational status of given below:
parents. What will be the dependent variable in efvecveefueefKele efJekeâuheeW ceW mes mener Gòej ÛegefveS:
this study? (a) (A)-(I), (B)-(II), (C)-(III), (D)-(IV)
Skeâ MeesOekeâlee& ØeLece ef[«eer mlej kesâ efJeÅeeefLe&ÙeeW keâer (b) (A)-(IV), (B)-(III), (C)-(II), (D)-(I)
DeefYeØesCeelcekeâ DeefYeJe=efòe ceW Devlej Gvekesâ «eeceerCe/Menjer (c) (A)-(II), (B)-(IV), (C)-(I), (D)-(III)
#es$eeW Deewj Gvekesâ DeefYeYeeJekeâebs kesâ Mewef#ekeâ mlej keâer Âef° (d) (A)-(III), (B)-(I), (C)-(IV), (D)-(II)
mes %eele keâjvee Ûeenlee nw~ lees Fme DeOÙeÙeve ceW Deeefßele 19. Given below are two statements: One is
Ûej keäÙee nesiee? labelled as Reason (R):
(a) Belongingness to rural/urban areas veerÛes oes keâLeve efoS ieS nQ efpemeceW mes Skeâ keâes
Gvekeâe «eeceerCe/Menjer #es$e DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~
(b) First degree level/ØeLece ef[«eer mlej Assertion/DeefYekeâLeve (A) :
(c) Educational status of parents
Effective communicators align appearance with
DeefYeYeeJekeâeW keâe Mewef#ekeâ mlej body language and tone
(d) Motivational outlook/DeefYeØesjCeelcekeâ DeefYeJe=efòe ØeYeeJeer mebØes<ekeâ Deheveer DeefYeJÙeefòeâ ceW keâeÙe&-cegõe Deewj mJej kesâ
16. Distance in Inter-personal communication is meeLe leeuecesue keâj uesles nQ~
indicative of one's Reason/leke&â (R) :
heejcheefjkeâ mebÛeej ceW otjer efkeâmekeâer Åeeslekeâ nw? Such an alignment forms part of the art of
(a) Showmanship/vesle=lJe #ecelee persuasion/Ùen leeuecesue DevegveÙe keâer keâuee keâe Debie nw~
(b) Social strategy/meeceeefpekeâ jCeveerefle In the light of the above statements, choose
(c) Culture/mebmke=âefle most appropriate answer from the options
(d) Business-like approach/JÙeJemeeefÙekeâ Âef°keâesCe given below :
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW Statement/keâLeve (II) :
mes meJee&efOekeâ mener Gòej ÛegveW: Two triangles are said to be similar if their
(a) Both (A) and (R) are correct and (R) is the corresponding angles and corresponding sides are
correct explanation of (A)/(A) Deewj (R) oesveeW equal/oes ef$eYegpeeW keâes mece™he keâne peelee nw Ùeefo Gvekesâ mebiele
mener nQ Deewj (R), (A) keâer mener JÙeeKÙee nw~ keâesCe Deewj mebiele YegpeeSb meceeve neW~
(b) Both (A) and (R) are correct and (R) is NOT In the light of the above statements, choose the
the correct explanation of (A)/(A) Deewj (R) oesveeW correct answer from the options given below:
mener nQ Deewj (R), (A) keâer mener JÙeeKÙee veneR nw~ GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
(c) (A) is correct but (R) is not correct mes mener Gòej ÛegveW:
(A) mener nw hejvleg (R) mener veneR nw~ (a) Both statement I and statement II are true
(d) (A) is not correct but (R) is correct
keâLeve I Deewj II oesveeW mener nQ~
(b) Both statement I and statement II are false
20. Which of the following are contributive to
positive influence on teacher-student keâLeve I Deewj II oesveeW ieuele nQ~
communication? (c) Statement I is correct but statement II is false
DeOÙeehekeâ-efJeÅeeLeea mecØes<eCe kesâ mebyebOe ceW efvecveefueefKele keâLeve I melÙe nw efkebâleg keâLeve II ieuele nw~
ceW mes keâewve-mes mekeâejelcekeâ ØeYeeJe ceW Ùeesieoeve osles nQ? (d) Statement I is incorrect but statement II is
(A) Making assumptions/ceevÙelee efveefce&efle true/keâLeve I DemelÙe nw efkebâleg keâLeve II mener nQ~
(B) Limited interaction/meerefcele Deble:ef›eâÙee 24. Find the wrong number in the series :
(C) Fostering a sense of belongingness efvecveefueefKele mebKÙee-›eâce ceW mes ieuele mebKÙee keâe helee
leoerÙelJe keâer YeeJevee yeÌ{evee ueieeSb
(D) Acknowledging participation 7, 8, 18, 57, 228, 1165, 6996
ØeefleYeeefielee keâes mJeerkeâej keâjvee (a) 1165 (b) 228
(E) Persuasive attitude/DevegveÙeelcekeâ DeefYeJe=efòe (c) 57 (d) 18
Choose the most appropriate answer form the 25. Given below are two statements :
options given below: veerÛes oes keâLeve efoS ieS nQ:
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes: Statement/keâLeve (I) :
(a) (A), (B), (C) only/kesâJeue (A), (B), (C) When we perform an experiment, then the set S of
(b) (B), (C), (D) only/kesâJeue (B), (C), (D) all possible outcomes is called the sample space
(c) (C), (D), (E) only/kesâJeue (C), (D), (E) peye nce keâesF& ØeÙeesie keâjles nQ lees meYeer mebYeJe heefjCeeceeW keâe
(d) (A), (D), (E) only/kesâJeue (A), (D), (E) mecegÛÛeÙe S ØeefleoMe& mhesme keânueelee nw~
21. A pipe normally fills a tank in 12 hours. but Statement/keâLeve (II) :
due to a leak, it takes 8 hours more. If the tank
Any superset of a sample space is called an event
is full how many hours will the leak take to
empty it?
efkeâmeer ØeefleoMe& mhesme keâe DeefOemecegÛÛeÙe ‘FJeWš’ keânueelee nw~
Skeâ heeFhe Skeâ šQkeâ keâes Deeceleewj hej 12 IebšeW ceW Yej In the light of the above statements, choose the
correct answer from the options given below:
oslee nw~ hejvleg efuekesâpe keâer Jepen mes Fmes Yejves ceW 8 Iebšs
DeefOekeâ ueieles nQ~ Ùeefo šQkeâ Yeje ngDee nes lees efuekesâpe keâer
mes mener Gòej ÛegveW:
Jepen mes Fmes Keeueer nesves ceW efkeâlevee meceÙe ueiesiee?
(a) 12 (b) 22
(c) 30 (d) 33
22. What is the remainder when 64 divides 1671? (b) Both Statement I and Statement II are false
1671 keâes 64 mes efJeYeeefpele keâjves hej efkeâlevee Mes<e keâLeve I Deewj II oesveeW ieuele nQ~
yeÛesiee? (c) Statement I is correct but Statement II is false
(a) 4 (b) 5
keâLeve I melÙe nw efkebâleg keâLeve II ieuele nw~
(c) 6 (d) 7 (d) Statement I is incorrect but Statement II is
23. Given below are two statements: true/keâLeve I DemelÙe nw efkebâleg keâLeve II mener nw~
veerÛes oes keâLeve efoS ieS nQ: 26. In terms of the relationship indicated below,
Statement/keâLeve (I) : which word will correctly pair to replace the
Two triangles are said to be congruent if their question mark ?
corresponding angles are equal and corresponding Frown : Pain :: Smile : ............ ? .............
sides are proportional/oes ef$eYegpe meJeeËiemece keânueeles nQ veerÛes oMee&S ieS mebyebOe kesâ Devegmeej, keâewve-mee Meyo ØeMve
Ùeefo Gvekesâ mebiele keâesCe meceeve neW Deewj mebiele YegpeeSb efÛevn kesâ mLeeve hej megcesefuele nesiee?
meceevegheeleer neW~ Goemeer: heerÌ[e:: cegmkeâeve: ............. ? ..............
(a) Joy/KegMeer (b) Sorrow/og:Ke In the classical square of opposition which one
(c) Failure/efJeheâuelee (d) Discomfiture/JÙe«elee of the following is the correct option ?
27. Given below are two statements : One is efJejesOe kesâ keäueeefmekeâer Jeie& ceW Fmekesâ efueS efvecveefueefKele
labelled as Assertion (A) and the other is ceW mes keâewve-mee efJekeâuhe mener nww:
labelled as Reason (R) : (a) Subaltern/GheeßeÙeer (meyeDeeušve&)
veerÛes oes keâLeve efoS ieS nQ efpemeceW mes Skeâ keâes (b) Contradictory/JÙeeIeeleer
DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~ (c) Contrary/efJehejerleeLe&keâ
Assertion/DeefYekeâLeve (A) : (d) Sub-contrary/Ghe-efJehejerleeLe&keâ
Since the perception of hardness is not necessarily 30. Match List I with List II :
connected with its colour, it can be said that all the metÛeer-I keâes metÛeer-II megcesefuele keâerefpeS
perceptions seen conjoined but never connected List/metÛeer-I List/metÛeer-II
ÛetBefkeâ keâ"esjlee keâe yeesOe Gmekesâ jbie mes DeeJeMÙekeâ ™he mes
(Concept/DeJeOeejCee) (Philosopher
mebyebefOele veneR nw FmeefueS Ùen keâne pee mekeâlee nw meYeer yeesOe
oeMe&efvekeâ)
mebÙegòeâ Øeleerle nesles nQ hejvleg keâYeer mebyebefOele veneR nesles nQ~
(A) Causality is apriori (I) Aristotle/Dejmlet
Causal relationship is always contingent and
keâejCelee ØeeievegYeefJekeâ nw~
probable because it is derived from experience (B) Causality is synthetic (II) Hegel/nerieue
keâeÙe&-keâejCecetuekeâ mebyebOe meowJe Deekeâefmcekeâ Deewj mebYeeefJele neslee keâejCelee mebMues<Ceelcekeâ nw~
nw keäÙeeWefkeâ Jen DevegYeJe mes Øeehle neslee nw~ (C) Causality is dialectical (III) Hume/ùtce
In the light of the above statements. choose the keâejCelee ÉvÉelcekeâ nw~
correct answer from the options given below : (D) Causality is material (IV) Kant/keâebš
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW keâejCelee Yeeweflekeâ nw~
mes mener Gòej ÛegveW: Choose the correct answer from the options
(a) Both (A) and (R) are true and (R) is the given below
correct explanation of (A)/(A) Deewj (R) oesveeW veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej keâe ÛeÙeve keâjW:
mener nQ Deewj (R), (A) keâer mener JÙeeKÙee nw~ (a) (A)-(III), (B)-(I), (C)-(IV), (D)-(III)
(b) Both (A) and (R) are true but (R) is NOT the (b) (A)-(IV), (B)-(III), (C)-(II), (D)-(I)
correct explanation of (A)/(A) Deewj (R) oesveeW (c) (A)-(I), (B)-(IV), (C)-(III), (D)-(II)
(d) (A)-(III), (B)-(I), (C)-(II), (D)-(IV)
mener nQ hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw~ 31. CDMA stands for
meer[erSceS (CDMA) keâe leelheÙe& nw:
(A) mener nw hejvleg (R) mener veneR nw~
(a) Code Division Multiplexed Access
keâes[ ef[Jeerpeve ceušerhueskeâm[ Skeämesme
(b) Code Division Multiple Access
28. Given below are two propositions :
keâes[ ef[Jeerpeve ceušerheue Skeämesme
veerÛes oes Øeefle%eefhleÙeeb oer ieF& nw:
(c) Code Division Mobile Access
All philosophers are fallible./meYeer oeMe&efvekeâ oes<e#ece nQ~ keâes[ ef[Jeerpeve ceesyeeFue Skeämesme
Hegel is not fallible./nerieue oes<e#ece veneR nw~ (d) Code Division Mobile Adapter
In the classical square of opposition. which one keâes[ ef[Jeerpeve ceesyeeFue S[hšj
of the following is the correct option for this ?
32. In display technology, CRT stands for
efJejesOe kesâ keäueeefmekeâer Jeie& ceW Fmekesâ efueS efvecveefueefKele ef[mhues šskeäveesuee@peer ceW, meer Deej šer keâe leelheÙe& nw
ceW mes keâewve-mee efJekeâuhe mener nw?
(a) Cathode Ray Transmission/kewâLees[ js šêbmeefceMeve
(a) Contrary/efJehejerleeLe&keâ
(b) Computer Ray Transmission/kebâhÙetšj js šêbmeefceMeve
(b) Sub contrary/Ghe-efJehejerleeLe&keâ
(c) Cathode Ray Tube/kewâLees[ js šdÙetye
(c) Contradictory/JÙeeIeeleer
(d) Cathode Ray Transducer/kewâLees[ js šêbme[Ÿetmej
(d) Subaltern/GheeßeÙeer (meyeDeeušve&)
33. Given below are two statements :
29. Given below are two propositions :
veerÛes oes Øeefle%eefhleÙeeb oer ieF& nQ: veerÛes oes keâLeve efoS ieS nQ:
Some animals are fierce. Statement/keâLeve (I) :
kegâÚ peeveJej KetBKeej nesles nQ~ External hard disk is a primary memory
Some animals are not fierce. yee¢e ne[& ef[mkeâ Skeâ ØeeFcejer cewceesjer nw~
kegâÚ peeveJej KetBKeej veneR nesles nQ~ Statement/keâLeve (II) :
In general, pen drives have more storage capacity (a) (A) and (B) only/kesâJeue (A) Deewj (B)
than external hard disks/meeceevÙele: hesve [êFJe keâer (b) (A), (B) and (D) only/kesâJeue (A), (B) Deewj (D)
mšesjspe #ecelee yee¢e ne[& ef[mkeâ mes DeefOekeâ nesleer nw~ (c) (C) and (D) only/kesâJeue (C) Deewj (D)
In the light of the above statements, choose the (d) (B) and (C) only/kesâJeue (B) Deewj (C)
correct answer from the options given below : 36. Exposure to excessive noise pollution can cause
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW DelÙeefOekeâ OJeefve Øeot<eCe ceW DeOeesefueefKele ceW keâewve mes
mes mener Gòej ÛegveW: keâejCe nes mekeâles nQ?
(a) Both Statement I and statement II are true (A) Hearing impairment/ßeJeCe oes<e
keâLeve I keâLeve II oesveeW mener nQ~
(B) Insomnia/Deefveõe
(b) Both Statement I and Statement II are false
(C) Rise in blood pressure/jòeâÛeehe ceW Je=efæ
keâLeve I keâLeve II oesveeW ieuele nQ~
(c) Statement I is correct but Statement II is false (D) Respiratory disease/MJemeve mebyebOeer jesie
keâLeve I melÙe nw efkebâleg keâLeve II ieuele nw~ (E) Reduced work efficiency/keâeÙe&#ecelee keâce nes peevee
(d) Statement I is incorrect but Statement II is Choose the most appropriate answer from the
true/keâLeve I ieuele nw efkebâleg keâLeve II mener nw~ options given below :
34. Match List I with List II. veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS:
metÛeer-I keâes metÛeer-II mes megcesefuele keâerefpeS (a) (A), (C), (E) only/kesâJeue (A), (C) Deewj (E)
List/metÛeer-I List/metÛeer-II (b) (A), (C), (D) only/kesâJeue (A), (C) Deewj (D)
(ceo) (GoenjCe) (c) (B), (C) and (E) only/kesâJeue (B), (C) Deewj (E)
(d) (A), (B), (C) and (E) only
(A) Web 2.0 (I) Windows 8, i-OS
Applications efJeb[es 8, DeeF&-Dees Sme kesâJeue (A), (B), (C) Deewj (E)
Jesye 2.0 ShueerkesâMeve 37. In Photo Voltaic system (PV-system) arrange
the following from smallest to the largest unit
(B) Search Engines (II) C++, Java/peeJee
meÛe& Fbpeve ØekeâeMe-efJeYeJelee ØeCeeueer (heer.yeer.-efmemšce) ceW,
(C) System Software's (III) Blogs, Twitter
efvecveefueefKele keâes meyemes Úesšer mes meyemes yeÌ[er FkeâeF& kesâ
efmemšce mee@heäšJesÙej yuee@ie, efšdJešj ›eâce ceW ueieeFS
(D) High level (IV) Google, Yahoo (A) Module/cee@[dÙetue (B) Array/Sjs
languages ietieue, Ùeent (C) Solar cell/meewj mesue (D) Array field/Sjs #es$e
neF& uesJeue ueQiJespe Choose the correct answer from the options
Choose the correct answer from the options given below :
given below : veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS:
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS: (a) (B), (D), (A), (C) (b) (B), (D), (C), (A)
(a) (A)-(IV), (B)-(III), (C)-(I), (D)-(II) (c) (C), (B), (D), (A) (d) (C), (A), (B), (D)
(b) (A)-(III), (B)-(IV), (C)-(I), (D)-(II) 38. Which of the following types of particulate
(c) (A)-(I), (B)-(III), (C)-(IV), (D)-(II) matter pollutants are used in calculation of Air
(d) (A)-(IV), (B)-(I), (C)-(III), (D)-(II) Quality Index (AQI)?
35. Which of the following statements are true? JeeÙeg iegCeJeòee metÛekeâebkeâ (S keäÙet DeeF&) keâer ieCevee ceW
efvecveefueefKele ceW mes keâewve mes keâLeve melÙe nQ? efvecveefueefKele ceW mes keâewvemes Øekeâej kesâ met#ce keâCe
(A) An algorithm may produce no output (heefš&kegâuesš cewšj) Øeot<ekeâeW keâe ØeÙeesie efkeâÙee peelee nw?
Skeâ Suieesefjodce keâesF& DeeGšhegš veneR os mekeâlee nw~ (A) TSP (Total Suspended Particles)
(B) An algorithm expressed in a programming šer Sme heer (kegâue memheW[W[ met#cekeâCe)
language is called a computer program (B) PM 10 (Particulate matters of size 10 micron
Øees«eeefcebie ueQiJespe ceW DeefYeÙegòeâ Suieesefjodce keâes kebâhÙetšj or less)/heer Sce 10 (10 ceeF›eâesve Ùee Gmemes keâce
Øees«eece keâne peelee nw~ Deekeâej kesâ met#cekeâCe)
(C) An algorithm is expressed in a graphical form (C) PM 2.5 (Particulate matter of size 2.5 micron
known as flowchart/«eeheâ kesâ ™he ceW DeefYeJÙeòeâ or less)/heer Sce 2.5 (2.5 ceeF›eâesve Ùee Gmemes keâce
Suieesefjodce keâes heäuees Ûeeš& keâne peelee nw~ Deekeâej kesâ met#cekeâCe)
(D) An algorithm can have infinite sequence of (D) PM 1 (Particulate matter of size 1 micron or
instructions/Skeâ Suieesefjodce ceW DevegosMeeW keâe Deveble less)/heer Sce 1 (1 ceeF›eâesve Ùee Gmemes keâce Deekeâej kesâ
›eâce nes mekeâlee nw~ met#cekeâCe)
Choose the correct answer from the options Choose the correct answer from the options
given below : given below :
veerÛes efoÙes ieÙes efJekeâuheebs ceW mes mener Gòej ÛegefveÙes: veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes:
(a) (B), (C) and (D) only/kesâJeue (B), (C) Deewj (D) (a) (A)-(I), (B)-(III), (C)-(IV), (D)-(II)
(b) (A) and (B) only/kesâJeue (A) Deewj (B) (b) (A)-(I), (B)-(III), (C)-(II), (D)-(IV)
(c) (B) and (C) only/kesâJeue (B) Deewj (C) (c) (A)-(III), (B)-(IV), (C)-(II), (D)-(I)
(d) (A), (B) and (C) only/kesâJeue (A), (B) Deewj (C) (d) (A)-(III), (B)-(I), (C)-(IV), (D)-(II)
39. Match List I with List II : 41. In which year, All India Council for Technical
metÛeer-I keâes metÛeer-II mes megcesefuele keâerefpeS Education was set up as a statutory body by an
List/metÛeer-I List/metÛeer-II Act of Parliament?
(International (Provisions/ØeeJeOeeve) efvecveefueefKele ceW mes efkeâme Je<e& ceW mebmeo kesâ DeefOeefveÙece
Agreements/ Éeje Skeâ meJee&efOekeâ efvekeâeÙe kesâ ™he ceW DeefKeue YeejleerÙe
Debleje°êrÙe mecePeewlee)
(A) Montreal (I) Clean affordable
lekeâveerkeâer efMe#ee heefj<eo keâer mLeehevee keâer ieF& Leer?
Protocol energy (a) 1986 (b) 1987
cee@efvš^Ùeue Øeesšeskeâe@ue mJeÛÚ memleer Tpee& (c) 1988 (d) 1989
(B) Kyoto Protocol (II) Controlling 42. Which are the characteristics of an effective
keäÙeesšes Øeesšeskeâe@ue consumption and team in an institution of higher learning ?
production of Halon GÛÛe DeefOeiece kesâ efkeâmeer mebmLeeve ceW Skeâ ØeYeeJeer šerce
nsueesve keâer Kehele Deewj
Glheeove keâes efveÙebef$ele keâer keâewve-meer efJeMes<eleeSb nQ?
keâjvee (A) The atmosphere tends to be informal in which
(C) Convention on (III) Emission trading members of team are involved
Biodiversity Glmepe&ve JÙeeheej JeeleeJejCe DeveewheÛeeefjkeâ neslee nw, efpemeceW šerce kesâ meomÙeeW
pewJe efJeefJeOelee mebyebOeer keâer Yeeieeroejer nesleer nw~
keâvJeWMeve (B) There is a lot of discussion in which everyone
(D) International (IV) Clearing House Solar
solar Alliance Mechanism participates/DelÙeefOekeâ ÛeÛee& nesleer nw, efpemeceW ØelÙeskeâ
FbšjvesMeveue meesuej keäueerÙeefjbie neGme meesuej meomÙe Yeeie ueslee nw~
SueeÙebme cekesâefvepce (C) The task of group is well understood and
Choose the correct answer from the options accepted by the group members
given below : mecetn kesâ keâeÙe& keâes DeÛÚer lejn mecePee peelee nw Deewj
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS:
(a) (A)-(IV), (B)-(II), (C)-(III), (D)-(I)
mecetn kesâ meomÙeeW keâes mJeerkeâeÙe& neslee nw~
(b) (A)-(II), (B)-(I), (C)-(III), (D)-(IV) (D) The members of the group are not afraid of
(c) (A)-(II), (B)-(I), (C)-(IV), (D)-(III) putting forth their ideas/mecetn kesâ meomÙe Deheves
(d) (A)-(II), (B)-(III), (C)-(IV), (D)-(I) efJeÛeejesb keâes Øemlegle keâjves ceW veneR [jles nQ~
40. Match List I with List II :
metÛeer-I keâes metÛeer -II mes megcesefuele keâerefpeS (E) The members of the group avoid
List/metÛeer-I List/metÛeer-II disagreement and conflict among themselves
(Toxic and Hazardous (Major Sources) mecetn kesâ meomÙe Deheves yeerÛe celeYeso Deewj mebIe<e& mes yeÛeles
substances) nQ~
(A) Vinyl chloride (I) Electric Insulations Choose the correct answer from the options
efJeveeFue keäueesjeF[ Fuesefkeäš^keâ FbmÙeguesMeve given below :
(B) Polychlorinated (II) Fuel combustion veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes :
biphenyls (PCBs) FËOeve onve
hee@ueerkeäueesjervesšs[ (a) (A), (B), (C), (D) only/kesâJeue (A), (B), (C), (D)
yeeF&efheâveeFume (b) (B), (C), (D), (E) only/kesâJeue (B), (C), (D), (E)
(heer meer yeer) (c) (C), (D), (E), (A) only/kesâJeue (C), (D), (E), (A)
(C) Benzo(a)pyrene (III) Plastic Industrial (d) (E), (A), (B),(C) only/kesâJeue (E), (A), (B), (C)
yeWpees (S) heeÙejerve uses/hueeefmškeâ keâe 43. Helping individuals and social values,
DeewÅeesefiekeâ GheÙeesie contributes to development of :
(D) Polycyclic (IV) Waste Incineration meeceeefpekeâ cetuÙeeW keâes «enCe keâjves ceW JÙeefòeâÙeeW Deewj
Aromatic DeheefMe° YemceerkeâjCe meeceeefpekeâ mecetneW keâer meneÙelee efkeâmeceW Ùeesieoeve keâjleer
Hydrocarbons nw:
hee@ueermeeFefkeäuekeâ (a) Environmental awareness/heÙee&JejCeerÙe peeie™keâlee
Ssjescewefškeâ neF[êskeâeye&ve (b) Environmental knowledge/heÙee&JejCeerÙe %eeve
(c) Environmental attitude/heÙee&JejCeerÙe DeefYeJe=efòe
given below :
veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej keâe ÛeÙeve keâjW (d) Environmental skills/heÙee&JejCeerÙe keâewMeue

44. The principle responsibilities of Academic professional values
Council in a University include veweflekeâ, jerefle-veerefleiele Deewj
efkeâmeer efJeÕeefJeÅeeueÙe ceW efJeæled heefj<eo kesâ cegKÙe JÙeJemeeÙeiele cetuÙeeW mes
GòejoeefÙelJe efvecveefueefKele ceW mes keâewve mes nQ?
mebyebefOele
(A) Maintenance of quality and standard of
(C) Laissez-faire (III) Concerned with
academic programmes/Mew#eefCekeâ keâeÙe&›eâceeW keâer
iegCeJeòee Deewj ceevekeâeW keâes yeveeS jKevee~ Denmle#eshe maintenance of
social control
(B) Planning, coordination, development,
oversight and review of academic meeceeefpekeâ efveÙeb$eCe jKeves
programmes of University/efJeÕeefJeÅeeueÙe kesâ mes mebyebefOele
Mew#eefCekeâ keâeÙe&›eâceeW keâer Ùeespevee yeveevee, mecevJeÙe, (D) Judgmental (IV) Concerned with the
efJekeâeme, efvejer#eCe Deewj hegvejer#eCe keâjvee~ efveCe&Ùehejkeâ importance of self-
(C) Laying down the essential qualifications for development
recruitment of faculty in various disciplines Deelce-efJekeâeme kesâ cenlJe mes
efJeefYeVe efJe<eÙeeW ceW mebkeâeÙe-meomÙeeW keâer Yeleea kesâ efueS mebyebefOele
DeeJeMÙekeâ Den&leeDeeW keâes efveOee&efjle keâjvee~ Choose the correct answer from the options
(D) Framing and revising/updating the contents of given below :
courses of various academic programmes veerÛes efoS ieS efJekeâuheeW ceW mes mener Glelej keâe ÛeÙeve keâjW
efJeefYeVe Mew#eefCekeâ keâeÙe&›eâceeW kesâ hee"dÙe›eâceeW keâer mebjÛeveeDeeW
(a) (A)-(III), (B)-(IV), (C)-(II), (D)-(I)
keâes lewÙeej keâjvee Deewj mebMeesOeve/DeÅeleve keâjvee~ (b) (A)-(II), (B)-(I), (C)-(IV), (D)-(III)
(E) Admission of fee structure for various
(c) (A)-(I), (B)-(III), (C)-(II), (D)-(IV)
academic programmes/efJeefYeVe Mew#eefCekeâ keâeÙe&›eâceeW
(d) (A)-(IV), (B)-(II), (C)-(III), (D)-(I)
kesâ efueS heâerme kesâ {ebÛes keâer mJeerke=âefle~ Read the passage and answer the following question
Choose the correct answer from the options 46 to 50.
given below :
'Power' has been differentiated by numerous authors and
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes: practitioners. Amitai Etzioni was among the first to
(a) (A) and (B) only/kesâJeue (A), Deewj (B) describe individuals who are able to induce other
(b) (A), (B), (D) and (E) only individuals to comply and take action because of their
kesâJeue (A), (B), (D), Deewj (E) position in the organization as having position power'.
(c) (A), (B), (C) and (D) only Some are skilled enough to have both. Position power is
kesâJeue (A), (B), (C), Deewj (D) the extent to which those people to whom managers
(d) (A), (B), (C) and (E) only report are willing to delegate authority and responsibility
kesâJeue (A), (B), (C), Deewj (E) to them. So position power tends to flow down in an
45. Match List I with List II : List –I and List – II organization. This is not to say that leaders do not have
consist of types of procedures used for
any impact on how much position power they accrue.
continuous appraisal of teaching and non-
They certainly do. The confidence and trust they develop
teaching staff in higher education and
characteristics of these appraisal respectively : with the people around them will often determine the
metÛeer-I keâes metÛeer-II mes megcesefuele keâerefpeS: metÛeer-I Deewj willingness of upper management to delegate to them.
metÛeer-II ceW ›eâceMeŠ GÛÛe efMe#ee ceW efMe#eCe SJeb Remember, though, that whatever power is delegated
downward can also be taken back. Personal power is the
efMe#eCesòej keâefce&ÙeeW kesâ efvejblej cetuÙeebkeâve kesâ efueS ØeÙegòeâ
extent to which followers respect, feel good about, and
heæfleÙeeW kesâ Øekeâej Deewj Fve cetuÙeebkeâveeW keâer efJeMes<eleeSb are committed to the leader. They believe that their own
oer ieF& nQ~ needs and goals will be recognized, supported, and
List/metÛeer-I List/metÛeer-II facilitated by their leader. As such personal power in an
(Types of Appraisal (Characteristics organizational setting comes from below-from the
cetuÙeebkeâve kesâ Øekeâej) efJeMes<eleeSb) followers – and so flows up in an organization. Personal
(A) Developmental (I) Concerned with power is not inherent in the leader. It is were, managers
efJekeâemeelcekeâ doing and achieving with personal power could take over any department and
keâeÙe& keâjves Deewj Øeehle leave the same commitment and rapport they had in their
keâjvee last department. Personal power is a day-to-day
(B) Managerial (II) Concerned with phenomenon. Personal power is a critical part of having
ØeyebOeveelcekeâ moral, ethical and and demonstrating emotional intelligence.

efvecveefueefKele ieÅeebMe keâes OÙeevehetJe&keâ heefÌ{S leLee Gmekesâ he§eeled (b) positional power/efmLeeflekeâ Meefòeâ
heÇMve mebKÙee 46 mes 50 lekeâ kesâ ØeMve kesâ Gòej oerefpeS: (c) authoritarian power/DeefOekeâej Jeeoer Meefòeâ
efJeefYeVe uesKekeâeW SJeb DeYÙeemekeâlee&DeeW Éeje ‘Meefòeâ’ keâes DeJeOeejCee ceW (d) delegated power/ØeefleefveOeeefvele Meefòeâ
efJeYeso efkeâÙee ieÙee nw~ GveceW DeefceleeF& SšefpeDeesveer ves meyemes henues Gve 47. Personal power emanates from
JÙeefòeâÙeeW keâe JeCe&ve efkeâÙee pees DevÙe JÙeefòeâÙeeW keâes Devegheeueve nsleg JewÙeefòeâkeâ Meefòeâ efkeâmemes GlheVe nesleer nw?
De«emej keâjles nQ~ leLee Jes mebmLee ceW Deheveer heoMeefòeâ kesâ ceeOÙece mes (a) the group of managers
keâeÙe&Jeener keâjles nQ leLee Jes pees Deheves DeefYekeâefce&ÙeeW Éeje Meefòeâ Deefpe&le ØeyebOekeâeW kesâ mecetn mes
keâjles nQ- ÙeLee JewÙeefòeâkeâ Meefòeâ~ keâefleheÙe vesle=lJe ceW Ùen oesveeW Øekeâej keâer (b) the delegation of responsibility
oeefÙelJeeW kesâ ØeefleefveOeeve mes
MeefòeâÙeeB meceeefnle nesleer nQ~ Ùen Jen Meefòeâ nw efpemeceW Jes Jeefj‰ ØeÇyebOekeâ
(c) the followers/DevegÙeeefÙeÙeeW mes
efpevekesâ DeOeerve Skeâ ØeyevOekeâ keâeÙe& keâjlee nw Gmekeâer Deheveer heosve Øeehle
(d) the top-level executives in an organisation
meòee SJeb oeefÙelJe keâes ØeefleefveOeeefvele keâjves keâer lelhejlee megueYe nesleer nw~
mebmLee ceW GÛÛe mlej kesâ keâeÙe&keâeefjÙeeW mes
Gme Øekeâej heoMeefòeâ mebmLee ceW GOJee&Oej ™he ceW ØeJeeefnle nesleer nw~
48. Delegation of power to managers depends upon
Gmekeâe Ùen leelheÙe& veneR nw efkeâ vesle=lJe ceW heoMeefòeâ efkeâleveer nw Gmekeâe Jes
ØeyebOekeâeW keâes Meefòeâ keâe ØeefleefveOeeve Gme hej efveYe&j neslee
mJeÙeb Snmeeme veneR keâjles, Jes Jemlegle: DevegYeJe keâjles nQ efkeâ Gvekesâ heeme
nw:
Ùes Meefòeâ nw~ Deheves menkeâefce&ÙeeW kesâ meeLe Jes efkeâlevee efJeÕeeme SJeb
(a) downward flow of authority
efJeÕemeveerÙelee Øeehle keâjles nQ pees Gme yeele keâe efveCee&Ùekeâ nesiee efkeâ Jes
ØecegKe keâe DeOees-ØeJeen
Thejer ØeyebOeve leb$e ceW efkeâlevee Meefòeâ ØeefleefveOeeve keâje heeles nQ~ mcejCeerÙe (b) the whimsicality of top managers
nw efkeâ efpeleveer Meefòeâ GOJee&Oej ™he ceW ØeefleefveOeeefvele nesleer nw Jen GÛÛe heomLe ØeyebOekeâeW keâe ceveceeveerheve
ØelÙeeJeefle&le Yeer nes mekeâleer nw~ JewÙeefòeâkeâ Meefòeâ Jen keânueeleer nw efpemeceW (c) the people around the management
menkeâceea Deheves vesle=lJe kesâ Øeefle Deeoj, heeefjlees<e YeeJe leLee Øeefleyeælee ØeyebOeve kesâ Deeme-heeme kesâ ueesie
menpe ner DeefYeJÙeòeâ keâjles nQ~ Jes Ssmee meesÛeles nQ efkeâ Gvekeâer Deheveer (d) the trust reposed by the top managers
DeeJeMÙekeâleeDeeW SJeb ue#ÙeeW keâer Øeeefhle ceW vesle=lJe Éeje henÛeeve, meceLe&ve GÛÛe meomÙe ØeyebOekeâeW Éeje DeJeueefcyele efJeÕeeme
SJeb megkeâjlee Øeehle nesieer~ Fme Âef° keâes efkeâmeer mebmLeeiele heefjhesÇ#Ùe ceW 49. Position power, when delegated is
JewÙeefòeâkeâ Meefòeâ DeOe-GOJe&ieeceer ØeJeen keâer Deesj DeefYecegKe DeLee&le heo keâer Meefòeâ peve ØeefleefveOee&efjle nesleer nw lees Jen
DeefYekeâceea mes vesle=lJe keâer Deesj nesleer nw~ JewÙeefòeâkeâ Meefkeäle vesle=lJe ceW (a) volatile/DeefmLej nesleer nw
mJele:%eele veneR nesleer nw~ Ùeefo Ssmee neslee lees Jes ØeyebOekeâ efpeveceW Ùen (b) permanent/mLeeÙeer nesleer nw
nesleer nw Jes efkeâmeer Yeer efJeYeeie keâer efpeccesoejer keâe efveJee&n meheâueleehetJe&keâ (c) absolute/efvejhes#e nesleer nw
keâj heeles leLee Jes Deheves hetJe& efJeYeeie ceW Deheves menkeâefce&ÙeeW Éeje ØeoefMe&le (d) inherent/Devleefve&‰ nesleer nw
Øeefleyeælee SJeb hejmhej menÙeesie keâer YeeJevee Gleveer ner ™he ceW osKe 50. The passage recognizes the critical role of
heeles~ JewÙeefòeâkeâ Meefòeâ Skeâ owveefvoveer keâer heefjIešvee nw leLee Ùen ieÅeebMe Fme cenlJehetCe& YetefcekeäÙe keâer henÛeeve keâjlee nw:
YeeJeelcekeâ Øe%ee keâer efJeÅeceevelee SJeb Gmeer DeefYeJÙeefòeâ keâe Skeâ cenlJehetCe& (a) faith of the leader in his followers
Debie nw~ vesle=lJe keâe Deheves DevegÙeeefÙeÙeeW ceW efJeÕeeme
46. When individuals in an organisation ask others (b) emotional intelligence to have personal power
to comply with their instructions. It is YeeJeveelcekeâ Øe%ee kesâ heeme JewÙeefòeâkeâ Meefòeâ nesveer ÛeeefnS
identified as (c) needs and goals of managers for personal
peye efkeâmeer mebmLee ceW Skeâ JÙeefòeâ otmejeW keâes Deheves power/JewÙeefòeâkeâ Meefòeâ kesâ efueS ØeyebOekeâeW keâer
DevegosMeeW keâe Devegheeueve keâjves kesâ efueS keânlee nw lees Gmes DeJeMÙekeâleeSb SJeb ue#Ùe
Fme Øekeâej henÛeevee peelee nw (d) power flowing upward so that managers can
gain personal power/Meefòeâ GOJe&ieeceer nesleer nQ leeefkeâ
(a) organisational power/mebmLeeiele Meefòeâ
ØeyebOekeâ JewÙeefòeâkeâ Meefòeâ hee mekeWâ
ANSWER
1. (b) 6. (c) 11. (d) 16. (c) 21. (c) 26. (a) 31. (b) 36. (d) 41. (b) 46. (b)
2. (c) 7. (b) 12. (c) 17. (d) 22. (d) 27. (a) 32. (c) 37. (d) 42. (a) 47. (c)
3. (d) 8. (a) 13. (a) 18. (b) 23. (b) 28. (c) 33. (b) 38. (c) 43. (c) 48. (d)
4. (a) 9. (a) 14. (a) 19. (a) 24. (b) 29. (d) 34. (b) 39. (d) 44. (a) 49. (a)
5. (b) 10. (a) 15. (d) 20. (c) 25. (c) 30. (b) 35. (d) 40. (d) 45. (b) 50. (b)
SOLUTION
1. (b) : ØeyevOeve efJe<eÙe ceW ueÌ[keâeW keâer mebKÙee 5. (b) : keâuee efJe<eÙe ceW oeefKeue ueÌ[efkeâÙeeW keâer mebKÙee
16 12 38
= 3500 × − 1500 × = 1500 × =570
100 100 100
= 560 – 180 efJe%eeve efJe<eÙe ceW oeefKeue ueÌ[efkeâÙeeW keâer mebKÙee
= 380 11
DeeF&.šer. efJe<eÙe ceW ueÌ[keâeW keâer mebKÙee = 1500 × =165
100
20 18 JeeefCepÙe efJe<eÙe ceW oeefKeue ueÌ[efkeâÙeeW keâer mebKÙee
= 3500 × − 1500 ×
100 100 21
= 700 – 270 = 1500 × = 315
100
= 430
Dele: keâuee, efJe%eeve Deewj JeeefCepÙe efJe<eÙe ceW oeefKeue kegâue
Dele: DeYeer° Ùeesie = 380 + 430
= 810
ueÌ[efkeâÙeeW keâer mebKÙee = 570 + 165 + 315 = 1050
keâuee efJe<eÙe ceW oeefKeuee uesves Jeeueer ueÌ[efkeâÙeeW keâer mebKÙee 1050
2. (c) : Dele: DeYeer° ØeefleMele = ×100 = 30%
38 3500
= 1500 ×
100
= 570 yuetce kesâ JeieeakeâjCe efJe%eeve leerve cee@[ueeW keâe Skeâ mecetn nw
6. (c) :
efJe%eeve efJe<eÙe ceW oeefKeuee uesves Jeeues ueÌ[keâeW keâer mebKÙee efpemekeâe GheÙeesie meerKeves kesâ GösMÙeeW keâes leerve Deueie-Deueie
22 11 [escesve meb%eeveelcekeâ, YeeJeelcekeâ Deewj ceveesielÙeelcekeâ ceW mhe°
= 3500 ×
100
− 1500 ×
100 keâjves kesâ efueS efkeâÙee peelee nw~ efMe#eCe keâe efJeceMeea mlej
= 770 – 165 = 605 yuetce kesâ JeieeakeâjCe efJe%eeve ceW ÙeLee efveefo&° meb%eeveelcekeâ
Dele: DeYeer° Devegheele = 570 : 605 ÙeesiÙelee keâe ØeÙeesie keâjlee nw~
= 114 : 121 7. (b) : Úe$eeW keâes efmeKeeves kesâ efueS efMe#ekeâ Éeje efJeefYeVe jCeveerefle
3. (d) : efJe%eeve efJe<eÙe ceW oeefKeuee uesves Jeeueer ueÌ[efkeâÙeeW keâer kegâue keâe ØeÙeesie efkeâÙee peelee nw~ pewmes- efve<heeove lelhejlee kesâ ™he
mebKÙee = 1500 ×
11
= 165
ceW pees efJeÅeeLeea ‘me#ece hejvleg DeefveÛÚgkeâ’ Jeie& ceW nw Gvekesâ
100 efueS Gmes keâeÙeeX ceW ueieevee leLee meeceeefpekeâ mebJesieelcekeâ
JeeefCepÙe efJe<eÙe ceW oeefKeuee uesves Jeeueer ueÌ[efkeâÙeeW keâer kegâue meceLe&ve efpemeceW henÛeeve efoS peeves keâer iegbpeeFMe nes Øeoeve
mebKÙee = 1500 ×
21
= 315 keâjvee meJee&efOekeâ GheÙegòeâ efMe#eCe jCeveerefle nesieer~
100 8. (a) : ØeYeeJeer efMe#eCe JÙeJenej kesâ mehešue ceW JÙeJeneefjkeâ meceLe&lee
Dele: DeYeer° Ùeesie = 165 + 315 = 480 Jes ÙeesiÙeleeÙeW nw pees efkeâmeer keâeÙe& keâes mener keâjves ceW meneÙekeâ
4. (a) : efJe%eeve efJe<eÙe ceW oeefKeue ueÌ[efkeâÙeeW keâer mebKÙee- nesles nw pees efvecveJeled nw-
11 Ùeespevee Je efMe#eCe
= 1500 × = 165
100 ØeyebOeve Je hejer#eCe
efJe%eeve efJe<eÙe ceW oeefKeue ueÌ[efkeâÙeeW keâer mebKÙee keâe 20% cetuÙeebkeâve Je Øeeflehegef° GheueyOe keâjevee
20 9. (a) : keâLeve-I Deewj keâLeve-II oesveeW mener nw~
= 165 × = 33
100 keâ#ee kesâ cetuÙeebkeâve ceW Úe$eeW kesâ DebkeâeW keâe efJelejCe (DeeJe=efòe
ØeyebOeve efJe<eÙe ceW oeefKeue ueÌ[efkeâÙeeW keâer mebKÙee efJelejCe) mekeâejelcekeâ ™he mes meceeve veneR neslee nw efpemekeâe
16
= 3500 × DeLe& nw meceefcele DeeJe=efòe Je=òe veneR yeve mekeâlee~ Dele: ceeOÙe
100 > ceeefOÙekeâe > yenguekeâ~ efkeâvleg Ùeefo DeeJe=efòe efJemleej mes
= 560
Dele: ØeyebOeve efJe<eÙe ceW oeefKeue ueÌ[efkeâÙeeW keâer veÙeer mebKÙee meceefcele DeeJe=efòe Je=òe yevelee nw lees ceeOÙe, ceeefOÙekeâe Deewj
= 560 + 33 = 593 yenguekeâ meceeve neWies~

10. (a) : DeefYekeâLeve Deewj keâejCe oesveeW mener nw Deewj R, A keâer DeefYeJe=efòe Deeefßele Ûej nesiee~ Skeâ Deeefßele Ûej Jen Ûej
JÙeeKÙee nw~ efMe#eCe-DeefOeiece ØeCeeueer Skeâ Øeef›eâÙee nw Deewj neslee nw efpemekesâ heefjCeece mJeleb$e ÛejeW hej Deeefßele nesles nQ
Fmes ØeYeeJeer yeveeves kesâ efueS kegâÚ cetue meesheeveeW Ùeespevee, Deewj efpevekesâ efJe<eÙe ceW MeesOe keâeÙe& efkeâÙee pee jne nw~
keâeÙee&vJeÙeve, cetuÙeebkeâve leLee hegvejer#eCe keâe nesvee DeeJeMÙekeâ 16. (c) : heejcheefjkeâ mebÛeej ceW otjer efkeâmeer Yeer mebmke=âefle keâe Åeeslekeâ nw~
nw Deewj Ùen meYeer cetue meesheeve efMe#ee kesâ meYeer mlejeW keâe 17. (d) : mecØes<eCe Øeef›eâÙee keâe mener ›eâce efvecveJeled nw-
DeeOeej nw~ m$eesle
11. (d) : ceewefuekeâ DevegmebOeeve efkeâmeer efoS ngS #es$e ceW %eeve kesâ keâes<e ceW Je=efæ mebosMe
keâjlee nw~ Jele&ceeve Ùee YeefJe<Ùe ceW Fme MeesOe keâer ØeÙeespÙelee Ûewveue
DeefveJeeÙe& veneR nw, efkeâvleg, neB, Ùen %eeve kesâ Yeb[ej ceW DeefYeJe=efæ Øeehlekeâlee&
pe™j keâjlee nw~ peye keâesF& MeesOekeâòee& efkeâ ØeefkeâÙee ceW efkeâmeer heâer[yewkeâ (Øeeflehegef°)
JeeleeJejCe
efveÙece, keâevetve Ùee efmeæevle keâe jÛevee keâjlee nw lees Fmes
meboYe&
cetueYetle MeesOe Ùee ceewefuekeâ MeesOe keânles nQ~ JÙeeIeele (nmle#eshe)
12. (c) : Ssefleneefmekeâ DevegmebOeeve efJeefOe ceW mee#ÙeeW SJeb DeeBkeâÌ[eW kesâ 18. (b) : mener megcesefuele metÛeer-
efJeMues<eCe nsleg Deebleefjkeâ SJeb Jee¢e DeeueesÛevee keâe ØeÙeesie a) mecekeâeefuekeâ ceeOÙece (IV) otjYee<e
b) Demecekeâeefuekeâ ceeOÙece (III) F&-cesue
efkeâÙee peelee nw~ Ùen efJeJejCeelcekeâ MeesOe keâe Skeâ Øekeâej nw
c) IeveerYetle ceeOÙece (II) Debleef›eâ&Ùeelcekeâ ceušerceeref[Ùee
Deewj ØeeÙe: Ùen efkeâmeer cegös DeLeJee mecemÙee kesâ Ssefleneefmekeâ d) DevegØeÙeesie ceeOÙece (I) ceušerceeref[Ùee keâe DevegØeÙeesie
he#eeW hej Dehevee OÙeeve kesâefvõle keâjlee nw~ 19. (a) : ØeYeeJeer mecØes<eCe Skeâ mecØes<eCe nw pees metÛevee, efJeÛeej,
13. (a) : iegCeelcekeâ DevegmebOeeve kesâ ØecegKe ue#eCe nQ– DeJeOeejCee keâes ØeYeeJehetCe& {bie mes Deewj efvehegCelee mes Skeâ
JeemleefJekeâ heefjefmLeefleÙeeB DeeBkeâÌ[eW kesâ œeesle kesâ ™he ceW JÙeefòeâ mes otmejs JÙeefòeâ keâes Øeoeve keâjvee nw~ Skeâ ØeYeeJeer
mecØes<eCe ceW ØeYeeJeer mebcØes<eCe Deheveer DeefYeJÙeefòeâ ceW keâeÙe&-
keâece Deeleer nQ~ cegõe Deewj mJej kesâ meeLe leeuecesue keâj uesles nQ Deewj Ùen
DeeBkeâÌ[eW keâes MeyoeW Je efÛe$eeW kesâ ceeOÙece mes Skeâ$e efkeâÙee leeuecesue DevegYeJe keâer keâuee keâe Debie nw~ Dele: DeefYekeâLeve
peelee nw~ Deewj keâejCe oesveeW mener nw Deewj keâejCe, DeefYekeâLeve keâer mener
Ùen menYeeefieÙeeW kesâ heefjØes#Ùe kesâ meeLe mecyeefvOele nesleer nw~ JÙeeKÙee nw~
20. (c) : efMe#ekeâ keâes iegCeJeòeehetCe& mecØes<eCe keâewMeue keâer DeeJeMÙekeâlee
Ùen DeeBkeâÌ[eW DeLeJee mecebkeâ kesâefvõle veneR nesleer nw~ nesleer nw pees efJeÅeeefLe&ÙeeW keâer meheâuelee kesâ efueÙes cetuele:
Ùen iegCeeW, Ûeefj$eeW, JÙeJenej pewmes-Decetle& ÛeerpeeW kesâ DeeJeMÙekeâ nw, efpemekesâ Éeje DeOÙeehekeâ efJeÅeeLeea mecØes<eCe kesâ
DeOÙeÙeve ceW ØeÙegòeâ keâer peeleer nw~ mecyevOe ceW efvecve mekeâejelcekeâ ØeYeeJe ceW Ùeesieoeve efoÙee peelee
Ùen ueÛeerueer nesleer nw DeLee&led MeesOekeâlee& keâes efkeâmeer nw-
efveÙeceeW kesâ mecegÛÛeÙe ceW yeBOekeâj MeesOekeâeÙe& veneR keâjvee Dehevesheve (leoerÙelJe) keâer YeeJevee yeÌ{evee~
heÌ[lee nw, MeesOe keâer DeeJeMÙekeâlee kesâ Devegmeej, Jen ØeefleYeeefielee keâes mJeerkeâej keâjvee~
MeesOe mebjÛevee ceW hesâj-yeoue keâj mekeâlee nw~ DevegveÙeelcekeâ (Øesjkeâ) DeefYeJe=efòe~
14. (a) : (A) leLee (R) oesveeW mener nw Deewj (R), (A) keâer mener 21. (c) : heeFhe Skeâ šQkeâ Yej mekeâlee nw = 12 IeCšs ceW, efuekesâpe kesâ
JÙeeKÙee nw~ DeeÛeej DeLeJee veerefle mes DeeMeÙe Gve efveÙeceeW Je meeLe heeFhe Éeje šQkeâ Yejves ceW ueiee meceÙe 20 IeCšs [12
+ 8]
efoMeeefveoxMeeW mes nw pees Gve JemlegDeeW kesâ mebj#eCe kesâ efueS
Dele: šbkeâer keâer #ecelee = ueIeglece meceeheJelÙe& 12 Deewj 20
yeveeÙes ieS efpevekeâer nce keâõ keâjles nQ~ FmeefueS, MeesOe keâe = 60
DeeÛeej Deewj Gmekeâe heeueve MeesOe keâer efJeÕemeveerÙelee Deewj 60
Dele: heeFhe keâe 1 IeCšs keâe keâeÙe& = = 5 Deewj heeFhe
iegCeJeòee yeveeS jKeves kesâ efueS DeeJeMÙekeâ nw~ MeesOe veerefle- 12
60
efveOee&jkeâ efvekeâeÙeeW keâer efpeccesoejer Fmes megefveef§ele keâjvee nw~ keâe efuekesâpe kesâ meeLe 1 IeCšs keâe keâeÙe& = =3
12
15. (d) : Ùeefo Skeâ MeesOekeâlee& ØeLece ef[«eer mlej kesâ efJeÅeeefLe&ÙeeW keâer Dele: efuekesâpe keâe 1 IeCšs keâe keâeÙe& = 5 – 3 = 2
DeefYeØesjCeelcekeâ DeefYeJe=efòe ceW Devlej Gvekesâ «eeceerCe/Menjer Dele: efuekesâpe Éeje šQkeâ keâes Keeueer keâjves ceW ueiee meceÙe
#es$eeW Deewj Gvekesâ DeefYeYeeJekeâeW kesâ Mewef#ekeâ mlej keâer Âef° mes 60
= = 30 IeCšs
%eele keâjvee Ûeenlee nw lees Fme DeOÙeÙeve ceW DeefYeØesjCeelcekeâ 2
22. (d) : 1671 keâes 64 mes efJeYeeefpele keâjves hej =
1671 29. (d) : peye keâlee& Deewj efJeOesÙe meceeve nes hejvleg keâsJeue iegCeJeòee ces
64 efYeVelee nes, Ghe-efJehejerleeLe&keâ JeekeäÙe keânueelee nw pees efkeâ
7
= 26 DebMeJÙeeheer mekeâejelcekeâ Deewj DebMeJÙeeheer vekeâejelcekeâ keâe
64
7
mecyevOe oMee&lee nw~ pewmes-
Dele: 26 Skeâ hetCeeËkeâ nw Deewj efYeVe nw~
64
7
efYeVe mes Ùen %eele neslee nw efkeâ 7, 64 mes efJeYeepÙe veneR
64
nw~ Dele: 7 Mes<e yeÛesiee~ 30. (b) : mener megcesefuele metÛeer-
23. (b) : oes ef$eYegpe meJeeËiemece nesles nQ, peye Gvekesâ meYeer keâesCe Deewj a) keâejCelee ØeeievegYeefJekeâ nw~ (IV) keâebš
meYeer YegpeeÙeW yejeyej neW~ yejeyej YegpeeÙeW Deewj keâesCe Skeâ ner b) keâejCelee mebMues<eCeelcekeâ nw~ (III) ¢etce
efmLeefle ceW neW Ùes pe™jer veneR nw~ peye Gvekesâ keâesCeeW Ùee c) keâejCelee ÉvÉelcekeâ nw~ (II) nerieue
YegpeeDeeW ceW Devlej nesiee lees Jes meJeeËiemece veneR neWies~ d) keâejCelee Yeeweflekeâ nw~ (I) Dejmlet
Dele: oesveeW keâLeve ieuele nQ~ 31. (b) : meer.[er.Sce.S. keâe leelheÙe& ‘keâes[ ef[Jeerpeve ceušerheue’
24. (b) : henueer mebKÙee = 7 Skeämesme’ nw~
7×1+1=8
32. (c) : ef[mhues šskeäveesuee@peer ceW meer.Deej.šer keâe leelheÙe& ‘kewâLees[ js
8 × 2 + 2= 18
18 × 3 + 3 = 57 šdÙetye’ mes nw~
57 × 4 + 4 = 232 33. (b) : yee¢e ne[& ef[mkeâ keâe ØeÙeesie efkeâmeer Yeer keâchÙetšj ceW [sše,
232 × 5 + 5 = 1165 heâeFue, Dee@ef[Ùees, efJeef[Ùees FlÙeeefo keâes mebjef#ele keâjves kesâ
1165 × 6 + 6 = 6996
efueS efÉleerÙekeâ cesceesjer kesâ ™he ceW keâeÙe& keâjlee nw~ Ùen
Dele: ëe=bKeuee ceW 228 ieuele mebKÙee nw~
keâchÙetšj kesâ Devoj efmLele veneR neslee nw~ yee¢e ne[& ef[mkeâ
25. (c) : efkeâmeer ØeÙeesie keâe ØeefleoMe& mhesme meYeer mebYeJe heefjCeeceeW keâe
keâer #ecelee efkeâmeer DevÙe yeenjer Ùev$eeW mes pÙeeoe nesleer nw~
mecegÛÛeÙe neslee nw Deewj Gme ØeÙeesie mes pegÌ[e ‘FJesvš’ ØeefleoMe&
mhesMe keâe GhemecegÛÛeÙe neslee nw~ Dele: oesveeW keâLeve ieuele nQ~
Dele: keâLeve I mener nw Deewj keâLeve-II ieuele nw~ 34. (b) : (a) Jesye 2.0 ShueerkesâMeve (III) yuee@ie efšdJešj
26. (a) : heerÌ[e keâe JÙeJeneefjkeâ ef›eâÙee Goemeer nw~ Fmeer Øekeâej cegmkeâeve, (b) meÛe& Fbpeve (IV) ietieue, Ùeent
KegMeer ™heer JÙeJeneefjkeâ ef›eâÙee JÙeòeâ keâjlee nw~ (c) efmemšce mee@heäšJesÙej (I) efJeb[es 8, DeeF&-Dees Sme
27. (a) : ÛetBefkeâ keâ"esjlee keâe yeesOe Gmekesâ jbie mes DeeJeMÙekeâ ™he mes (d) neF& uesJeue ueQiJespe (II) C++, peeJee
mebyebefOele veneR nw FmeefueS Ùen keâne pee mekeâlee nw efkeâ meYeer 35. (d) : efvecve keâLeve melÙe nQ-
yeesOe mebÙegòeâ Øeleerle nesles nQ hejvleg keâYeer mecyeefvOele veneR nesles b) Øees«eeefcebie Yee<ee ceW DeefYeJÙeòeâ Suieesefjodce keâes keâchÙetšj
nQ Deewj Gvekeâe keâeÙe&-keâejCecetuekeâ mebyebOe meowJe Deekeâefmcekeâ Øees«eece keânles nQ~
Deewj mebYeeefJele neslee nw keäÙeeWefkeâ Jen DevegYeJe mes Øeehle neslee c) «eeheâ kesâ ™he ceW DeefYeJÙeòeâ Suieesefjodce keâes heäuees Ûeeš&
nw~ keâne peelee nw~
Dele: keâLeve Deewj leke&â oesveeW mener nw Deewj leke&â, keâLeve keâer
36. (d) : DelÙeefOekeâ OJeefve Øeot<eCe ceveg<Ùe Éeje peefvele Øeot<eCe keâe Skeâ
mener JÙeeKÙee nw~
™he nw~ Ùen efJeefYeVe De#eceleeDeeW keâe keâejCe yeve ceveg<Ùe keâes
28. (c) : ‘‘meYeer oeMe&efvekeâ oes<e#ece nQ~’’ A Øekeâej keâe JeekeäÙe nw~
vekeâejelcekeâ ™he mes ØeYeeefJele keâj jne nw, pewmes-
‘‘nerieue oes<e#ece veneR nw~’’ O Øekeâej keâe JeekeäÙe nw~
ßeJeCe oes<e
Dele: A Deewj O Øekeâej kesâ JeekeäÙeeW kesâ ceOÙe efpemeceW keâlee&
Deefveõe
meceeve nes efkeâvleg iegCeJeòee Deewj cee$ee efYeVe nes, ceW mecyevOe
jòeâÛeehe ceW Je=efæ
yeleelee nw, Skeâ JÙeeIeeleer JeekeäÙe neslee nw~
keâeÙe& #ecelee keâe keâce nes peevee
37. (d) : ØekeâeMe-efJeYeJelee ØeCeeueer ceW, Skeâ ØekeâeMe efJeYeJelee mesue ner mecetn kesâ keâeÙe& keâes DeÛÚer lejn mecePee peelee nw Deewj
meewj mesue nw, keâF& meewj mesue Sjs cee@[dÙetue nw Deewj cee@[dÙetueeW mecetn kesâ meomÙeeW keâes mJeerkeâeÙe& neslee nw~
keâe mebie"ve Sjs nw~ mecetn kesâ meomÙe Deheves efJeÛeejeW keâes Øemlegle keâjves ceW
38. (c) : JeeÙeg iegCeJeòee metÛekeâebkeâ (S.keäÙet.DeeF&) keâer ieCevee ceW efvecve [jles veneR nQ~
8 Øekeâej kesâ met#ce keâCe Øeot<eCeeW keâe ØeÙeesie efkeâÙee peelee nw~ 43. (c) : meeceeefpekeâ cetuÙeeW keâes «enCe keâjves ceW JÙeefòeâÙeeW Deewj
heer.Sce-10 meeceeefpekeâ mecetneW keâer meneÙelee heÙee&JejCeerÙe DeefYeJe=efòe ceW
heer.Sce-2.5 Ùeesieoeve keâjleer nw~
Deespeesve- (O3) 44. (a) : Dekeâeoefcekeâ heefj<eo keâer kegâÚ ØecegKe efpeccesoeefjÙeeB efMe#eCe keâes
meuheâj [eF& Dee@keämeeF[ (SO2) efveÙebef$ele Deewj efJeefveÙeefcele keâjvee nw, Úe$eeW kesâ ØeJesMe Deewj
veeFšêspeve [eF& Dee@keämeeF[ (NO2) efMe#eCe, hejer#ee Deewj DevegmebOeeve mes mecyeefvOele DevÙe ceeceues
keâeye&ve ceesvees Dee@keämeeF[ (CO) nQ~
heeje (Hg) Dele: ØeMve kesâ Devegmeej, efkeâmeer efJeÕeefJeÅeeueÙe ceW Dekeâeoefcekeâ
DeceesefveÙee (NH3) heefj<eo keâer cegKÙe efpeccesoeefjÙeeB efvecve nQ-
39. (d) : mener megcesefuele metÛeer- Mew#eefCekeâ keâeÙe&›eâceeW keâer iegCeJeòee Deewj ceevekeâeW keâes
(a) cee@efvš^Ùeue Øeesšeskeâe@ue (II) nsueesve keâer Kehele Deewj yeveeS jKevee~
Glheeove keâes efveÙebef$ele efJeÕeefJeÅeeueÙe kesâ Mew#eefCekeâ keâeÙe&›eâceeW keâer Ùeespevee
keâjvee~ yeveevee, mecevJeÙeve, efJekeâeme, efvejer#eCe Deewj hegvejer#eCe
(b) keäÙeesšes Øeesšeskeâe@ue (III) Glmepe&ve JÙeeheej keâjvee~
(c) pewJeefJeefJeOelee mecyevOeer keâveJeWMeve (IV) keäueerÙeefjbie neGme meesuej 45. (b) : mener megcesefuele metÛeer-
ceskesâefvepce (cetuÙeebkeâve kesâ Øekeâej) (efJeMes<eleeSB)
(d) FbšjvesMeveue meesuej SueeÙebme (I) mJeÛÚ memleer Tpee& a) efJekeâemeelcekeâ (II) veweflekeâ, jerefle-veerefleiele Deewj
40. (d) : mener megcesefuele metÛeer- JÙeJemeeÙeiele cetuÙeeW
(a) efJeveeÙeue keäueesjeF[ (III) hueeefmškeâ keâe DeewÅeesefiekeâ mes mecyeefvOele
GheÙeesie b) ØeyevOeveelcekeâ (I) keâeÙe& keâjves Deewj Øeehle
(b) hee@ueerkeäueesjervesšs[ (I) Fuesefkeäš^keâue FbmÙetuesMeve keâjves mes mecyeefvOele
yeeF&efheâveeFume (heer.meer.yeer) c) Denmle#eshe (IV) Deelce-efJekeâeme kesâ cenlJe
(c) yeWpees (S) heeÙejerve (IV) DeheefMe° YemceerkeâjCe mes mebyebefOele
(d) hee@ueer meeFefkeäuekeâ Ssjescewefškeâ (I) FËOeve onve d) efveCe&Ùehejkeâ (III) meeceeefpekeâ efveÙev$eCe jKeves
neF[êskeâeye&ve mes mebyebefOele
41. (b) : DeefKeue YeejleerÙe lekeâveerkeâer efMe#ee heefj<eod keâer mLeehevee 46. (b) : peye efkeâmeer mebmLee ceW Skeâ JÙeefòeâ otmejeW keâes Deheves DevegosMeeW
veJecyej 1945 ceW Skeâ meJeexÛÛe meueenkeâej efvekeâeÙe kesâ ™he keâe Devegheeueve keâjves kesâ efueS keânlee nw lees Gmes efmLeeflekeâ
ceW peyeefkeâ 1987 ceW mebmeo Éeje heeefjle DeefOeefveÙece Éeje Skeâ Meefòeâ Éeje henÛeevee peelee nw~
mebJewOeeefvekeâ efvekeâeÙe kesâ ™he ceW keâer ieÙeer~ 47. (c) : JewÙeefòeâkeâ Meefòeâ DevegÙeeefÙeÙeeW mes GlheVe nesleer nQ~
42. (a) : GÛÛe DeefOeiece kesâ efkeâmeer mebmLeeve ceW ØeYeeJeer šerce keâer efvecve 48. (d) : ØeyebOekeâeW keâer Meefòeâ keâe ØeefleefveOeeve GÛÛe meomÙe ØeyebOekeâeW
efJeMes<eleeSB nQ- Éeje DeJeueefcyele efJeÕeeme hej neslee nw~

JeeleeJejCe DeveewheÛeeefjkeâ neslee nw,efpemeceW šerce kesâ meomÙeeW 49. (a) : heo keâer Meefòeâ peve ØeefleefveOee&efjle nesleer nw lees Jen DeefmLej
keâer Yeeieeroejer nesleer nw~ nesleer nw~

DelÙeefOekeâ ÛeÛee& nesleer nw, efpemeceW ØelÙeskeâ meomÙe Yeeie 50. (b) : ieÅeebMe Fme cenlJehetCe& keâer henÛeeve ‘‘YeeJeveelcekeâ Øe%ee kesâ
ueslee nw~ heeme JewÙeefòeâkeâ Meefòeâ nesveer ÛeeefnS’’ kesâ ™he ceW keâjlee nw~

PRACTICE SET-8
The following table shows the total number of beds in 3. What is the percentage of Liver disease patient
each hospital in bracket and the number of patient admitted in all the hospitals to that of the total
admitted at different hospitals for a disease on a patients admitted?
particular day. Based on the data in the table, answer meYeer DemheleeueeW ceW Ùeke=âle jesie mes heerefÌ[le, kegâue Yeleea
the question 1–5 : jesefieÙeeW keâe efkeâlevee ØeefleMele nQ?
veerÛes oer ieF& leeefuekeâe ceW ØelÙeskeâ Demheleeue ceW efyemlejeW keâer mebKÙee
(a) 15% (b) 16%
keâes‰keâ ceW oMee&Ùeer ieF& nw Deewj efkeâmeer Skeâ efveefMÛele efove Deueie- (c) 13% (d) 14%
Deueie DemheleeueeW ceW Deueie-Deueie jesieeW mes heerefÌ[le Yeleea jesefieÙeeW 4. What is the ratio of patient admitted for viral
keâer mebKÙee oMee&Ùeer ieF& nw~ leeefuekeâe kesâ DeeOeej hej ØeMve 1 mes 5 disease to that of kidney disease?
keâe Gòej oerefpeS– efJe<eeCegpeefvele jesie mes heerefÌ[le Yeleea jesefieÙeeW Deewj iegoe& jesie
Disease Hospital/Demheleeue mes heerefÌ[le Yeleea jesefieÙeeW keâe Devegheele keäÙee nw?
jesie Hospital Hospital Hospital Hospital Total (a) 9 : 4 (b) 7 : 4
Demheleeue Demheleeue Demheleeue Demheleeue (c) 8 : 3 (d) 10 : 4
A B C D 5. What is the ratio of total patients admitted to
(100) (50) (100) (50) Hospital A to that of Hospital B?
Viral 30 15 35 10 90 Demheleeue A Deewj Demheleeue B ceW Yeleea kegâue jesefieÙeeW keâe
disease Devegheele keäÙee nw?
efJe<eeCeg (a) 19 : 7 (b) 17 : 7
peefvelejesie (c) 18 : 7 (d) 7 : 17
Heart 35 10 30 10 85 6. What is the focus of concern in understanding
disease level teaching?
ùoÙe jesie DeJeyeesOe mlej efMe#eCe ceW cenlJehetCe& keäÙee nw?
Kidney 15 5 15 5 40 (a) Promotion of scope for seeking of
disease relationship among facts and ideas/leLÙeeW Deewj
iegoe& jesie efJeÛeejeW kesâ yeerÛe mebyebOe keâes osKeves kesâ oeÙejs keâe mebJeOe&ve
Liver 10 5 5 15 35 (b) Encouraging recall and recognition of facts
disease and information/leLÙeeW Deewj metÛevee kesâ mcejCe Deewj
Ùeke=âle jesie DeefYeceeve keâes Øeeslmeeefnle keâjvee
1. Which disease occupies highest number of beds (c) Raising of problems and finding out solutions
in all the hospitals? to these problems so presented
meYeer DemheleeueeW ceW efkeâme jesie mes heerefÌ[le Yeleea jesefieÙeeW mecemÙeeDeeW keâe helee ueieevee Deewj Fme Øekeâej Øemlegle
keâer mebKÙee meJee&efOekeâ nw? mecemÙeeDeeW kesâ meceeOeeveeW keâer Keespe keâjvee
(a) Heart Disease/ùoÙe jesie (d) Developing a sense of happiness and a sense
(b) Viral Disease/efJe<eeCegpeefvele jesie of connectedness in learning/DeefOeiece ceW Deevevo
(c) Kidney Disease/iegoe& jesie Deewj Gmemes pegÌ[s jnves keâer YeeJevee keâe efJekeâeme keâjvee
(d) Liver Disease/Ùeke=âle jesie 7. Which of the following emotional
Demheleeue Demheleeue Demheleeue Demheleeue Demheleeu Ùeesie characteristics are of crucial significance in
adolescent learning?
A (100) B (50) C (100) e
efkeâMeesj DeefOeiece ceW efvecve ceW keâewve-keâewve meer YeeJeveelcekeâ
jesie D (50)
efJeMes<eleeSb efveCee&Ùekeâ cenlJe keâer nw?
efJe<eeCeg 30 15 35 10 90
(a) Feeling of group belongingness
peefvelejesie mecetn mes leoerÙelJe keâer YeeJevee
ùoÙe jesie 35 10 30 10 85 (b) Hero-worship and sentiments
iegoe& jesie 15 5 15 5 40 veeÙekeâ-hetpee Deewj mebJesoveeSb
Ùeke=âle jesie 10 5 5 15 35 (c) Expanding emotional ties with those in the
2. What is the total percentage of unutilized beds? neighborhood
meYeer DemheleeueeW ceW kegâue efkeâleves ØeefleMele efyemlej Keeueer nQ? heÌ[esefmeÙeeW kesâ meeLe YeeJeveelcekeâ mebyebOeeW keâe efJemleej
(a) 19.44% (b) 17.66% (d) Dependence processes and making friends
(c) 16.66% (d) 15.44% efveYe&jlee GvcegKelee Deewj efce$e yeveevee
8. During teaching when a teacher uses process Statements/keâLeve (II) :
questions which of the following type questions Typical response tests are designed to measure the
will have dominance? behaviour and characteristics of examinee's
efMe#eCe kesâ oewjeve peye keâesF& DeOÙeehekeâ Øeef›eâÙee ØeMve keâe efJeefMe° Gòej hejer#eCe hejer#eeefLe&ÙeeW kesâ JÙeJenej Deewj efJeMes<eleeDeeW
ØeÙeesie keâjlee nw lees efvecveefueefKele ceW mes keâewve-mes Øekeâej kesâ ceeheve kesâ efueS DeefYekeâefuhele nesles nQ~
kesâ ØeMveeW keâe ØeYeglJe nesiee? In the light of the above statements, choose the
(A) Direct questions/ØelÙe#e ØeMve most appropriate answer from the options
(B) Higher order questions/GÛÛelej ›eâce kesâ ØeMve given below :
(C) Convergent questions/DeefYemeejer ØeMve
(D) Indirect based questions/DeØelÙe#e ØeMve mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW :
(a) Both Statement I and Statement II are correct
(E) Concept based questions/mebkeâuhevee DeeOeeefjle ØeMve
given below (b) Both Statement I and Statement II are
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes : incorrect/keâLeve I Deewj II oesveeW mener veneR nQ~
(c) Statement I is correct but Statement II
(a) (A), (B) and C only/kesâJeue (A), (B) Deewj (C)
incorrect/keâLeve I mener nw, efkebâleg keâLeve II mener veneR nw~
(b) (B), (C) and (D) only/kesâJeue (B), (C) Deewj (D)
(c) (C), (D) and E only/kesâJeue (C), (D) Deewj (E) correct/keâLeve I mener veneR nw eEkeâleg keâLeve II mener nw~
(d) (B), (D) and (E) only/kesâJeue (B), (D) Deewj (E) 11. Which of the following method is used in
9. Given below are two statements : empirical research?
veerÛes oes keâLeve efoS ieS nQ : FefvõÙeevegYeJe MeesOe ceW efvecveefueefKele ceW mes keâewve-meer efJeefOe
Statement/keâLeve (I) : keâe ØeÙeesie neslee nw?
Tutorials group discussions and question-answer (a) Inductive method/Deeieceveelcekeâ efJeefOe
sessions are dialogic and part of direct teaching
(b) Deductive method/efveieceveelcekeâ efJeefOe
methods/DevegefMe#eCe, mecetn heefjÛeÛee& Deewj ØeMve-Gòej me$e
(c) Initiative method/Deble: Øe%eelcekeâ efJeefOe
mebJeeoelcekeâ nQ Deewj ØelÙe#e efMe#eCe efJeefOe kesâ Debie nQ~
(d) Scientific method/Jew%eeefvekeâ efJeefOe
Statement/keâLeve (II) :
12. When the independent variable is explored
Project work, Laboratory work, simulation and rather than manipulating, to observe the effect
role playing are action based and part of indirect on dependent variable, the method of research
teaching methods/heefjÙeespevee keâeÙe&, ØeÙeesieMeeuee keâeÙe&, is called.
Deveg™heCe Deewj Yetefcekeâe efveJe&nve ef›eâÙee DeeOeeefjle nQ Deewj peye Deeefßele Ûej hej ØeYeeJe Øesef#ele keâjves nsleg efvejeefßele
DeØelÙe#e efMe#eCe efJeefOe kesâ Debie nQ~ Ûej ceW peesÌ[ leesÌ[ keâjves kesâ yepeeÙe Gmes Ûegvee peelee nw lees
In the light of the above statements, choose the MeerIeÇ GheÙeesie keâer ieÙeer, Fme efJeefOe keâes keâne peelee nw :
most appropriate answer from the options
(a) Ex-post facto method/keâeÙeexòej efJeefOe
given below :
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveefueefKele efJekeâuheeW ceW (b) Experimental method/ØeeÙeesefiekeâ efJeefOe
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW : (c) Case study method/kesâme DeOÙeÙeve efJeefOe
(a) Both Statements I and Statements II are (d) Descriptive survey method
correct/keâLeve I Deewj II oesveeW mener nQ~ efJeJejCeelcekeâ meJex#eCe efJeefOe
(b) Both Statement I and Statement II are 13. Identify the qualitative research characteristics
from the following :
incorrect/keâLeve I Deewj II oesveeW mener veneR nQ~
(c) Statement I is correct but Statement II is
efvecveefueefKele ceW mes iegCeelcekeâ MeesOe efJeMes<eleeDeeW keâer
incorrect/keâLeve I mener nw, efkebâleg keâLeve II mener veneR nw~ henÛeeve keâerefpeS :
(d) Statement I is incorrect but Statement II is (A) Exploring a problem and developing a detailed
correct/keâLeve I mener veneR nw eEkeâleg keâLeve II mener nw~ understanding of a central phenomenon
efkeâmeer mecemÙee keâes Ûegvevee Deewj keWâõerÙe heefjIešvee keâe
veerÛes oes keâLeve efoS ieS nQ : efJemle=le DeJeyeesOe efJekeâefmele keâjvee
Statements/keâLeve (I) : (B) Playing a minor role in review of literature
but justifying the problem/meeefnlÙe meceer#ee keâe Skeâ
Maximum performance tests are designed to
assess the upper limits of the examinee's met#ce Yetefcekeâe efveYeevee hejbleg mecemÙee keâes leke&â mebiele yeleevee
knowledge and abilities/DeefOekeâlece efve<heeove hejer#eCe (C) Describing a research problem through a
hejer#eeefLe&ÙeeW kesâ %eeve Deewj ÙeesiÙeleeDeeW keâer GÛÛelece meerceeDeeW keâe description of trends/ØeJe=efòeÙeeW kesâ efJeJejCe kesâ ceeOÙece
Deekeâueve keâjves kesâ efueS DeefYekeâefuhele nesleer nw~ mes efkeâmeer MeesOe mecemÙee keâe JeCe&ve~
(D) Collecting numeric data from a large number (c) Statement I is correct but Statement II is
of peoples using instruments with present incorrect/keâLeve I mener nw, efkebâleg keâLeve II mener veneR nw~
questions (d) Statements I is incorrect but Statement II is
hetJe&-efveOee&efjle ØeMveeW Jeeues meeOeveeW keâe ØeÙeesie keâj yeÌ[er correct/keâLeve I mener veneR nw eEkeâleg keâLeve II mener nw~
mebKÙee ceW ueesieeW mes mebKÙeelcekeâ DeeBkeâÌ[s Skeâef$ele keâjvee~ 16. The entry of new media has made online
(E) Collecting data based on words from a small learning :
number of individuals/keâce mebKÙee ceW JÙeefòeâÙeeW mes veS ceeref[Ùee kesâ Deeieceve ves Dee@veueeFve DeefOeiece keâes
MeyoeW hej DeeOeeefjle DeeBkeâÌ[s Skeâef$ele keâjvee~ kewâmee yevee efoÙee nw?
Choose the correct answer from the options (a) Secondary source based/efÉleerÙekeâ œeesle DeeOeeefjle
given below
(b) Dependent on personal sources
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes : efvepeer œeesleeW hej DeeOeeefjle
(a) (A), (B), and (C) only/kesâJeue (A), (B) Deewj (C)
(c) Institution-centric/mebmLee-kesâefvõle
(b) (A), (B) and (E) only/kesâJeue (A), (B) Deewj (E)
(d) Independent/mJeleb$e
(c) (B), (C) and (D) only/kesâJeue (B), (C) Deewj (D)
17. Removal of communication barriers in a
(d) (C), (D) and (E) only/kesâJeue (C), (D) Deewj (E) classroom will result in
14. Identify the probability sampling procedures keâ#ee ceW mebØes#eCe yeeOeeDeeW keâes nševes keâe heefjCeece nesiee-
from the following :
(A) Clear enunciation of specific instructional
efvecveefueefKele ceW mes ØeeefÙekeâlee ØeefleÛeÙeve Øeef›eâÙeeDeeW keâer behaviours
henÛeeve keâerefpeS : efJeefMe° DevegosMeelcekeâ JÙeJenejeW keâe mhe° efve™heCe~
(A) Quota sampling/Deevegheeeflekeâ ØeefÛeÙeve (B) An enviornment of purposeful student
(B) Stratified sampling/mlejerke=âle ØeefleÛeÙeve interaction
(C) Dimensional sampling/DeeÙeceer ØeefleÛeÙeve efJeÅeeefLe&ÙeeW kesâ yeerÛe meesösMÙe Devle:ef›eâÙee keâe JeeleeJejCe~
(D) Cluster sampling/mecetn ØeefleÛeÙeve (C) Promotion of personality cult
(E) Systematic sampling/JÙeJeefmLele ØeefleÛeÙeve JÙeefòeâlJe Jeeoer meesÛe keâe mebJeOe&ve~
Choose the correct answer from the options (D) The irrelevance of illustrative examples
given below: efveoMeea GoenjCeeW keâer DeØeemebefiekeâlee~
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes : Choose the correct answer from the options
(a) (A), (B) and (C) only/kesâJeue (A), (B) Deewj (C) given below:
(b) (B), (C) and (D) only/ kesâJeue (A), (C) Deewj (D) veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes :
(c) (B), (D) and (E) only/kesâJeue (B), (D) Deewj (E) (a) (A) and (B) only/kesâJeue (A) Deewj (B)
(d) (C), (D), and (E) only/kesâJeue (C), (D) Deewj (E) (b) (B) and (C) only/kesâJeue (B) Deewj (C)
15. Given below are two statements : (c) (C) and (D) only/kesâJeue (C) Deewj (D)
veerÛes oes keâLeve efoS ieS nQ : (d) (A) and (D) only/kesâJeue (A) Deewj (D)
Statement/keâLeve (I) : 18. Given below are two statements : One is
In research, 'Null hypothesis' is rejected, then labelled as Assertion (A) and the other is
there is scope of accepting the alternative or sub- labelled as Reason (R) :
alternative research hypothesis/MeesOe ceW peye ‘MetvÙe veerÛes oes keâLeve efoS ieS nQ efpeveceW mes Skeâ keâes
heefjkeâuhevee’ DemJeerke=âle nesleer nw, lees Jewkeâefuhekeâ Ùee ceewefuekeâ DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~
MeesOe heefjkeâuhevee keâes mJeerkeâej keâjves keâer iegbpeeFMe nesleer nw~ Assertion/DeefYekeâLeve (A) :
Statement/keâLeve (II) : Repeating more and more the same message will
When the Null hypothesis is rejected, there is make it important
chances of committing 'Beta' rather than 'Alpha' Skeâ ner mebosMe keâes yeej-yeej oesnjevee Gmes cenlJehetCe& yeveeSiee~
error/peye ‘MetvÙe heefjkeâuhevee’ DemJeerke=âle nseleer nw, lees ‘Deuheâe’
Reasons/leke&â (R) :
$egefš nesves kesâ yepeeÙe ‘yeerše’ $egefš nesves keâer mebYeeJevee nesleer nw~
'Don't use two words when one will do' is the
In the lights of the above statements, choose the
guiding principle that works
given below : ‘peye Skeâ Meyo mes ner keâece Ûeue peeS lees oes MeyoeW keâe ØeÙeesie
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW ve keâjW, Jen Skeâ ceeie&oMeea efmeæeble nw, pees mener nw~
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW : In the light of the above statements, choose the
(a) Both Statement I and Statement II are correct most appropriate answer from the options
keâLeve I Deewj II oesveeW mener nQ~ given below :
(b) Both Statement I and Statement II are GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
incorrect/keâLeve I Deewj II oesveeW mener veneR nw~ mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW :
(a) Both (A) and (R) are correct and (R) is the 21. What is the actual profit when the profit on
correct explanation of (A)/(A) Deewj (R) oesveeW selling price is 25%?
mener nw Deewj (R), (A) keâer mener JÙeeKÙee nw~ Ùeefo efJe›eâÙe cetuÙe hej ueeYe 25% nw lese JeemleefJekeâ ueeYe
(b) Both (A) and (R) are correct but (R) is NOT keäÙee nesiee?
the correct explanation of (A)/(A) Deewj (R) oesveeW (a) 33.33% (b) 30.33%
(c) 25% (d) 20%
mener nw hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw~ 22. What will be the remainder when 45 is divided
(c) (A) is correct but (R) is not correct by 15?
(A) mener nw hejvleg (R) mener veneR nw~ 45 keâes 15 mes efJeYeeefpele keâjves hej Mes<eheâue keäÙee nesiee?
(d) (A) is not correct but (R) is correct (a) 4 (b) 5
(A) mener veneR nw hejvleg (R) mener nQ~ (c) 8 (d) 11
19. Identify the correct sequence of phases in 23. What is the missing number?
communication development : efvecveebefkeâle ceW ØeMve JeeÛekeâ efÛeÖ (?) kesâ mLeeve hej keâewve
mecØes<eCe efJekeâeme kesâ ÛejCe ceW mener ›eâce keâer henÛeeve keâjW meer mebKÙee DeeSieer?
(A) Acta Diurna/Meener jespeceje& 4, –8 16, (?). 64. –128
(B) Cave paintings/iegheâe efÛe$e (a) -24 (b) –32
(C) Wooden blocks for printing (c) 24 (d) 30
cegõCe kesâ efueS keâe‰ yuee@keäme 24. Given below are two statements :
veerÛes oes keâLeve efoS ieS nQ :
(D) Development of languages/Yee<ee keâe efJekeâeme
Statement/keâLeve (I) :
(E) Metal printing/Oeeleg cegõCe Sometimes, Ratio has units
Choose the correct answer from the options keâYeer-keâYeer Devegheele keâer FkeâeFÙeeb nesleer nQ~
given below : Statement/keâLeve (II) :
veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveÙes : When two ratio are equal, a proportion is formed
(a) (A), (B), (D), (C), (E) peye oes Devegheele yejeyej nesles nQ, lees Skeâ meceevegheele keâe efvecee&Ce
(b) (B), (D), (C), (A), (E) neslee nw~
(c) (C), (D), (E), (A), (B) In the light of the above statements, choose the
(d) (D), (E), (A), (B), (C) correct answer from the options given below :
20. Match List I with List II GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
metÛeer-I keâes metÛeer II mes megcesefuele keâerefpeS : mes mener Gòej ÛegveW :
List/metÛeer- I List/metÛeer-II (a) Both Statement I and Statements II are true
(Communication) (Type of communica- keâLeve I Deewj II oesveeW mener nQ~
method/mecØes<eCe efJeefOe tion) (b) Both Statement I and Statements II are false
mecØes<eCe keâe Øekeâej keâLeve I Deewj II oesveeW ieuele nQ~
(A) One-to-one 1. Network/vesšJeke&â (c) Statement I is correct but Statement II is
Skeâ Deewj Skeâ kesâ yeerÛe (transactional/ false/keâLeve I melÙe nw eEkeâleg keâLeve II ieuele nw~
mebJÙeJenejelcekeâ) (d) Statement I is incorrect but Statement II is
(B) One-to-many 2. Intra-personal true/keâLeve I DemelÙe nw eEkeâleg keâLeve II mener nw~
Skeâ Deewj keâF& kesâ yeerÛe Debleje-JewÙeefòeâkeâ 25. Given below are two statements :
veerÛes oes keâLeve efoS ieS nQ :
(C) Many-to-many 3. Inter-personal
keâF& Deewj keâF& kesâ yeerÛe Deblej-JewÙeefòeâkeâ
Co-prime are the numbers which have only 1 as
(D) One-to-none 4. Mass
their common factor/men-DeYeepÙe mebKÙeeSb Jes nQ efpevekeâe
Skeâ Deewj efkeâmeer kesâ yeerÛe Communication
GYeÙeefve‰ iegCeveKeb[ cee$e 1 neslee nw~
veneR especially print
peve mebÛeej, efJeMes<ekeâj Statement/keâLeve (II) :
cegõCe Factorization is the decomposition of a number
into the other numbers which when added together
will give the original number/iegCeveKeb[ keâjves keâer
given below:
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS : Øeef›eâÙee ceW efkeâmeer mebKÙee keâes DevÙe mebKÙeeDeeW ceW efJeYeeefpele efkeâÙee
A B C D peelee nw efpevnW Skeâ meeLe pees[Ì ves hej cegue mebKÙee Øeehle nesleer nw~
(a) 1 2 3 4 In the light of the above statements, choose the
(b) 2 3 4 1 correct answer from the options given below :
(c) 3 4 1 2 GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
(d) 4 1 2 3 mes mener Gòej ÛegveW :
(a) Both Statement I and Statement II are true Statement/keâLeve (II) :
keâLeve I Deewj II oesveeW mener nQ~ Some dogs chase cats. All dogs have fleas.
(b) Both Statement I and Statement II are false Therefore, some cat-chasing dogs have fleas
keâLeve I Deewj II oesveeW ieuele nQ~ kegâÚ kegâòes efyeefuueÙeeW keâe heerÚe keâjles nQ~ kegâÚ kegâòeeW ceW efhemmet
(c) Statement I is correct but Statement II is false nesles nQ~ Dele: efyeefuueÙeeW keâe heerÚe keâjves Jeeues kegâÚ kegâòeeW ceW
keâLeve I melÙe nw eEkeâleg keâLeve II ieuele nw~ efhemmet nesles nQ~
true/keâLeve I DemelÙe nw eEkeâleg keâLeve II mener nw~ In the light of the above statements, choose the
correct answer from the options given below :
26. In terms of the relationship indicated below,
which word will correctly pair to replace the GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
questions mark? mes mener Gòej Ûegves :
veerÛes efoS ieS mebyebOe keâer Âef° mes ØeMve JeeÛekeâ efÛeÖ kesâ (a) Both Statement I and Statement II are true
mLeeve hej keâewve mee Meyo jKeves mes mener Ùegice yevesiee? keâLeve I Deewj II oesveeW mener nQ~
Worse : Bad :: Doting : ............... (b) Both Statement I and Statement II are false
pÙeeoe yegje : yegje :: ceesefnle ................ keâLeve I Deewj II oesveeW ieuele nQ~
(a) Reverence/ßeæe (b) Fond/Meewkeâ (c) Statement I is correct but Statement II is
(c) Hate/Ie=Cee (d) Dislike/De®efÛe false/keâLeve I melÙe nw eEkeâleg keâLeve II ieuele nw~
27. Given below is a proposition : (d) Statement I is incorrect but Statement II is
veerÛes Skeâ Øeefle%eefhle oer ieF& nw : true/keâLeve I DemelÙe nw eEkeâleg keâLeve II mener nw~
'The weather is very cold today'. 30. Given below are two statements :
‘Deepe ceewmece yengle "b[e nw~’ veerÛes oes keâLeve efoS ieS nQ :
Which one of the following according to Nyaya, Statement/keâLeve (I) :
is the correct option?
Human logic has this peculiar fate that it reaches
vÙeeÙe kesâ Devegmeej Fmekeâe efJeJejCe osves nsleg efvecveefueefKele at a stage when it can neither answer certain
ceW mes keâewve-mee mener efJekeâuhe nw? questions nor can it ignore such questions
(A) Samanya lakshana/meeceevÙe ue#eCe ceeveJe leke&â keâe Ùen ogYee&iÙe nw efkeâ Jen Ssmeer efmLeefle ceW hengBÛe
(B) Yogaja/Ùeesiepe peelee nw peye Jen keâefleheÙe ØeMveeW keâe ve lees Gòej os mekeâlee nw
(C) Gyanalakshana/%eeve ue#eCe Deewj ve Gvekeâer DeveosKeer keâj mekeâlee nw~
(D) Sannikarsha/meefVekeâ<e& Statement/keâLeve (II) :
Choose the most appropriate answer from the
options given below : Human logic, by its own nature, is not competent
veerÛes efoÙes ieÙes efJekeâuheeW mes mener Gòej ÛegefveÙes : to resolve certain questions concerning the
ultimate reality/ceeveJe leke&â Deheves mJeYeeJe mes Ûejce ÙeLeeLe&
(a) (A) only/kesâJeue (A) (b) (B) only/kesâJeue (B)
(c) (C) only/kesâJeue (C) (d) (D) only/kesâJeue (D) mes mebyebefOele keâefleheÙe ØeMveeW keâes nue keâjves ceW me#ece veneR nw~
28. Arrange in sequence the following theories of In the light of the above statements, choose the
causality in Aristotle's philosophy : most appropriate answer from the options
Dejmlet kesâ oMe&ve ceW efvecveefueefKele keâejCelee efmeæebleeW keâes given below :
›eâceevegmeej jKeW GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
(A) Material cause/Yeeweflekeâ keâejCe mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW :
(B) Efficient cause/me#ece keâejCe (a) Both Statement I and Statement II are correct
(C) Formal cause/Deekeâeefjkeâ keâejCe keâLeve I Deewj II oesveeW mener nQ~
(b) Both Statement I and Statement II are
(D) Final cause/Debeflece keâejCe
given below :
veerÛes efoÙes ieÙes efJekeâuheeW mes mener Gòej ÛegefveÙes : incorrect/mener nw, eEkeâleg keâLeve II mener veneR nw~
(a) (A), (C), (B), (D) (b) (A), (D), (B), (C)
(c) (C), (B), (A), (D) (d) (A), (B), (C), (D) correct/mener veneR nw eEkeâleg keâLeve II mener nw~
29. Given below are two statements : 31. MOODLE is abbreviation of :
veerÛes oes keâLeve efoS ieS nQ : MOODLE efvecveefueefKele ceW mes efkeâmekeâe mebef#ehle veece
Statement/keâLeve (I) : nw?
Some examinations are too long. Some (a) Modular object-Oriented Distance Learning
examination are too difficult. Therefore, some Environment/cees[Ÿeguej Dee@ypeskeäš-DeesefjSbšs[ ef[mšWme
examinations are too long and too difficult ueefveËie SvJeeÙejveceWš
kegâÚ hejer#eeSb yengle uecyeer nesleer nQ~ kegâÚ hejer#eeSb yengle keâef"ve (b) Modular Object-Oriented Dynamic Learning
nesleer nw~ Dele: kegâÚ hejer#eeSb yengle uecyeer Deewj yengle keâef"ve Environment/cees[Ÿeguej Dee@ypeskeäš-DeesefjSbšs[ [eÙeveeefcekeâ
nesleer nQ~ ueefveËie SvJeeÙejveceWš
(c) Modular Object-Oriented Distance 35. Consider the following technologies :
Legislative Environment/cees[Ÿeguej Dee@ypeskeäš- efvecveefueefKele ØeewÅeesefiekeâer efJeOeeDeeW hej efJeÛeej keâjW :
DeesefjSbšs[ ef[mšWme uesefpemuesefšJe SvJeeÙejveceWš (a) Microprocessor/ceeF›eâesØeesmesmej
(d) Modular Object-Oriented Distance Legal (b) Transistor/šêbefpemšj
Environment/cees[Ÿeguej Dee@ypeskeäš-DeesefjSbšs[ ef[mešWme (c) Vaccum Tube/efveÙee&le šdÙetye
ueerieue SvJeeÙejveceWš (d) Artificial Intelligence/ke=âef$ece yegefæceòee
32. Extra browser window of commercials that Arrange the above technologies of different
open automatically on browsing web pages is computer generations in the order they have
called : been used, starting from the technology that
keâe@ceefMe&Ùeume keâer Deefleefjòeâ yeÇeGpej eEJe[es, pees Jesye yeÇeGeEpeie was used in first generation.
keâjles meceÙe mJele: Kegueleer nw, keäÙee keânueeleer nw? Ghejesòeâ oer ieÙeer efJeefYeVe heerefÌ{ÙeeW ceW ØeÙeesie keâer ieF&
(a) Spam/mhesce (b) Virus/JeeÙejme ØeewÅeesefiekeâer efJeOeeDeeW keâes henueer heerÌ{er mes Meg™ keâjles ngS
(c) Phishing/efheâeEMeie (d) Pop-up/hee@he-Dehe ›eâce ceW ueieeFÙes~
33. Given below are two statements : Choose the correct answer from the options
veerÛes oes keâLeve efoS ieS nQ : given below :
Statements/keâLeve (I) : efoÙes ieÙes efJekeâuheeW mes mener Gòej ÛegveW–
World Wide Web is not an example of client- (a) (C), (A), (B), (D) (b) (C), (B), (A), (D)
server technology/Jeu[& JeeF[ Jesye keäueeFbš-meJe&j (c) (B), (C), (A), (D) (d) (C), (B), (D), (A)
šskeäveesuee@peer keâe GoenjCe veneR nw~ 36. The only UN treaty related to environmental
issue which has been ratified by all 197 UN
Statements/keâLeve (II) : member state is
FTP is a service available on the internet heÙee&JejCe cegöeW mes mebyebefOele Skeâcee$e mebÙegòeâ je°^
Sheâ.šer.heer. Fbšjvesš hej GheueyOe Skeâ mesJee nw~ mecePeewlee keâewve mee nw efpemekeâe mebÙegòeâ je°^ kesâ meYeer 197
correct answer from the options given below : meomÙe je°êW Éeje DevegmeceLe&ve efkeâÙee ieÙee nw?
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW (a) Montreal Protocol/ceebefš^Ùeue Øeesšeskeâe@ue
mes mener Gòej ÛegveW : (b) Paris Agreement/hesefjme mecePeewlee
(a) Both Statement I and Statement II are true (c) Kyoto Protocol/keäÙeesšes Øeesšeskeâe@ue
keâLeve I Deewj II oesveeW mener nQ~ (d) Basel Convention/yesmeue keâvJeWMeve
(b) Both Statement I and Statement II are false 37. At present, which of the following is a leading
keâLeve I Deewj I oesveeW II oesveeW ieuele nQ~ country in wind energy based electricity
(c) Statement I is correct but Statement II is false generation?
keâLeve I melÙe nw eEkeâleg keâLeve II ieuele nw~ Jele&ceeve ceW heJeve Tpee& DeeOeeefjle efJeÅegle Glheeove kesâ
(d) Statement I is incorrect but Statement II is ceeceues ceW efvecveefueefKele ceW mes keâewve mee De«eCeer osMe nw?
true/keâLeve I DemelÙe nw eEkeâleg keâLeve II mener nw~ (a) India/Yeejle (b) China/Ûeerve
34. Which of the following statements is/are true? (c) France/øeâebme (d) Denmark/[sveceeke&â
efvecveefueefKele ceW mes keâewve-mee/mes mener nw/nQ? 38. 'Solar Water Still is a device used for which of
(A) Fiber optic cables are wooden fibers to the following.
provide high quality transmission ‘meesuej Jeešj efmšue’ Skeâ GhekeâjCe nw, efpemekeâe GheÙeesie
heâeFyej Dee@efhškeâ kesâyeume uekeâÌ[er kesâ heâeFyej nw pees GÛÛe efvecveefueefKele ceW mes efkeâmekesâ efueÙes efkeâÙee peelee nw?
iegCeJeòee keâe Øes<eCe keâjeves kesâ efueS nQ~ (a) Produce potable water by using solar energy
(B) Wireless communication provides anytime, meewj Tpee& kesâ GheÙeesie Éeje hesÙe peue keâe Glheeove keâjves
anywhere, connection to both computers and kesâ efueS~
telephones/JeeÙejuesme keâcÙegefvekesâMeve kebâhÙetšj Deewj (b) Pump water by using solar energy/meewj Tpee& kesâ
šsueerheâesve oesveeW keâes efkeâmeer Yeer meceÙe Deewj efkeâmeer Yeer mLeeve GheÙeesie Éeje peue keâes heche keâjves kesâ efueS~
hej keâveskeäMeve Øeoeve keâjlee nw~ (c) Generate electricity by using solar energy
(C) Mobile phones are capable of providing voice meewj Tpee& kesâ GheÙeesie Éeje efJeÅegle Glheeove keâjves kesâ efueS~
communication and also digital messaging (d) Produce heat using solar energy
service/ceesyeeFue heâesve yee@keäme keâcÙegefvekesâMeve Deewj meewj Tpee& kesâ GheÙeesie Éeje T<cee Glhevve keâjves kesâ efueS~
ef[efpešue cewmeseEpeie meefJe&me oesveeW keâer megefJeOee Øeoeve keâjves 39. Identify the primary air pollutant among the
ceW me#ece nw~ following :
Choose the correct answer from the options efvecveefueefKele ceW mes ØeeLeefcekeâ JeeÙeg Øeot<ekeâ keâer henÛeeve keâjW~
given below : (a) Ozone/Deespeesve
veerÛes efoÙes ieÙes efJekeâuheeW mes mener Gòej ÛegefveÙes : (b) Black carbon aerosols/yuewkeâ keâeye&ve SÙejesmeesume
(a) (A) and (C) only/kesâJeue (A) Deewj (C) (c) Sulphate aerosols/meuhesâš SÙejesmeesume
(b) (B) an (C) only/kesâJeue (B) Deewj (C) (d) Peroxy Acetyl Nitrate (PAN)
(c) (A) and (B) only/kesâJeue (A) Deewj (B)
hejDeekeämeer SsmeeršeF&ue veeF&š^sš (heer.S.Sve.)
(d) (C) only/kesâJeue (C) veerÛes oes keâLeve efoS ieS nQ :
Statement/keâLeve (I) : (b) (B), (C), (D) only/kesâJeue (B), (C) Deewj (D)
Long stretchers of major rivers of India have very (c) (C), (D), (E) only/kesâJeue (C), (D) Deewj (E)
low Biochemical Oxygen Demand (BOD) values (d) (D), (E), (A) only/kesâJeue (D), (E) Deewj (A)
Yeejle keâer ØecegKe veefoÙeeW kesâ uecyes Keb[eW ceW pewJejemeeÙeefvekeâ 43. The scheme 'RUSA' by MHRD of Indian
Dee@keämeerpeve ceebie (yeeÙeeskesâefcekeâue Dee@keämeerpeve ef[ceeb[ (yeer Dees government supports the following components:
[er) keâe ceeve yengle keâce neslee nw~ Yeejle mejkeâej kesâ ceeveJe mebmeeOeve efJekeâeme ceb$eeueÙe keâer
Statement/keâLeve (II) : ‘™mee’ (RUSA) Ùeespevee, efvecveefueefKele ceW mes efkeâve
In rivers oxygen is added into water by diffusion IeškeâeW nsleg meneÙelee Øeoeve keâjleer nw?
from air due to its turbulent and rapid flow (A) Upgrading autonomous colleges to the status
veefoÙeeW kesâ G«e Deewj lespe ØeJeen kesâ keâejCe JeeÙeg kesâ efJemejCe mes of a University/mJeeÙeòe keâe@uespeeW keâes efJeMJeefJeÅeeueÙe
Gvekesâ peue ceW Dee@keämeerpeve efceue peelee nw~ keâe opee& Øeoeve keâjves kesâ efueS~
In the light of the above statements, choose the (B) Providing maintenance grants to state
most appropriate answer from the options Universities/jepÙe efJeMJeefJeÅeeueÙeeW keâes Devegj#eCe
given below : Devegoeve Øeoeve keâjves kesâ efueS
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW (C) Setting up of new professional colleges in un-
served and underserved areas of the country
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW~ osMe kesâ DemesefJele Deewj DeuhemesefJele #es$eeW ceW veS
(a) Both Statement I and Statement II are correct JÙeeJemeeefÙekeâ keâe@uespeeW keâer mLeehevee keâjves kesâ efueS
keâLeve I Deewj II oesveeW mener nQ~ (D) Providing infrastructure grants to colleges and
(b) Both Statement I and Statement II are universities to scale up capacity
incorrect/keâLeve I Deewj II oesveeW mener nQ~ keâe@uespeeW Deewj efJeMJeefJeÅeeueÙeeW keâer #ecelee yeÌ{eves kesâ efueS
(c) Statement I is correct but Statement II is DeJemebjÛevee Devegoeve Øeoeve keâjves kesâ efueS
incorrect/keâLeve I mener nw eEkeâleg keâLeve II mener veneR nw~ (E) More scholarship programmes to supplement
(d) Statement I is incorrect but Statement II is the cost of education/efMe#ee keâer ueeiele keâer Deveghetefle&
correct/keâLeve I mener veneR nw eEkeâleg keâLeve II mener nw~ keâjves kesâ efueS DeefOekeâ Úe$eJe=efòe keâeÙe&›eâce Ûeueeves kesâ efueS~
41. Paravidya, according to the vedic tradition Choose the correct answer from the options
implies given below:
Jewefokeâ hejcheje kesâ Devegmeej hejeefJeÅee keâe DeLe& nw veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes :
(a) Knowledge based on human experience (a) (A), (B), (D) and (E) only
ceeveJe DevegYeJe hej DeeOeeefjle %eeve kesâJeue (A), (B), (D) Deewj (E)
(b) Knowledge that is beyond human experience (b) (A), (B), (C) and (E) only
ceeveJe DevegYeJe mes hejs %eeve kesâJeue (A), (B), (C) Deewj (E)
(c) Knowledge acquired from teachers (c) (B), (C), (D) and (E) only
efMe#ekeâeW mes Deefpe&le %eeve kesâJeue (B), (C), (D) Deewj (E)
(d) Knowledge acquired from texts (d) (A), (C), (D) and (E) only
«evLeeW mes Deefpe&le %eeve kesâJeue (A), (C), (D) Deewj (E)
42. The inherent purpose of environmental 44. Which of the following ICT initiatives of
education is to : MHRD deal with E-governance for
institutions/universities?
heÙee&JejCe efMe#ee keâe Devleefve&efnle GösMÙe nw : ceeveJe mebmeeOeve efJekeâeme ceb$eeueÙe keâer efvecveefueefKele ceW mes
(A) Adjust to environmental challenges keâewve-meer DeeF&.meer.šer. henue mebmLeeDeeW/efJeMJeefJeÅeeueÙeeW
heÙee&JejCe mebyebOeer ÛegveewefleÙeeW kesâ Øeefle meceeÙeespeve keâjvee~ kesâ efueS F&-ieJevexme mes mebyebefOele nw?
(B) Help in facing environmental hazards
heÙee&JejCe mebyebOeer KelejeW keâe meecevee keâjves ceW meneÙelee (a) SAMARTH/‘meceLe&’
(b) VIDWAN/‘efJeÉeve’
keâjvee~
(c) IRINS/‘DeeF&.Deej.DeeF&.Sve.Sme.’
(C) Promote individual's critical thinking about
emerging issues/GYejles cegöeW kesâ yeejs ceW JÙeefòeâ kesâ (d) SWAYAM/‘mJeÙece’
45. A 'De-novo' institution is characterized by
meceeueesÛeveelcekeâ eEÛeleve keâes yeÌ{eJee osvee~ Skeâ ‘ef[-veesJees’ mebmLee keâer keäÙee efJeMes<elee nw?
(D) Enhance awareness and knowledge regarding (a) ICT enabled pedagogy
environmental issues/heÙee&JejCe mebyebOeer cegöeW kesâ yeejs DeeF&.meer.šer. meceefLe&le efMe#eCeMeem$e
ceW pevepeeie™keâlee Deewj %eeve yeÌ{evee~ (b) focus on teaching and research in unique and
(E) Enhance problem-solving and decision- emerging areas of knowledge
making skills in respect of handling %eeve kesâ DeefÉleerÙe Deewj GYejles #es$eeW ceW efMe#eCe Deewj MeesOe
environmental issues hej OÙeeve keWâefõle keâjvee~
heÙee&JejCe mebyebOeer cegöeW mes efvehešves ceW mecemÙee-meceeOeeve (c) focus on teaching and research on foreign
Deewj efveCe&Ùe uesves kesâ keâewMeueeW ceW Je=efæ keâjvee~ languages and their literature
Choose the correct answer from the options efJeosMeer Yee<eeDeeW Deewj Gvekesâ meeefnlÙe kesâ efMe#ekeâ Deewj
given below: MeesOe hej OÙeeve keWâefõle keâjvee~
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes : (d) Sophisticated Basic structure
(a) (A), (B), (C) only/kesâJeue (A), (B) Deewj (C) DelÙeeOegefvekeâ yegefveÙeeoer {ebÛee~
Read the passage and answer questions from 46 to 50. Jele&ceeve meceÙe ceW meebmke=âeflekeâ DeefOeiece keâe keWâõerÙe cegöe
If so much of present day cultural learning depends on
situation and context how to do the resulting keäÙee nw?
assemblages acquire an organized coherence? One way (a) Unending discussions on it
this issue is being raised in recent anthropology is
through the concern with identity, whether defined as Fme cegös hej Deveble ÛeÛee&
identity of the person of an ethnic group or of an entire (b) Contextual clarity/meboYe& mebyebOeer mhe°lee
nation. But identities do not swim above in the stream of
social life like amoebas in fermenting banana soup. If (c) Anthropological concern/ve=peeleerÙe mejeskeâej
definitions of identity involve a characterization of (d) The need to organize the issue properly
attributes and drawing of boundaries around the units so
defined, in contrast with other units, this must have a Fme cegös keâes GefÛele {bie mes mebieef"le keâjves keâer DeeJeMÙekeâlee
causal context. Moreover, we know that the search for 47. The identity has a tendency to have
identity varies historically intensifying of slackening
over periods of time. Thus, a major rise occurred in the henÛeeve ceW efvecveefueefKele Øeehle keâjves keâer ØeJe=efòe nesleer nw
demand for identity with the advent of the nation-state (a) Different attributes from others
and the collateral development of nationalism, which
hoped to create a unified and identifiable 'people', out of DevÙeeW mes efYevve iegCe
diverse populations with distinctive identities of their (b) Coherence with other units
own. Recently, the demand for identities has risen once
again, precisely at a time when cultural repertoires are DevÙe FkeâeFÙeeW mes mebmeòeâlee
becoming again more heterogeneous as people have (c) Undistinguishable boundaries/DeefJeYesoerÙe meerceeSb
responded to changes in the social division of labour, in
their relation to governments, in reaction to new modes (d) The movement above the stream of social life
of communication. These repertoires of cultural, meeceeefpekeâ peerJeve Oeeje keâer melen hej ieefleMeeruelee
understandings and practices do not easily fit any
traditional notion of culture as an integral and integrated 48. Historically the search for identity has been of
set of forms and meanings. Ssefleneefmekeâ ™he mes henÛeeve ceW efvecveefueefKele ceW mes efkeâmes
efvecveefueefKele ieÅeebMe keâes OÙeevehetJe&keâ heÌ{s Deewj ØeMveeW (46-50) Øeehle keâjves keâer ØeJe=efòe nesleer nw?
kesâ Gòej oW :
(a) Uniform continuity/Skeâmeceeve efvejblejlee
Ùeefo DeÅeleve meebmke=âeflekeâ JÙeJenejhejkeâ DeefOeiece DeefOekeâebMele heefjefmLeefle
SJeb meboYe& hej efveYe&j neslee nw lees Ùen eEÛeleveerÙe nw efkeâ heefjCeeceer (b) Slackening of culture/mebmke=âefle keâer efMefLeuelee
mebIešveeSb efkeâme lejn Skeâ JÙeJeefmLele ™he «enCe keâj uesleer nw? neue ceW (c) Intermittent intensity/meefJejece leer›elee
ve=efJe%eeve ceW Fme cegös keâes G"eS peeves keâe Skeâ lejerkeâe henÛeeve kesâ (d) Illogical motives/Deleeefke&âkeâ GlØesjkeâ
mejeskeâej mes mebyebefOele nw Ûeens Gmes JÙeefòeâ keâer henÛeeve kesâ ™he ceW
ve=peeleerÙe mecetn kesâ ™he ceW Ùee mebhetCe& je°^ kesâ ™he ceW heefjYeeef<ele efkeâÙee 49. The advent of nationalism led to
peeS~ hejvleg henÛeeve kesâ yeejs ceW Ùen veneR keâne pee mekeâlee efkeâ Jen kesâues je°^Jeeo kesâ GÆJe kesâ keâejCe efvecveefueefKele ngDee
kesâ Meesjyes ceW lewjves Jeeues Deceeryee keâer Yee@efle meeceeefpekeâ peerleJeve keâer Oeeje (a) Competing identities/ØeeflemheOee& henÛeeve
ceW melen hej lewjleer jnleer nQ~ Ùeefo henÛeeve keâer heefjYee<eeDeeW ceW iegCeeW keâe
(b) Single identity across the nation
efJeMes<eerkeâjCe Deewj DevÙe FkeâeFÙeeW kesâ meehes#e Fme Øekeâej heefjYeeef<ele
FkeâeFÙeeW kesâ Ûeejes Deesj meercee-jsKee KeeRÛevee Meeefceue nw lees Ùen DeJeMÙe mebhetCe& je°^ ceW Skeâue henÛeeve
Skeâ keâeÙe&keâejCe cetuekeâ meboYe& nesvee ÛeeefnS~ Fmekesâ DeueeJee nce peeveles (c) The emergence of unified cultural repertoire
nw efkeâ henÛeeve keâer leueeMe ceW Ssefleneefmekeâ ™he mes mhe<š Deblej jne nw Skeâ Skeâerke=âle meebmke=âeflekeâ keâesMe keâe GoÙe
pees efYevve-efYevve meceÙeeJeefOeÙeeW ceW leer›e Deewj efMeefLeue nes peeleer nw~ Fme (d) unity within diverse identities
Øekeâej henÛeeve keâer Deesj De«emejlee ceW DelÙeefOekeâ Je=efæ je°^-jepÙeeW kesâ efJeefJeOeleehetCe& henÛeeveeW kesâ yeerÛe Skeâlee
GÆJe Deewj je°^Jeeo kesâ mebheeefM&Jekeâ efJekeâeme kesâ meeLe-meeLe ngF&, efpemeceW 50. The new cultural understanding does not fit
Deheveer Deueie henÛeeveeW Jeeueer efJeefJeOeleehetCe& pevemebKÙee ceW mes Skeâ into the traditional notation of culture due to
Skeâerke=âle Deewj efJeefMe° henÛeeve-ÙeesiÙe ueesieeW kesâ me=peve keâer Gcceero me=efpele veÙee meebmke=âeflekeâ DeJeyeesOe efvecveefueefKele ceW efkeâmekesâ
ngF&~ neue ceW henÛeeve keâer Fme De«emejlee ceW Skeâ yeej efheâj Je=efæ ngF&, keâejCe mebmke=âefle keâer hejchejeiele OeejCee kesâ mece™heer veneR
Ùen cegKÙele: Ssmes meceÙe ceW ngDee nw peye meebmke=âeflekeâ Yee<eerÙe keâesMe hegve:
Deewj DeefOekeâ efJepeeleerÙe yeve jns nQ, peye Deece ueesieeW ves Deheveer mejkeâejeW neslee nw~
mes Gvekesâ mebyebOe ceW, mebÛeej keâer veF& heæefleÙeeW keâer Øeefleef›eâÙee-mJe™he Oeve (a) The modes of communication
kesâ meeceeefpekeâ efJeYeepeve ceW heefjJele&ve hej Øeefleef›eâÙee peleeÙeer nQ ÙeneB mebÛeej keâer veF& heæefleÙeeb
GuuesKeveerÙe nw efkeâ meebmke=âeflekeâ DeJeyeesOe Deewj SleoefJe<eÙekeâ ØeLeeDeeW kesâ (b) Traditional social divisions of labour
Ùes keâesMe mJe™heeW Deewj DeLeeX kesâ DeefJeefÛÚvve Deewj mecesefkeâle mecetn kesâ
™he ceW efkeâmeer mebmke=âefle keâer hejchejeiele OeejCee ceW mejuelee mes meceeve™heer ßece keâe hejchejeiele meeceeefpekeâ efJeYeepeve
veneR yeve heeles nQ~ (c) Integrated sets of meanings
46. What is the focal issue in the present day DeLeeX kesâ mecesefkeâle mecetn
(d) The creation of a strong nation-state
cultural learning?
Skeâ cepeyetle je°^-jepÙe keâe me=peve
ANSWER
1. (b) 6. (a) 11. (d) 16. (d) 21. (a) 26. (b) 31. (b) 36. (a) 41. (b) 46. (b)
2. (c) 7. (b) 12. (a) 17. (a) 22. (a) 27. (c) 32. (d) 37. (b) 42. (c) 47. (a)
3. (d) 8. (d) 13. (b) 18. (d) 23. (b) 28. (a) 33. (d) 38. (a) 43. (d) 48. (c)
4. (a) 9. (a) 14. (c) 19. (b) 24. (d) 29. (d) 34. (b) 39. (b) 44. (a) 49. (d)
5. (c) 10. (a) 15. (c) 20. (c) 25. (c) 30. (a) 35. (b) 40. (d) 45. (b) 50. (a)
SOLUTION
1. (b) : meYeer DemheleeueeW ceW efJe<eeCegpeefvele jesie mes heerefÌ[le Yeleea 8. (d) : efMe#eCe kesâ oewjeve peye keâesF& DeOÙeehekeâ Øeef›eâÙee ØeMve keâe
jesefieÙeeW keâer mebKÙee meJee&efOekeâ nw~ ØeÙeesie keâjlee nw lees GÛÛelej ›eâce kesâ ØeMve, DeØelÙe#e ØeMve
2. (c) : efyemlej hej Yeleea jesefieÙeeW keâer kegâue mebKÙee
Deewj mebkeâuhevee DeeOeeefjle ØeMveeW keâe ØeYeglJe nesiee~
9. (a) : efoS ieS oesveeW keâLeve mener nQ~ ØelÙe#e efMe#eCeefJeefOe ceW
= 90 + 85 + 40 + 35 = 250
DevegefMe#eCe, mecetn heefjÛeÛee& Deewj ØeMve-Gòej meJe&meefcceefuele
kegâue efyemlej = 100 +50 + 100 + 50 = 300 nesles nQ~ peyeefkeâ, heefjÙeespevee keâeÙe&, ØeÙeesieMeeuee keâeÙe& Deewj
Keeueer efyemlejeW keâer mebKÙee = 300 – 250 = 50 Yetefcekeâe efveJe&nve DeØelÙe#e efMe#eCe efJeefOe kesâ Debie nQ~
50 10. (a) : keâLeve I Deewj II oesveeW mener nw~ DeefOekeâlece efve<heeove
Dele: DeYeer° ØeefleMele = × 100
hejer#eCe Skeâ Øekeâej kesâ hejer#eCe neslee nw efpeveceW hejer#eeefLe&ÙeeW
300
= 16.66% Éeje keâesF& efveefMÛele keâeÙe& efve<heeefole keâjeÙee peelee nw~ Ùes
3. (d) : meYeer DemheleeueeW ceW Ùeke=âle jesie mes heerefÌ[le Yeleea jesefieÙeeW keâer
hejer#eCe hejer#eeefLe&ÙeeW kesâ %eeve Deewj ÙeesiÙeleeDeeW keâer GÛÛelece
meerceeDeeW keâe Deekeâueve keâjves kesâ efueS DeefYekeâefuhele nesles nQ~
kegâue mebKÙee = 10 + 5 + 5 + 15 = 35 efJeefMe° Gòej hejer#eCe JÙeefòeâlJe, DeefYeJe=efòe Deewj DeefYe™efÛe
kegâue heerefÌ[le Yeleea jesefieÙeesb keâer mebKÙee Deeefo kesâ ceeheve kesâ efueS DeefYekeâefuhele nesles nQ~
= 90 + 85 + 40 + 35 = 250 11. (d) : FefvõÙeevegYeJe MeesOe ceW Jew%eeefvekeâ efJeefOe keâe ØeÙeesie neslee nw~
35 FefvõÙeevegYeJe/DevegYeJepevÙe MeesOe DevegYeJeeW Deewj Øes#eCeeW hej
DeeOeeefjle neslee nw~ Ùen Skeâ mecebkeâ DeeOeeefjle MeesOe nw
250
= 14% ef pemekesâ efve<keâ<eeX keâes melÙeeefhele efkeâÙee pee mekeâlee nw~
4. (a) : efJe<eeCegpeefvele jesieeW mes heerefÌ[le Yeleea jesefieÙeeW keâer mebKÙee 12. (a) : keâeÙeexòej MeesOe efJeefOe ceW Deeefßele Ûej hej ØeYeeJe Øesef#ele keâjves
= 30 + 15 + 35 + 10 = 90
nsleg efvejeefßele Ûej ceW peesÌ[-leesÌ[ keâjves kesâ yepeeÙe Skeâ
iegoe& jesie mes heerefÌ[le Yeleea jesefieÙeeW keâer mebKÙee efvejeefßele Ûej Ûegvee peelee nw~ keâeÙeexllej MeesOe efkeâmeer Iešvee
kesâ Iešves kesâ heMÛeele GheÙeesie keâer peeleer nw~ Fmekeâe ØeÙeesie
= 15 + 5 + 15 + 5 = 40
ØeeÙe: meeceeefpekeâ efJe%eeve Deewj JeeefCeefpÙekeâ mebmLeeDeeW ceW
Dele: DeYeer° Devegheele = 90 : 40
efkeâÙee peelee nw~ Fmes Ex-Post Facto MeesOe Yeer keânles nQ~
=9:4
efpemekeâe cetue DeLe& after the fact neslee nw~ FmeceW mJeleb$e
5. (c) : Demheleeue A ceW Yeleea kegâue heerefÌ[le jesefieÙeeW keâer mebKÙee Ûej hetCe&le: efveef<›eâÙe nes Ûegkeâe neslee nw leLee Deeefßele Ûej kesâ
= 30 + 35 + 15 + 10 = 90 ceeOÙece mes Iešvee Iešves keâer mecYeeJeveeDeeW hej Devegceeve
Demheleeue B ceW Yeleea kegâue heeref[Ì le jesefieÙeeW keâer mebKÙee ueieeÙee peelee nw~ Fme Øekeâej kesâ MeesOe ceW ÛejeW hej ØelÙe#e
= 15 + 10 + 5 + 5 = 35 ™he mes nceeje keâesF& Yeer efveÙeb$eCe veneR neslee nw~ OÙeeleJÙe nw
Dele: DeYeer° Devegheele = 90 : 35 efkeâ keâeheâer uecyes meceÙe kesâ yeeo keâeÙeexòej MeesOe Ssefleneefmekeâ
= 18 : 7 MeesOe ceW yeoue peelee nw~
6. (a) : leLÙeeW Deewj efJeÛeejeW kesâ yeerÛe mecyevOe keâes osKeves kesâ oeÙejs 13. (b) : iegCeelcekeâ MeesOe keâer ØecegKe efJeMes<eleeSB efvecve nQ :
keâe mebJeOe&ve DeJeyeesOe mlej efMe#eCe ceW cenlJehetCe& nw~ efMe#eCe efkeâmeer mecemÙee keâes Ûegvelee nw Deewj keWâõerÙe heefjIešvee keâes
kesâ Fme mlej kesâ ØecegKe Øeefleheeokeâ cee@efjmeve Les~ efMe#eCe kesâ ef Jemle=le mecePe efJekeâefmele keâjlee nw;
Fme mlej ceW DeefOeiecekeâlee& ve efmehe&â leLÙeeW keâe mcejCe keâjlee meeefnlÙe meceer#ee keâer Yetefcekeâe Fmekesâ Debleie&le Deuhe neslee
nw eEkeâleg Ùen mecemÙee keâes leke&â mebiele yeveeves ceW meneÙekeâ
nw Deefheleg mecyeefvOele efJe<eÙe ceW Devle: Âef° Yeer efJekeâefmele
efmeæ neslee nw;
keâjlee nw~ iegCeelcekeâ MeesOe DeeBkeâÌ[eW hej DeefOekeâ efveYe&j veneR keâjlee
7. (b) : efkeâMeesj DeefOeiece ceW veeÙekeâ-hetpee Deewj mebJesovee pewmeer nw, DeleSJe FmeceW keâce mebKÙee ceW JÙeefòeâÙeeW mes MeyoeW
YeeJeveelcekeâ efJeMes<eleeSb efveCee&Ùekeâ cenlJe keâer nesleer nQ~ hej DeeOeeefjle DeeBkeâÌ[s Skeâef$ele efkeâS peeles nQ~
14. (c) : mlejerke=âle ØeefleÛeÙeve, mecetn ØeefleÛeÙeve Deewj JÙeJeefmLele Øeefle 22. (a) : 45 keâes (42)2 × 4 Yeer efueKee pee mekeâlee nw pees efkeâ (16)2
ÛeÙeve mebYeeJÙelee/ØeeefÙekeâlee DeeOeeefjle ØeefleÛeÙeve Øeef›eâÙeeSb nQ~ × 4 nw~ Dele: oesveeW keâe Deueie-Deueie 15 mes Yeeie osves hej
ØeeefÙekeâlee ØeefleÛeÙeve Øeef›eâÙee ceW mece«e mes ØeefleoMe& keâes uesves Øeehle Mes<e ›eâceMe: nw–
kesâ efueS ÙeeÂÛÚerkeâjCe ueeiet efkeâÙee peelee nw~ OÙeeleJÙe nw (1)2 × 4
efkeâ FmeceW he#eheele veneR neslee nw leLee meYeer kesâ Ûegves peeves keâer Dele: Debeflece Mes<eheâue = 1 × 4 = 4
mebYeeJevee yejeyej-yejeyej nesleer nw~ 23. (b) : henueer mebKÙee = 4
15. (c) : keâLeve II DemelÙe nw keäÙeeWefkeâ peye MetvÙe heefjkeâuhevee 4×–2=–8
DemJeerke=âle nesleer nw, peyeefkeâ Ùen JeemleJe ceW melÙe nes, lees – 8 × –2 = 16
16 × – 2 = – 32
Fmes α (Deuheâe) $egefš Ùee šeFhe- I $e=efš keânles nQ~ JeneR, – 32 × –2 = 64
peye MetvÙe heefjkeâuhevee mJeerke=âle nes peeS, peyeefkeâ JeemleJe ceW 64 × – 2 = – 128
Ùen DemelÙe nes, lees Fmes β (yeerše) $egefš Ùee šeFhe- II $e=efš Dele: ØeMveJeeÛekeâ efÛeÖ kesâ mLeeve hej –32 DeeSieer~
keânles nQ~ 24. (d) : Devegheele oes Ùee oes mes DeefOekeâ mebKÙeeDeeW kesâ ceOÙe mecyevOe
16. (d) : veS ceeref[Ùee kesâ Deeieceve ves Dee@veueeFve DeefOeiece keâes mJeleb$e keâes oMee&lee nw, pees efkeâ oes Ùee oes mes DeefOekeâ ceeveeW kesâ
yevee efoÙee nw~ veS ceeref[Ùee mes DeeMeÙe mebÛeej kesâ ceeOÙeceeW ›eâefcekeâ ceehe Éeje Devegheele keâer keâesF& FkeâeF& veneR nesleer nw
mes nw pees ef[efpešue lekeâveerkeâer hej DeeOeeefjle neslee nw pewmes Deewj meceevegheele Skeâ meceerkeâjCe nw efpemeceW oes meceeve
meesMeue ceeref[Ùee Deewj Fbšjvesš keâe GheÙeesie~ Devegheele ØelÙeskeâ Deesj nesles nQ~
17. (a) : keâ#ee ceW mebØes<eCe yeeOeeDeeW keâes nševes keâe heefjCeece efvecve Dele: keâLeve - (I) ieuele nw Deewj keâLeve (II) mener nw~
nesiee– 25. (c) : men DeYeepÙe mebKÙeeSb Gve hetCee&keâeW Ùee mebKÙeeDeeW keâe mecetn
I. efJeefMe° DevegosMeelcekeâ JÙeJenejeW keâe mhe° efve™heCe~ nw efpemes kesâJeue Skeâ mekeâejelcekeâ hetCeeËkeâ 1 meceeve ™he mes
II. efJeÅeeefLe&ÙeeW kesâ yeerÛe meesösMÙe Devle: ef›eâÙee keâe efJeYeeefpele keâjlee nw~
JeeleeJejCe~ iegCeveKeC[ keâer Øeef›eâÙee ceW Skeâ mebKÙee keâes keâF& Úesšer
18. (d) : I. Skeâ ner mebosMe keâes yeej-yeej oesnjevee Gmes cenlJehetCe& mebKÙeeDeeW kesâ iegCekeâ kesâ ™he ceW efueKee peelee nw~
veneR yeveelee~ Dele: DeefYekeâLeve ieuele nw~ Dele: keâLeve I mener nw Deewj keâLeve II ieuele nw~
II. ‘peye Skeâ Meyo mes ner keâece Ûeue peeS lees oes MeyoeW 26. (b) : pÙeeoe yegje, yegje mes pÙeeoe keâes yeleelee nw~
keâe ØeÙeesie ve keâjW’, Ùen Skeâ ceeie&oMeea efmeæevle nw pees Fmeer Øekeâej, ceesefnle nesvee, Meewkeâ mes pÙeeoe Deekeâ<e&Ce keâes
melÙe nw~ Dele: leke&â melÙe nw~ yeleelee nw~
19. (b) : mebØes<eCe efJekeâeme kesâ ÛejCe ceW mener ›eâce efvecve nw– 27. (c) : vÙeeÙeMeem$e kesâ Devegmeej, ‘Deepe ceewmece yengle "b[e nw~ %eeve
I. iegheâe efÛe$e ue#eCe keâe GoenjCe nw~
II. Yee<eeDeeW keâe efJekeâeme 28. (a) : Dejmlet kesâ oMe&ve ceW keâejCelee efmeæeleeW keâe ›eâce efvecve nw–
III. cegõCe kesâ efueS keâe‰ yuee@keäme 1. Yeeweflekeâ keâejCe
V. Oeeleg cegõCe ↓
20. (c) : (a) Skeâ Deewj Skeâ kesâ yeerÛe (3) Deblej-JewÙeefòeâkeâ 2. Deekeâeefjkeâ keâejCe
(b) Skeâ Deewj keâF& kesâ yeerÛe (4) peve mebÛeej, efJeMes<ekeâj ↓
cegõCe 3. De#ece keâejCe
(c) keâF& Deewj keâF& kesâ yeerÛe (1) vesšJeke&â ↓
(mebJÙeJenejelcekeâ) 4. Debeflece keâejCe
(d) Skeâ Deewj efkeâmeer kesâ (2) Debleje-JewÙeefòeâkeâ 29. (d) : Fmes nce efÛe$eCe Éeje hetCe&le: mecePe mekeâles nQ–
yeerÛe veneR keâLeve I– Fmekeâer oes mecYeeJeveeÙeW nQ–
21. (a) : Ùeefo efJe›eâÙe cetuÙe hej ueeYe efoÙee nw lees JeemleefJekeâ ueeYe–
=
eJfe›eâÙe ceutÙe hej ueeYe %
×100 yengle yengle
100 - eJfe.cet. hej ueeYe % uecyeer nw hejer # ee keâef" ve nw
25
= ×100
100 − 25 Ùee
25
= × 100
75
yengl e yengle
1 hejer# ee keâef" ve nw
= ×100 uecyeer nw
3
1
= 33 %
3

Dele: Fmemes efvecve keâLeve keâer hegef° veneR nesleer nw– 37. (b) : Ûeerve, 221.G.W. #ecelee mLeeefhele keâjves Jeeuee osMe nw,
kegâÚ hejer#eeSb yengle uecyeer Deewj yengle keâef"ve nesleer nQ~ Jele&ceeve ceW Ûeerve heJeve Tpee& DeeOeeefjle efJeÅegle Glheeove kesâ
keâLeve II– ceeceues ceW De«eCeer osMe nw~
Ûeerve kesâ yeeo Decesefjkeâe 19.4 M.G. #ecelee Oeeefjle efkeâÙes
ngS nw~
efyeuueer 38. (a) : meesuej Jeešj efmšue Skeâ GhekeâjCe nw efpemekeâe GheÙeesie meewj
kegâòee Tpee& kesâ GheÙeesie Éeje hesÙe peue keâe Glheeove keâjves kesâ efueÙes
efhemmet keâe heerÚe efkeâÙee peelee nw efpemeceW meeheâ peue keâes ievos peue mes Deueie efkeâÙee
keâjvee peelee nw~
39. (b) : yuewkeâ keâeye&ve SÙejesmeesume ØeeLeefcekeâ JeeÙeg Øeot<ekeâ nw, pees
DehetCe& onve Øeef›eâÙee Éeje Glmeefpe&le JeeÙegceC[ue ceW ØekeâeMe
Ùen efvecve keâLeve keâer hegef° keâjlee nw– kesâ DeJeMeesef<ele keâCe keâe ØecegKe ™he nw~
efyeefuueÙeeW keâe heerÚe keâjves Jeeues kegâòeeW ceW efhemmet nesles nQ~ 40. (d) : keâLeve I mener veneR nw~ Yeejle keâer ØecegKe veefoÙeeW kesâ KeC[eW
Dele: keâLeve- I ieuele nw Deewj keâLeve- II mener nw~ keâer mebKÙee pÙeeoe nw peneB pewJejemeeÙeefvekeâ Dee@keämeerpeve ceebie
30. (a) : keâLeve-I Deewj II oesveeW mener nQ~ keâe ceeve yengle keâce nw, ve efkeâ Gve KeC[eW keâer uecyeeF&~
I. ceeveJe leke&â keâe Ùen ogYee&iÙe nw efkeâ Jen Ssmeer efmLeefle ceW keWâõerÙe Øeot<eCe efveÙeb$eCe yees[& keâes 2018 keâer Skeâ efjheesš& kesâ
hengBÛe peelee nw peye Jen keâefleheÙe ØeMveeW keâe ve lees Gòej Devegmeej, Yeejle ceW Øeotef<ele veoer KeC[eW keâer mebKÙee yeÌ{keâj
os mekeâlee nw Deewj ve Gvekeâer DeveosKeer keâj mekeâlee nw~ 351 nes ieF& nw~
II. ceeveJe leke&â Deheves mJeYeeJe mes Ûejce ÙeLeeLe& mes mecyeefvOele 41. (b) : Jewefokeâ hejcheje kesâ Devegmeej, hejeefJeÅee efnvot oMe&veMeem$e ceW
keâefleheÙe ØeMveeW keâes nue keâjves ceW me#ece veneR nw~ %eeve kesâ oes ØekeâejeW ceW mes Skeâ nw efpemekeâe leelheÙe& hejce melÙe
31. (b) : MOODLE mebef#ehle veece nQ–‘‘cees[dÙetuej Dee@ypeskeäš- Ùee mJeÙeb kesâ %eeve Ùee GÛÛe %eeve mes nw pees heejueewefkeâkeâ %eeve
DeesefjSbšs[ [eÙeveeefcekeâ ueefveËie SvJeeÙejcesvš’’~ MOOCs nw~
keâer YeeBefle MOODLE Yeer Skeâ ueefveËie Øees«eece nw pees ØeeÙe: 42. (c) : heÙee&JejCe efMe#ee kesâ kegâÚ Devleefve&efnle GösMÙe nw–
efkeâmeer Úesšs mecetn Ùee efJeMes<e mecetn keâes Asynchronous GYejles cegöeW kesâ yeejs ceW JÙeefòeâ kesâ meceeueesÛeveelcekeâ
Method Éeje Jesye DeeOeeefjle DeefOeiece Øeoeve efkeâÙee peelee eEÛeleve keâes yeÌ{eJee osvee~
nw~ FmeceW DeefOekeâlece efJeÅeeefLe&ÙeeW keâer mebKÙee 50 nesleer nw~ heÙee&JejCe mecyevOeer cegöeW kesâ yeejs ceW pevepeeie™keâlee
32. (d) : keâe@ceefMe&Ùeue keâer Deefleefjòeâ yeÇeGpej eEJe[es, pees Jesye hespe Deewj %eeve yeÌ{evee~
yeÇeGeEpeie keâjles meceÙe mJele: Kegueleer nw, hee@he-Dehe keânueeleer heÙee&JejCe mecyevOeer cegöeW mes efvehešves ceW mecemÙee-meceeOeeve
nw~ Ùen Skeâ Úesše eEJe[es neslee nw pees Deefleefjòeâ metÛevee osves Deewj efveCe&Ùe uesves kesâ keâewMeueeW ceW Je=efæ keâjvee~
kesâ efueS efkeâmeer keâeÙe&›eâce kesâ oewjeve Ùee efkeâmeer Jesyehespe kesâ 43. (d) : ™mee, je°êrÙe GÛÛelej efMe#ee DeefYeÙeeve, keâeÙe&›eâce keWâõ Éeje
Thej Dee peelee nw~ efveÙeesefpele Ùeespevee 2013 ceW Meg™ keâer ieÙeer~ Yeejle mejkeâej
33. (d) : keäueeFbš-meJe&j šskeäveesuee@peer Skeâ ceeOÙece nw pees Ùen yeleelee nw kesâ ceeveJe mebmeeOeve efJekeâeme ceb$eeueÙe keâer ‘™mee’ Ùeespevee kesâ
efkeâ kewâmes keâesF& meJe&j mebmeeOeve GheueyOe keâjelee nw Deewj Skeâ kegâÚ ØecegKe Ieškeâ–
Ùee Skeâ mes DeefOekeâ keäueeFvš keâes meefJe&me cegnwÙee keâjelee nw~ mJeeÙeòe keâe@uespeeW keâes efJeÕeefJeÅeeueÙe keâe opee& Øeoeve
F.T.P. keâe celeueye nw-heâeFue šê@vmeheâj Øeesšeskeâe@ue, pees keâjves kesâ efueS~
keäueeFvš meJe&j šskeäveesuee@peer keâe Skeâ Øekeâej nw~ Dele: keâLeve osMe kesâ DemesefJele Deewj DeuhemesefJele #es$eeW ceW veS
I ieuele nw Deewj keâLeve II mener nw~ JÙeJemeeefÙekeâ keâe@uespeeW keâer mLeehevee keâjves kesâ efueS~
34. (b) : A. heâeFyej Dee@efhškeâ kesâyeume heâeFyej iueeme mes efveefce&le keâe@uespeeW Deewj efJeMJeefJeÅeeueÙeeW keâer #ecelee yeÌ{eves kesâ
nesles nw pees GÛÛe iegCeJeòee keâe Øes<eCe GheueyOe keâjeves kesâ efueS DeJemebjÛevee Devegoeve Øeoeve keâjves kesâ efueS~
efueS nQ~ efMe#ee keâer ueeiele keâer Deveghetefle& keâjves kesâ efueS DeefOekeâ
B. JeeÙejuesme keâcÙetefvekesâMeve keâneR Yeer, keâYeer Yeer efyevee Úe$eJe=efòe Ûeueeves kesâ efueS~
efkeâmeer Yeeweflekeâ ceeOÙece keâer meneÙelee mes metÛevee Deeoeve- 44. (a) : ‘meceLe&’ je°êrÙe efMe#ee efceMeve Deewj mebÛeej SJeb ØeewÅeesefiekeâer
Øeoeve keâjves keâjeves keâe lejerkeâe nw~ Ùeespevee (NMEICT) kesâ lenle ceeveJe mebmeeOeve efJekeâeme
C. ceesyeeFue heâesve cetuele: mecØes<eCe Ùev$e nw~ Fmekeâe ØeÙeesie ceb$eeueÙe Éeje efJekeâefmele Skeâ F&-Meemeve (e-governance)
Meeefyokeâ Je DeMeeefyokeâ ™he ceW efkeâÙee pee mekeâlee nw~ hešue nw~
45. (b) : Skeâ ‘ef[-veesJees’ mebmLee keâer efJeMes<elee %eeve kesâ DeefÉleerÙe Deewj
35. (b) : efJeefYevve keâchÙetšj heerefÌ{Ùeesb ceW ØeÙeseie keâer ieF& ØeesÅeesefiekeâer
GYejles #es$eeW ceW efMe#eCe Deewj MeesOe hej OÙeeve keWâefõle keâjvee~
efJeOeeDeeW keâes henueer heerÌ{er mes Meg™ keâjles ngS Gvekeâe ›eâce– 46. (b) : Jele&ceeve meceÙe ceW meebmke=âeflekeâ DeefOeiece keâe kesâvõerÙe cegöe
efveJee&le šdÙetye (1904) meboYe& mebyebOeer mhe°lee nw~
šêBefpemšj (1926) 47. (a) : henÛeeve ceW otmejes mes efYevve iegCe Øeehle keâjves keâer ØeJe=efòe nesleer
ceeF›eâesØeesmesmej (1947) nw~
ke=âef$ece yegefæceòee 48. (c) : Ssefleneefmekeâ ™he mes henÛeeve ceW meefJejece leer›elee Øeehle keâjves
keâer ØeJe=efòe nesleer nw~
36. (a) : ceebefš^Ùeue Øeesšeskeâeue heÙee&JejCe cegöeW mes mecyeefvOele Skeâcee$e
49. (d) : je°^Jeeo kesâ GodYeJe kesâ keâejCe efJeefJeOeleehetCe& henÛeeveeW kesâ
mebÙegòeâ je°^ mecePeewlee nw efpemekeâe mebÙegòeâ je°^ kesâ meYeer 197 yeerÛe Skeâlee ngF&~
meomÙe je°êW Éeje DevegmeceLe&ve efkeâÙee ieÙee nw, 1987 ceW 50. (a) : veÙee meebmke=âeflekeâ DeJeyeesOe mebÛeej keâer veF& heæefleÙeeW kesâ keâejCe
efkeâÙee ieÙee Ùen Skeâ Devleje&°êrÙe mecePeewlee nw~ mebmke=âefle keâer hejchejeiele OeejCee kesâ mece™heer veneR neslee nw~
PRACTICE SET-9
Study the data in the given table and answer the (a) 16:15 (b) 7:5
question that follow (c) 19:15 (d) 17:15
News News News News 5. What is the ratio of total distributed paper to
News Paper/City Paper Paper Paper Paper total newspaper printed?
A B C D meceeÛeej he$eeW keâer efJeleefjle keâer ieF& ØeefleÙeeW keâer kegâue
Delhi 1000 750 320 250
Lucknow 500 250 250 175
mebKÙee Deewj cegefõle keâer ieF& kegâue ØeefleÙeeW keâer mebKÙee keâe
Varanasi 200 150 165 155 Devegheele keäÙee nw?
Jaipur 200 350 135 160 (a) 5:6 (b) 51:60
efvecveefueefKele leeefuekeâe ceW efkeâleves Keeme Je<e& kesâ oewjeve cegefõle (c) 167:200 (d) 52:61
meceeÛeej he$eeW keâer mebKÙee (pewmee efkeâ keâes‰keâ ceW efoÙee ieÙee nw) 6. If teaching is viewed as a continuous. which of
leLee efJeefYeVe MenjeW ceW efJeleefjle efkeâS ieS meceeÛeejhe$eeW keâer the following modality involves active 'give'
and 'take' between the teacher and learner?
mebKÙee oMee&Ùeer ieF& nw~ leeefuekeâe kesâ DeeOeej hej ØeMve 1 mes 5 keâe
Ùeefo efMe#eCe keâes meeleblÙekeâ keâer lejn osKee peelee nw lees
Gòej oerefpeS:
efvecveefueefKele keâewve meer Øekeâejlee efMe#ekeâ SJeb DeefOeiece
keâlee& kesâ yeerÛe meef›eâÙe ‘Deeoeve’ ‘Øeoeve’ keâes Meeefceue
keâjleer nw?
(a) Training/ØeefMe#eCe (b) Conditioning/Devegketâueve
(c) Instruction/DevegosMe (d) Indoctrination/celeejesheCe
7. What is the correct sequence from lower to
higher, for indicating learning outcomes
related to affective domain?
ØeYeeJeer DeefOekeâej #es$e ceW mebyebefOele DeefOeiece heefjCeeceeW
keâes Fbefiele keâjves kesâ efueS efvecvelej mes GÛÛelej ›eâce keäÙee
1. In which city the distribution of paper is nw?
minimum?
efvecveefueefKele leeefuekeâe ceW mes efkeâme Menj ceW meceeÛeej he$eeW (A) Receiving/«enCe keâjvee
keâer ØeefleÙeeB vÙetvelece mebKÙee ceW efJeleefjle keâer ieÙeer nQ: (B) Valuing/cetuÙeebkeâve keâjvee
(a) Jaipur/peÙehegj (b) Lucknow/ueKeveT (C) Responding/Øeefleef›eâÙee keâjvee
(c) Delhi/efouueer (d) Varanasi/JeejeCemeer (D) Organization/mebie"ve
2. What is the percentage of distributed (E) Characterization/Ûeefj$eerkeâjCe
newspapers compared to printed newspaper? Choose the correct answer from the options
cegefõle meceeÛeej he$eeW keâer ØeefleÙeeW keâer mebKÙee keâer leguevee given below:
ceW efJeleefjle keâer ieF& meceeÛeej he$eeW keâer ØeefleÙeeW keâer mebKÙee efvecveefueefKele efJekeâuheeW ceW mes mener Gòej ÛegefveÙes:
keâe ØeefleMele keäÙee nw? (1) (A), (B), (C), (D) and (E)
(b) (A), (C), (B), (D) and (E)
(a) 83.5% (b) 84.0%
(c) (C), (D), (E), (A) and (B)
(c) 82.0% (d) 82.5%
(d) (B), (C), (A), (D) and (E)
3. What is the percentage of distribution of
newspaper C in all the cities as compared to
total number of newspapers distributed? veerÛes oes keâLeve efoS ieS nQ
meYeer MenjeW keâer efJeleefjle keâer ieF& meceeÛeej he$eeW keâer Statement/keâLeve (I) :
ØeefleÙeeW keâer kegâue mebKÙee keâer leguevee ceW meceeÛeej he$e C Ability of an individual or group implies the
keâer efJeleefjle keâer ieF& ØeefleÙeeW keâer kegâue mebKÙee keâer components of knowledge, skill and experience
efkeâmeer JÙeefòeâ DeLeJee mecetn keâer ÙeesiÙelee %eeve, o#elee leLee
ØeefleMele keäÙee nw?
(a) 16.46% (b) 17.36%
DevegYeJe kesâ IeškeâeW keâes Gheueef#ele keâjleer nw~
(c) 18.42% (d) 16.36% Statement/keâLeve (II) :
4. What is the ratio of distribution of Newspaper Willingness of an individual or group implies the
A to newspaper B? components of confidence commitment and
meceeÛeej A keâer efJeleefjle keâer ieF& ØeefleÙeeW keâer mebKÙee Deewj motivation/efkeâmeer JÙeefòeâ DeLeJee mecetn keâer lelhejlee
meceeÛeej B keâer efJeleefjle keâer ieF& ØeefleÙeeW keâer mebKÙee keâe DeelceefJeÕeeme, JeÛeveyeælee leLee DeefYeØesjCee kesâ IeškeâeW keâes
Devegheele keäÙee nw? Gheueef#ele keâjleer nw~
In the light of the above statement. Choose the 10. Given below are two statements: One is
most appropriate answer from the options labelled as Assertion (A) and the other is
given below: labelled as Reason (R):
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW veerÛes oes keâLeve efoS ieS nQ efpeveceW Skeâ keâes DeefYekeâLeve
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW: (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~
(a) Both the statement I and statement II are Assertion/DeefYekeâLeve (A) :
correct/keâLeve I Deewj II oesveeW mener nw~ The use of ICT has a great potential for
optimizing learning outcomes/DeefOeiece heefjCeeceeW keâes
(b) Both the statement I and statement II are
incorrect/keâLeve I Deewj II oesveeW mener vener nw~
F°leced yeveeves keâer Âef° mes DeeF& meer šer ceW heÙee&hle mebYeeJevee nw~
(c) Statement I is correct but statement II is
ICT promotes scope for variety flexibility and
incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener vener nw~
attractiveness/DeeF&.meer.šer. efJeefJeOelee, ueÛeeruelee leLee
ceveesnjlee keâes mebJeefOe&le keâjleer nw~
correct/keâLeve I mener veneR nw efkebâleg keâLeve II mener nw~
9. Match List I with List II : List I provides the correct answer from the options given below.
basic management functions to be performed GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
by a teacher while the List II gives their mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW:
description. (a) Both (A) and (R) are true and (R) is the
metÛeer-I keâes metÛeer-II mes megcesefuele keâerefpeS: metÛeer-I correct explanation of (A)/(A) Deewj (R) oesveeW
efMe#ekeâ Éeje efve<heeefole efkeâS peeves Jeeues cetue ØeyebOeve mener nQ Deewj (R), (A) keâer mener JÙeeKÙee nw~
keâeÙe& oMee&leer nw peyeefkeâ metÛeer-II Gvekesâ efJeJejCe osleer nw: (b) Both (A) and (B) are true but (R) is NOT the
List/metÛeer-I List/metÛeer-II correct explanation of (A)/(A) Deewj (R) oesveeW
(A) Planning (I) It involves feedback of mener nQ hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw~
Ùeespevee result and follow up to (c) (A) is true but (R) is false
compare (A) mener nw hejvleg (R) mener veneR nw~
accomplishment (d) (A) is false but (R) is true
Ùen heefjCeeceeW kesâ Øeeflehegef° keâes (A) mener veneR nw hejvleg (R) mener nw~
Meeefceue keâjlee nw Deewj efve<heefòe 11. Identify the non-probability sampling
procedures from the following:
keâer leguevee kesâ efueS DevegJeleea
efvecveefueefKele ceW mes DemebYeeJÙelee hej DeeOeeefjle ØeefleoMe&
keâeÙe&Jeener keâjlee nw~
Øeef›eâÙeeDeeW keâer henÛeeve keâerefpeS
(B) Organizing (II) It involves engagement
(A) Simple random sampling
DeeÙeespeve keâjvee in task relevant
activities meeOeejCe ÙeeÂefÛokeâ ØeefleÛeÙeve
Ùen keâeÙe& kesâ Øeemebefiekeâ (B) Quota sampling/Deevegheeeflekeâ ØeefleÛeÙeve
ef›eâÙeekeâueeheeW kesâ efJeefveÙeespeve (C) Cluster sampling/iegÛÚ ØeefleÛeÙeve
keâes Meeefceue keâjlee nw~ (D) Snowball sampling/mveesyee@ue ØeefleÛeÙeve
(C) Motivation (III) It involves bringing (E) Dimensional sampling/efJeceelcekeâ ØeefleÛeÙeve
DeefYeØesjCe together resources and Choose the correct answer from the options
people given below:
Ùen œeesleeW SJeb ueesieeW keâes Skeâ veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes:
meeLe efceueelee nw~ (a) (A), (B) and (C) only/kesâJeue (A), (B) Deewj (C)
(D) Controlling (IV) It involves setting goals (b) (B), (C) and (D) only/kesâJeue (B), (C) Deewj (D)
efveÙev$eCe and objectives (c) (B), (D) and (E) only/kesâJeue (B), (D) Deewj (E)
Ùen ue#ÙeeW SJeb GösMÙeeW keâe (d) (C), (D) and (E) only/kesâJeue (C), (D) Deewj (E)
efveOee&jCe keâjlee nw~ 12. A college principal conducts an ethnographic
probe into the problem faced by tribal
students, which method of sampling will be
given below:
most appropriate?
efvecveefueefKele efJekeâuheeW ceW mes mener Gòej ÛegefveS:
Skeâ ceneefJeÅeeueÙe kesâ ØeeÛeeÙe& Éeje pevepeeleerÙe
(a) (A)-(IV), (B)-(III), (C)-(II), (D)-(I)
(b) (A)-(I), (B)-(II), (C)-(III), (D)-(IV)
efJeÅeeefLe&ÙeeW Éeje meecevee keâer pee jner mecemÙeeDeeW keâes
(c) (A)-(II), (B)-(I), (C)-(IV), (D)-(III) ve=peeeflekeâ peeBÛe keâjJeeF& ieF&~ ØeefleÛeÙeve keâer keâewve meer
(d) (A)-(III), (B)-(IV), (C)-(I), (D)-(II) efJeefOe meJee&efOekeâ GheÙegòeâ nesieer?
(a) Random sampling/ÙeeÂefÛÚkeâ ØeefleÛeÙeve 15. Given below are two statements: One is
(b) Stratified sampling/mleefjle ØeefleÛeÙeve labelled as Assertion (A) and the other is
labelled as Reason (R) :
(c) Cluster sampling/iegÛÚ ØeefleÛeÙeve
veerÛe oes keâLeve efoÙes ieS nw efpemeceW mes Skeâ keâes
(d) Systematic sampling/JÙeJeefmLele ØeefleÛeÙeve
DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~
veerÛes oes keâLeve efoS ieS nQ:
Research ethics is must in order to provide
Statement/keâLeve (I) : credibility to the research findings and their use in
Fundamental researches directed at exploring the authentic situations/DevegmebOeeve heefjCeeceeW SJeb JeemleefJekeâ
applicability of truths and principles already heefjefmLeefleÙeeW ceW Gvekesâ ØeÙeesie keâes efJeMJemeveerÙelee Øeoeve keâjves kesâ
established/ceewefuekeâ DevegmebOeeve hetJe& mLeeefhele melÙeeW SJeb efueS DevegmebOeeve ceW DeeÛeej mebefnlee DeeJeMÙekeâ nw~
efmeæebleeW keâer ØeÙeespÙelee kesâ DevJes<eCe keâer Deesj ØeJeefle&le nesles nQ~ Reasons/leke&â (R) :
Statement/keâLeve (II) : Application of ICT in research ensures reliability
Action research aims at ameliorating the ongoing of research results
conditions and practices/ef›eâÙeelcekeâ DevegmebOeeve Jele&ceeve DevegmebOeeve cebs DeeF&.meer.šer. keâe DevegØeÙeesie DevegmebOeeve heefjCeeceeW
heefjefmLeefleÙeeW SJeb ØeLeeDeeW ceW megOeej keâjves hej ueef#ele nw~ keâer efJeMJemeveerÙelee keâes megefveefMÛele keâjlee nw~
In the light of the above statements choose the In the light of the above statements. Choose the
most appropriate answer from the options correct answer from the options given below :
given below: GheÙeg&òeâ keâLeve kesâ Deeueeskeâ ceW efvecveefueefKele efJekeâuheesb ceW
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW mes meJee&efOekeâ GheÙegkeäle Gòej ÛegveW:
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW: (a) Both (A) and (R) are true and (R) is the
(a) Both statement I and statement II are correct correct explanation of (A)/(A) Deewj (R) oesveeW
keâLeve I Deewj II oesveeW mener nQ~ mener nw Deewj (R), (A) keâer mener JÙeeKÙee nw~
(b) Both statement I and statement II are (b) Both (A) and (R) are true and (R) is not the
incorrect/keâLeve I Deewj II oesveeW mener veneR nQ~ correct explanation of (A)/(A) Deewj (R) oesveeW
(c) Statement I is correct but statement II is mener nw hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw~
incorrect/keâLeve I mener nw efkebâleg keâLeve II mener veneR nw~ (c) (A) is true but (R) is false
(d) Statement I is incorrect but statement II is (A) mener nw hejvleg (R) mener veneR nw~
correct/keâLeve I mener veneR nw efkebâleg keâLeve II mener nw~ (d) (A) is false but (R) is true
14. Given below are two statements : (A) mener veneR nw hejvleg (R) mener nw~
veerÛes oes keâLeve efoS ieS nw: 16. Immediacy of cues in communication is
dependent upon one's own :
Statement/keâLeve (I) : mecØes<eCe ceW mebkesâleeW keâer leelkeâeefuekeâlee efveYe&j keâjleer nw,
The population in research means a defined efkeâmeer kesâ–
aggregate of something which is the focus of
study (a) Economic preferences/DeeefLe&keâ ØeeLeefcekeâlee hej
DevegmebOeeve ceW mece«e keâe DeefYeØeeÙe nw DeOÙeÙeve nsleg efueS ieS (b) Cultural background/meebmke=âeflekeâ he=‰Yetefce hej
efJe<eÙe ceW mebyebefOele megheefjYeeef<ele mecegÛÛeÙe~ (c) Physical fitness/Meejerefjkeâ mJeemLÙe hej
Statement/keâLeve (II) : (d) Social expectations/meeceeefpekeâ Dehes#eeDeeW hej
17. Which of the following methods helps in
A sample is a sub-aggregate drawn from a defined
improving academic communication?
aggregate to represent it
Mew#eefCekeâ mecØes<eCe ceW megOeej keâjves keâs efueS efvecveefueefKele
ØeefleoMe& Skeâ Ghe-mecegÛÛeÙe nw efpemes Gmekeâes efve®efhele keâjves keâs
keâewve meer efJeefOeÙeeB meneÙekeâ nesleer nw:
efueS Skeâ heefjYeeef<ele mece«e mes efueÙee peelee nw~ (A) Preference to vertical communication
In the light of the above statements. Choose the GOJee&Oej mecØes<eCe keâes DeefOeceeve
(B) Training individual students in
given below : communication skills
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveefueefKele efJekeâuheeW ceW mecØes<eCe o#elee JewÙeefòeâkeâ Úe$eeW keâe hejer#eCe
mes meJee&efOekeâ GheÙegòeâ Gòej Ûegves: (C) Restricting too much generation of
(a) Both Statement I and Statement II are correct information
keâLeve I Deewj II oesveeW mener nQ~ metÛevee keâer yengle DeefOekeâ Glheefòe keâes meerefcele keâjvee
(b) Both Statement I and Statement II are (D) Recognizing cultural and linguistic
incorrect/keâLeve I Deewj II oesveeW mener veneR nQ~ differences among the students/efJeÅeeefLe&ÙeeW kesâ
(c) Statement I is correct but Statement II is yeerÛe meebmke=âeflekeâ Yee<eeÙeer Deblej keâer henÛeeve keâjvee
incorrect/keâLeve I mener nw efkebâleg keâLeve II mener veneR nw~ (E) Opting uniformity in using cultural symbols
(d) Statement I is incorrect but Statement II is meebmke=âeflekeâ Øeleerkeâebs kesâ ØeÙeesie ceW mece™helee keâe ÛeÙeve
correct/keâLeve I mener veneR nw efkebâleg keâLeve II mener nw~ keâjvee
Choose the most appropriate answer from the 20. Match List I with List II:
options given below: metÛeer– I keâes metÛeer– II mes megcesefuele keâerefpeS:
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes: List/metÛeer– I List/metÛeer– II
(a) (A), (B), (C) only/kesâJeue (A), (B) Deewj (C) (Systems of (Focused elements)
(b) (C), (D), (E) only/kesâJeue (C), (D) Deewj (E) Communication)
(A) Western (I) Non-competitive and
(c) (B), (C), (E) only/kesâJeue (B), (C) Deewj (E)
heefMÛeceer co-operative
(d) (B), (D), (E) only/kesâJeue (B), (D) Deewj (E) iewj-ØeeflemheOee&lcekeâ SJeb menÙeesieer
18. Given below are two statements : One is (B) Indian/YeejleerÙe (II) Co-existence of
labelled as Assertion (A) and the other is binary oppositions
labelled as Reason (R) : efÉ-DeeOeejer Øeefleketâuelee keâe
veerÛes oes keâLeve efoÙes ieS nw efpemeceW mes Skeâ keâes men-DeefmlelJe
DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~ (C) Buddhist/yeewæ (III) Emotional variants
Assertion/DeefYekeâLeve (A) : mebJesieelcekeâ ™heyeæ
Verbal communication takes place instantly (D) Chinese/Ûeerveer (IV) Rhetorical devices
ceewefKekeâ mecØes<eCe lelkeâeue ceW neslee nw~ Deeuebkeâeefjkeâ meeOeve
Reason/leke&â (R) : Choose the correct answer from the options
Written communication is synchronous in given below:
character as it appears at different intervals
efvecveefueefKele efJekeâuheeW ceW mes mener Gòej ÛegefveS:
keäÙeeWefkeâ Ùen efJeefYevve Devlejeueebs ceW Âef°ieesÛej neslee nw FmeefueS (a) (A) – (I), (B) – (III), (C) – (IV), (D) – (II)
(b) (A) – (IV), (B) – (III), (C) – (I), (D) – (II)
Deheveer Øeke=âefle ceW efueefKele mecØes<eCe mecekeâeefuekeâ neslee nw~ (c) (A) – (II), (B) – (IV), (C) – (III), (D) – (I)
In the light of the above statements choose the (d) (A) – (IV), (B) – (I), (C) – (III), (D) – (II)
correct answer from the options given below : 21. Three persons are walking around a ground.
GheÙeg&òeâ keâLeve kesâ Deeueeskeâ ceW efvecveefueefKele efJekeâuheesb ceW They take 20, 30 and 40 minutes respectively to
mes meJee&efOekeâ GheÙegkeäle Gòej Ûegvesb : complete one round. If they start from a single
point together, they will meet again at that
point after :
correct explanation of (A)/(A) Deewj (R) oesveeW leerve JÙeefòeâ Skeâ cewoeve keâe Ûekeäkeâj ueiee jns nQ~ Jes Gme
mener nw Deewj (R), (A) keâer mener JÙeeKÙee nw~ cewoeve keâe Ûekeäkeâj ueieeves ceW ›eâceMe: 20, 30, Deewj 40
(b) Both (A) and (R) are true but (R) is not the efceveš keâe meceÙe uesles nw~ Ùeefo Jes meYeer efkeâmeer Skeâ mLeeve
mes šnuevee ØeejcYe keâjles nQ lees efkeâleves meceÙe kesâ yeeo Gme
mener nw hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw~ mLeeve hej hegve: efceueWies?
(1) After 1 hour/1 Iebšs–yeeo
(A) mener nw hejvleg (R) mener veneR nw~
1 1
(d) (A) is false but (R) is true (2) After 1 hour /1 Iebšs–yeeo
(A) mener veneR nw hejvleg (R) mener nw~ 2 2
(3) After 2 hour/2 Iebšs–yeeo
19. Indentify the correct sequence of the
1 1
emergence of the following publications : (4) After 2 hour/2 Iebšs–yeeo
efvecveefueefKele ØekeâeMeveeW kesâ GodYeJe kesâ mener ›eâce keâer 2 2
22. In a class of 65 students, 27 speak Hindi, 21
henÛeeve keâerefpeS:
speak English and 17 speak Bangla, 7 speak
(A) Standard newspapers only English and Hindi, 6 speak only Hindi and
DeeoMe& (mšW[[&) meceeÛeej he$e Bangla and 5 speak only English and Bangla. If
(B) News book/meceeÛeej hegmlekeWâ 12 speak only Hindi then how many speak all
(C) News sheets/meceeÛeej veesšdme the three languages?
(D) Tabloids/heef$ekeâeSb 65 efJeÅeeefLe&ÙeeW Jeeueer Skeâ keâ#ee ceW 27 efJeÅeeLeea efnvoer
(E) Broad sheets/yeÇe@[ Meeršdme yeesueles nQ, 21 efJeÅeeLeea Deb«espeer yeesueles nQ Deewj 17
Choose the correct answer from the options efJeÅeeLeea yeebiuee yeesueles nQ~ 7 efJeÅeeLeea kesâJeue Deb«espeer
given below: Deewj efnvoer yeeueles nQ, 6 efJeÅeeLeea kesâJeue efnvoer Deewj
veerÛes efoS ieS efJekeâuheeb ceW mes mener Gòej ÛegefveS: yeebiuee yeesueles nQ leLee 5 efJeÅeeLeea kesâJeue Deb«espeer Deewj
(a) (C),(B),(A),(D),(E) (b) (D),(E),(C),(B),(A) yeebiuee yeesueles nQ~ Ùeefo 12 efJeÅeeLeea kesâJeue efnvoer yeesueles
(c) (A),(B),(C),(E),(D) (d) (B),(C),(D),(E),(A) nQ lees efkeâleves efJeÅeeLeea meYeer leerveeW Yee<eeSb yeesueles nQ~
(a) 5 (b) 4 efvecveefueefKele efJekeâuheeW ceW mes mener Gòej ÛegefveS –
(c) 3 (d) 2 (a) (A) – (I), (B) – (III), (C) – (IV), (D) – (II)
23. The sum of four consecutive odd integers is (b) (A) – (II), (B) – (IV), (C) – (III), (D) – (I)
2160. The greatest of them is- (c) (A) – (IV), (B) – (III), (C) – (II), (D) – (I)
Ûeej ›eâefcekeâ hetCe& efJe<ece mebKÙeeDeeW keâe Ùeesie 2160 nw~ (d) (A) – (IV), (B) – (I), (C) – (I), (D) – (III)
FveceW mes meyemes yeÌ[er mebKÙee keâewve-meer nesieer? 28. In the figure of categorical syllogism, Quantity
(a) 327 (b) 429 and Quality of a proposition determine :
(c) 543 (d) 641 efve™heeefOekeâ vÙeeÙeJeekeäÙe kesâ uee#eefCekeâ ØeÙeesie ceW efkeâmeer
24. A two digit number is 4 times the sum of its two Øeefle%eefhle keâer cee$ee Deewj iegCeJeòee efvecveefueefKele efkeâmekeâes
digits. The number that is formed by reversing efveOee&efjle keâjleer nw?
its digits is 27 more than the original number.
(a) Validity of Syllogism/vÙeeÙeJeekeäÙe keâer JewOelee
What is the original number?
Skeâ oes Debkeâebs Jeeueer mebKÙee Deheves oesveeW DebkeâeW kesâ Ùeesie (b) Mode of the Syllogism/vÙeeÙeJeekeäÙe keâe efJevÙeeme
mes 4 iegvee nw~ Fmekeâs DebkeâeW keâe ›eâce yeoueves mes yeveer (c) Figure of the Syllogism/vÙeeÙeJeekeäÙe kesâ Øee®he
(d) Fallacy of the Syllogism/vÙeeÙeJeekeäÙe keâe nslJeeYeeme
mebKÙee cetue mebKÙee mes 27 DeefOekeâ nw~ cetue mebKÙee yeleeSb~
29. Match List I with List II:
(a) 27 (b) 36
(c) 42 (d) 54
metÛeer–I keâes metÛeer–II mes megcesefuele keâerefpeS
25. The sum of the squares of three numbers is 83, List/metÛeer– I List/metÛeer– II
while sum of their products of each of the two (Concept/mebkeâuheveeSb) (Philosopher/
number is 71. Their sum will be- oeMe&efvekeâ)
leerve mebKÙeeDeeW kesâ JeieeX keâe Ùeesie 83 nw~ FveceW mes ØelÙeskeâ (A) Phenomenon and (I) Aristotle/Dejmlet
oes mebKÙeeDeeW kesâ hejmhej iegCeveheâue keâe Ùeesie 71 nw~ Fve Noumenon
mebKÙeeDeeW keâe Ùeesie nesiee– Iešvee SJeb hejemeòee
(a) 15 (b) 49 (B) Potential and actual (II) Descartes
(c) 142 (d) 225 being [smekeâešxme
26. Which one of the following Pramanas is mebYeeJevee SJeb JeemleefJekeâ nesvee
accepted in Vaisheshika philosophy? (C) Mind and Body (III) Locke/uee@keâ
efvecveefueefKele ceW mes keâewve-mes ØeceeCe JewMesef<ekeâ oMe&ve ceW Dualism
mJeerkeâej efkeâS peeles nQ? ceve SJeb Mejerj ÉwleJeeo
(A) Pratyaksha/ØelÙe#e (B) Anuman/Devegceeve (D) Primary and Secondary (IV) Kant/keâebš
(C) Upamana/Gheceeve (D) Sabda/Meyo qualities
(E) Arthapatti/DeLee&heefòe
ØeeLeefcekeâ SJeb ieewCe iegCe
Choose the most appropriate answer from the Choose the correct answer from the options
options given below: given below:
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes: efvecveefueefKele efJekeâuheeW ceW mes mener Gòej ÛegefveS –
(a) (A) – (I), (B) – (III), (C) – (IV), (D) – (II)
(a) (A) and (B) only/kesâJeue (A) Deewj (B)
(b) (A) – (III), (B) – (II), (C) – (I), (D) – (IV)
(b) (B) and (C) only/kesâJeue (B) Deewj (C) (c) (A) – (IV), (B) – (I), (C) – (II), (D) – (III)
(c) (C) and (D) only/kesâJeue (C) Deewj (D) (d) (A) – (II), (B) – (IV), (C) – (III), (D) – (I)
(d) (A) and (D) only/kesâJeue (A) Deewj (D) 30. According to the law of excluded middle :
27. Match List I with List II: Jeefpe&le ceOÙe kesâ efveÙece keâs Devegmeej
metÛeer– I keâes metÛeer– II mes megcesefuele keâerefpeS (a) A proposition could be true and false
List/metÛeer– I List/metÛeer– II simultaneously
Øeefle%eefhle Skeâ meeLe mener Deewj ieuele nes mekeâleer nw~
(Concept/Doctrine/ (School/mecØeoeÙe)
(b) A proposition is either true or false
DeJeOeejCee/efmeæevle)
Øeefle%eefhle Ùee lees mener nw DeLeJee ieuele nw~
(A) Pratityasamutpada (I) Vedant/Jesoeble (c) A proposition is true if it is true
ØeleerlÙemeceglheeo Øeefle%eefhle mener nw Ùeefo Ùen mener nw~
(B) Abhava/DeYeeJe (II) Sankhya/meebKÙe (d) A proposition is neither true nor false
(C) Samyavastha/meecÙeeJemLee (III) Nyaya/vÙeeÙe Øeefle%eefhle ve lee mener nw Deewj ve ner ieuele~
31. An unsolicited e-mail message sent to many
(D) Adhyasa/DeOÙeeme (IV) Buddhism/yeewæ recipients at once is a
Choose the correct answer from the options Deveskeâ Øeehlekeâlee&DeeW keâe Skeâ meeLe Yespee ieÙee keâesF&
given below: DeJeebefÚle F&-cesue cesmespe neslee nw~
(a) Inbox/Fveyee@keäme (b) Spam/mhewce 34. A computer network enables two or more
(c) Virus/JeeÙejme (d) Attack/Dešwkeâ computers to :
keâesF& keâchÙetšj vesšJeke&â oes Ùee oes mes DeefOekeâ keâchÙetšjebs
veerÛes oes keâLeve efoS ieS nQ: keâes efvecveefueefKele ceW mes keäÙee keâjves keâs efueS me#ece
yeveelee nw–
(a) Increase the speed/mheer[ yeÌ{eves ceW
Operators are special symbols that are used to (b) Share data and hardware resources
perform calculations, make comparisons and [eše Deewj ne[&JesÙej mebmeeOeveeW keâes meePee keâjves ceW
check logical condition/Dee@hejsšj efJeMes<e Øeleerkeâ nesles nQ (c) Increase the work/keâeÙe& yeÌ{eves ceW
efpevekeâe ØeÙeesie heefjkeâueve keâjves, leguevee keâjves Deewj leeefke&âkeâ (d) Monitor the software/mee@heäšJesÙej keâer efveiejeveer keâjves ceW
efmLeefleÙeeW keâer peebÛe keâjves kesâ efueS efkeâÙee peelee nw~ 35. Full form of the abbreviation OCR is :
Statement/keâLeve (II) : mebef#ehlee#ej OCR keâe hetje veece nw
Relational operators are used for arithmetic (a) Optical Character Recognition
operations/efjuesMeveue Dee@hejsšjeW keâe ØeÙeesie DebkeâieefCeleerÙe Deeefhškeâue kewâjskeäšj efjkeâesieefveMeve
(b) Online Computer Reader/Dee@veueeF&ve kebâhÙetšj jer[j
mebef›eâÙee (DeefjLecesefškeâ Dee@hejsMeve) kesâ efueS efkeâÙee peelee nw~
(c) Optical Computer Recognition
In the light of the above statements, choose the Dee@efhškeâue kebâhÙetšj efjkeâesieefveMeve
(d) Optical Control Reader/Dee@efhškeâue kebâšêsue jer[j
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveefueefKele efJekeâuheeW ceW 36. Which of the following countries has not
mes mener Gòej Ûegves: signed/ratified the International solar Alliance
(a) Both Statement I and Statement II are true Framework Agreement?
keâLeve I Deewj II oesveeW mener nQ~ efvecveefueefKele ceW mes efkeâme osMe ves FbšjvesMeveue meesuej
(b) Both Statement I and Statement II are false DeueeÙebme øesâceJeke&â S«eerceWš hej nm#eelej keâe DevegmeceLe&ve
keâLeve I Deewj II oesveeW ieuele nQ~ veneR efkeâÙee nw?
(c) Statement I is correct but Statement II is (a) Australia/Deemš^sefueÙee
false/keâLeve I melÙe nw efkeâbleg keâLeve II ieuele nw~ (b) United Kingdom/ÙetveeFšs[ efkebâie[ce
(d) Statement I is incorrect but Statement II is (c) Japan/peeheeve
true/keâLeve I DemelÙe nw efkebâleg keâLeve II mener nw~ (d) China/Ûeerve
33. Given below are two statements : 37. Given below are two statements One is labelled
as Assertion (A) and the other is labelled as
veerÛes oes keâLeve efoS ieS nQ : Reason (R):
Statement/keâLeve (I) : veerÛes oes keâLeve efoÙes ieS nQ efpemeceW mes Skeâ keâes
In peer-to-peer network there is no central server DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~
instead each computer can act as a server as well Assertion/DeefYekeâLeve (A) :
as a client/meceJeieeaÙe (heerÙej šg heerÙej) vesšJeke&â ceW keâesF& Energy production from biomass has traditionally
kesâvõerÙe meJe&j veneR neslee nw yeefukeâ Fmekesâ yepeeÙe ØelÙeskeâ been considered as carbon neutron/yeeÙeesceeme mes Tpee&
keâchÙetšj Skeâ meJe&j Deewj Skeâ keäueeFbš kesâ ™he ceW keâeÙe& keâj Glheeove keâes heejbheefjkeâ ™he mes keâeye&ve vÙetšê@ve ceevee peelee nw~
mekeâlee nw~ Reason/leke&â (R) :
Statement/keâLeve (II) : Carbon dioxide emissions from combustion of
biomass are used by developing/yeeÙeesceeme kesâ onve mes
LAN is a computer network created for individual
Glmeefpe&le keâeye&ve [eF&Deekeämee@F[ keâe efJekeâemeMeerue yeeÙeesceeme
person/LAN JÙeefòeâ efJeMes<e nsleg yeveeÙee ieÙee keâchÙetšj
Éeje GheÙeesie keâj efueÙee peelee nw~
vesšJeke&â neslee nw~ In the light of the above statements choose the
In the light of the above statements, choose the correct answer from the options given below :
correct answer from the options given below: GheÙeg&òeâ keâLeve kesâ Deeueeskeâ ceW efvecveefueefKele efJekeâuheesb ceW
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveefueefKele efJekeâuheeW ceW mes mener Gòej Ûegves :
mes mener Gòej Ûegves: (a) Both (A) and (R) are true and (R) is the
keâLeve I Deewj II oesveeW mener nQ~ mener nw Deewj (R), (A) keâer mener JÙeeKÙee nw~
(b) Both (A) and (R) are true but (R) is not the
(b) Both Statement I and Statement II are false correct explanation of (A)/(A) Deewj (R) oesveeW
keâLeve I Deewj II oesveeW ieuele nQ~ mener nw hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw~
(c) Statement I is correct but Statement II is false (c) (A) is true but (R) is false
keâLeve I melÙe nw efkeâbleg keâLeve II ieuele nw~ (A) mener nw hejvleg (R) mener veneR nw~
(d) Statement I is incorrect but Statement II is (d) (A) is false but (R) is true
true/keâLeve I DemelÙe nw efkebâleg keâLeve II mener nw~ (A) mener veneR nw hejvleg (R) mener nw~
38. For wind power electricity generation which Deespeesve hejle ceW #ejCe keâes efveÙebef$ele keâjvee
among the following type of rotors is most (C) Improving the life of slum dwellers/ceefueve
commonly used? yeefmleÙeeW ceW jnves Jeeues ueesieeW kesâ peerJeve ceW megOeej ueevee
heJeve Tpee& Glheeove nsleg efvecveefueefKele ceW mes efkeâme Øekeâej (D) Creating smart city infrastructure
keâs IetCe&keâ (jesšj) keâe Deece leewj hej meJee&efOekeâ ØeÙeesie mceeš& efmešer DeJemebjÛevee me=efpele keâjvee
efkeâÙee peelee nw? (E) Promoting gender equality and empowerment
of women/uewQefiekeâ meceevelee keâes yeÌ{eJee osvee Deewj
(a) Multiblade rotor/ceušeryues[ jesšj ceefnueeDeeW keâe meMeefòeâkeâjCe
(b) Propeller rotor/Øeeshesuej jesšj Choose the most appropriate answer from the
(c) Savonius rotor/mewJeesefveÙeme jesšj
(d) Darrieus rotor/[wefjÙeme jesšj (a) (A), (C) and (E) only/kesâJeue (A), (C) Deewj (E)
39. Given below are two statements: (b) (A), (C), (D) and (E) only
veerÛes oes keâLeve efoS ieS nw: kesâJeue (A), (C), (D) Deewj (E)
Statement/keâLeve (I) : (c) (A), (B), (C) and (E) only
kesâJeue (A), (B), (C) Deewj (E)
Chronic toxic effects result from single dose of
(d) (A), (B), (D) and (E) only
very high toxic substance or continuous exposure
of sub lethal dose/keâeheâer DeefOekeâ efJe<eekeäle heoeLe& kesâ efmebieue
kesâJeue (A), (B), (D), Deewj (E)
41. In ancient India Bihar Central University was
[espe DeLeJee ueieYeie Ieelekeâ heoeLe& kesâ meleled [espe keâer heefjCeefle located at which of the following place?
›eâesefvekeâ efJe<ewues ØeYeeJe kesâ ™he ceW nesleer nw~ ØeeÛeerve Yeejle ceW efyenej kesâvõerÙe efJeMJeefJeÅeeueÙe
Statement/keâLeve (II) : efvecveefueefKele ceW mes efkeâve mLeeveeW hej efmLele Les?
Acute toxic effects are long lasting and (A) Navadeep/veJeoerhe (B) Nalanda/veeueboe
irreversible mainly caused due to prolonged (C) Vallabhi/JeuueYeer (D) Jagaddala/peieodouee
exposure to toxins and survival rate is very low (E) Kanchi/keâebÛeer
DekeäÙegš efJe<eekeäle ØeYeeJe oerIee&JeefOekeâ Deewj Devegl›eâceCeerÙe nesles Choose the correct answer from the options
given below:
nQ~ Ùes ØeYeeJe uecyes meceÙe lekeâ efJe<ewues heoeLeeX kesâ mecheke&â ceW
veerÛes efoÙes ieÙes efJekeâuheeW ceW me mener Gòej ÛegefveÙes :
nesves mes Øeefleheâefuele nesles nQ leLee Fve ceeceueeW ceW peerJeve kesâ yeÛe
(a) (A), (B), (C) only/kesâJeue (A), (B), (C)
heeves keâer oj keâce nesleer nw~
(b) (B), (C), (D) only/kesâJeue (B), (C), (D)
(c) (C), (D), (E) only/kesâJeue (C), (D), (E)
(d) (D), (E), (A) only/kesâJeue (D), (E), (A)
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveefueefKele efJekeâuheeW ceW
42. Arrange the steps followed in the process of
mes mener Gòej ÛegveW: value clarification:
(a) Both Statement I and Statement II are true cetuÙe mhe°erkeâjCe Øeef›eâÙee ceW DeheveeS peeves Jeeues ÛejCeeW
keâLeve I Deewj II oesveeW mener nQ~ keâes JÙeJeefmLele keâjW~
(A) Students are provided with an issue
efJeÅeeefLe&ÙeeW keâes Skeâ cegöe efoÙee peelee nwb~
keâLeve I Deewj II oesveeW ieuele nQ~
(B) Students suggest alternative solutions
efJeÅeeLeea Jewkeâefuhekeâ meceeOeeve megPeeles nQ~
false/keâLeve I mener nw efkebâleg keâLeve II ieuele nw~
(C) Students express their feelings about each
alternative/efJeÅeeLeea ØelÙeskeâ efJekeâuhe kesâ yeejs ceW Deheveer
true/keâLeve I DemelÙe nw efkebâleg keâLeve II mener nw~
YeeJeveeSb Øekeâš keâjles nQ~
40. Which of the following goals are related to
(D) Students consider the consequences of each
Millennium Development Goals?
alternative/efJeÅeeLeea ØelÙeskeâ efJekeâuhe kesâ heefjCeeceeW hej
efvecveefueefKele cebs mes keâewve-mes GösMÙe menœeeefyo efJekeâeme
efJeÛeej keâjles nQ~
ue#ÙeeW mes mebyebefOele nw? (E) Students express their preference and make a
(A) Improving maternal health/ceele= mJeemLÙe ceW megOeej choice/efJeÅeeLeea Deheveer ØeeLeefcekeâleeSb JÙeòeâ keâjles nQ Deewj
(B) Controlling depletion of ozone layer Skeâ efJekeâuhe Ûegveles nQ~
Choose the correct answer from the options (D) Teacher student ratio in the institution is at
given below : least 1:20/mebmLee ceW efMe#ekeâ-efJeÅeeLeea Devegheele keâce mes
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes : keâce 1:20 nesvee ÛeeefnS~
(a) (A), (B), (C), (D), (E) (E) Number of teachers (faculty) is at least 50
(b) (A), (B), (D), (C), (E) efMe#ekeâebs (mebkeâeÙe) keâer mebKÙee keâce mes keâce 50 nes~
(c) (A), (C), (B), (D), (E) Choose the correct answer from the options
(d) (A), (B), (E), (C), (D) given below:
43. As per the recent All India Survey on veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes :
Education the Gross Enrollment Ratio (GER) (a) (A), (B), (C), (D), (E)
in Higher education for the year 2018-19, in
(b) (A), (B), (D), (C), (E)
India is-
(c) (A), (C), (B), (D), (E)
efMe#ee keâs mecyebOe ceW neue ner ceW efkeâS ieS DeefKeue
(d) (A), (B), (E), (C), (D)
YeejleerÙe meJex#eCe kesâ Devegmeej, Yeejle ceW Je<e& 2018-19
Comprehension
nsleg GÛÛe efMe#ee ceW meheâue veeceebkeâve Devegheele Read the passage carefully and answer question from
(peer.F&.Deej.) nw– 46 to 50.
(a) 24.6% (b) 25.6% People seldom continue to do things that do not provide
positive reinforcement, either through external reward or
(c) 26.3% (d) 27.8%
internal satisfaction. In addition to its effect on the
44. UGC portal 'e-SARTS' is for- continuation of a particular behaviour, extinction can
Ùet.peer.meer. heesš&ue ‘e-SARTS’ efvecveefueefKele ceW mes also have an emotional impact. We could predict, for
efkeâmekesâ efueS nw? example, with an excellent chance of being correct, that
an employee will become surely, will complain more
(a) Special Assistance for Research in than before, or will have problems getting along with his
Technology and Sciences/efJe%eeve Deewj ØeewÅeeefiekeâer co-workers. Emotional behaviour usually accompanies
ceW DevegmebOeeve kesâ efueS efJeMes<e meneÙelee~ extinction when reinforcement or punishment is
withheld. Parents often extinguish behaviours
(b) Special Assistance for Research and Training unintentionally when they pay attention only when their
in Sciences/efJe%eeve ceW ØeefMe#eCe Deewj DevegmebOeeve kesâ children are behaving poorly. If parents pay little or no
efueS efJeMes<e meneÙelee~ attention when the children are behaving appropriately,
they in a sense, put the behaviour on extinction. A child
(c) Support for Academic and Research Training who wants attention – a reward – from the parents may
in Social Sciences/meceepe ceW efJe%eeve ceW Mewef#ekeâ SJeb be willing to endure what the parents think is punishment
MeesOe ØeefMe#eCe keâ efueS meceLe&ve to get it. So, in the long run, the parents might be
(d) Scholarship-Fellowship Award Registration reinforcing inappropriate behaviour yet it happens all the
Tracking System/mkeâe@uejefMehe hewâäueesefMehe DeJee[& time. This phenomenon is also very common in the
world of work. For example, a manager's work/group
jefpemš^sMeve š^wefkebâie efmemšce
had responded well to a high task-low relationship,
45. An institution in the field of higher education dealing firmly with inappropriate behaviour. Now
desirous of getting the status of Deemed to be suddenly this style is not achieving results, and followers
University' has to fulfill the following criteria: are being disruptive and making unreasonable demands.
GÛÛe efMe#ee kesâ #es$e ceW ceeefvele efJeMJeefJeÅeeueÙe ([erc[ št Positively reinforcing inappropriate behaviour generally
yeer ÙetefveJeefme&šer) keâe opee& heeves keâer FÛÚe jKeves Jeeueer results in more unwanted behaviour.
efkeâmeer mebmLee keâes efvecveefueKele ceeveob[ hetje keâjves nesles nQ~ efvecveefueefKele ieÅeebMeeW keâes OÙeevehetJe&keâ heefÌ{Ùes Deewj Gmekeâ DeeOeej
(A) The institution must be at least 10 years old hej ØeMve mebKÙee 46-50 lekeâ kessâ ØeMveeW keâe Gòej oerefpeÙes:
mebmLee keâes keâce mes keâce ome Je<e& hegjevee nesvee ÛeeefnS~ ueesie MeeÙeo ner Gve keâeÙeeX keâes keâjles nQ efpevemes GvnW mekeâejelcekeâ
(B) Its NAAC, CGPA is at least 3.26/Gmekeâe vewkeâ Øeyeueve, yee¢e hegjmkeâejeW DeLeJee Deebleefjkeâ meblegef° Éeje veneR efceuelee nw~
(NAAC) keâe meer.peer.heer.S. keâce mes keâce 3.26 nes efkeâmeer efJeMes<e JÙeJenej keâer efvejblejlee keâe ØeYeeJe [eueves kesâ Deefleefjòeâ
(C) It figures in top 100 ranks of NIRF in overall efJeueeshe Skeâ mebJesieelcekeâ Demej Yeer ÚesÌ[lee nw~ nce DeefOekeâebMe
category of institutions and universities
heefjefmLeefleÙeeW ceW meeLe nesves keâer mebYeeJevee jKeles ngS Ùen osKe mekeâles nQ
mebmLeeDeeW Deewj efJeMJeefJeÅeeueÙeessb keâer mece«e ßesefCeÙeeW ceW
efkeâ keâesF& DeefYekeâceea Fmekesâ Ûeueles keâÌ[Jeenš kesâ oeÙejs ceW Dee peelee nw
Sve.DeeF&.Deej.Sheâ. kesâ Meer<e& 100 jQkeâ ceW Gmekeâe veece
leLee Jen DevÙe ™he ceW efMekeâeÙeleW keâjves ueielee nw DeLeJee DevÙe
nesvee ÛeeefnS~
DeefYekeâefce&ÙeeW mes meecebpemÙe ceW mecemÙee Pesuelee nw~ mebJesieelcekeâ JÙeJenej (b) decrease in complaining behaviour
ØeeÙe: efJeueeshe keâe menYeeieer nw peye Øeyeueve DeLeJee ob[ keâes DeJe™æ keâj efMekeâeÙele keâjves Jeeues JÙeJenej ceW keâceer
efoÙee peelee nw~ DeefYeYeeJekeâieCe ve Ûeenles ngS Yeer Deheves yeÛÛeeW kesâ (c) expectation of threats/OeceefkeâÙeeW keâer ØelÙeeMee
JÙeJenej keâes efJeueeshe keâer heefjefOe ceW uee osles nQ Ùes leYeer OÙeeve osles nQ peye (d) evocation of negative emotions
yeÛÛes Kejeye JÙeJenej keâjles nQ~ Ùeefo DeefYeYeeJekeâieCe Gme oMee ceW peye vekeâejelcekeâ YeeJeveeDeebs keâe Glmepe&ve
yeÛÛes JeebÚveerÙe JÙeJenej ØeoefMe&le keâj jns neW, keâce Ùee veneR kesâ yejeyej
48. When the unintended neglect of appropriate
OÙeeve osles nQ lees Jes Skeâ Âef° mes G«e JÙeJenej keâe efJeueeshe keâer heefjefOe ceW behaviour results in-
uee osles nw~ Gme oMee ceW peye yeÛÛee OÙeeve Ûeenlee nes DeefYeYeeJekeâ Éeje ÙeneB lekeâ efkeâ efkeâmeer GheÙegkeäle JÙeJenej keâer efve®ösMÙe ™he
Øeoòe hegjmkeâej efpemes Jes (DeefYeYeeJekeâ) ob[ mecePeles nQ, Gmes Øeehle keâjves cebs Yeer Ghes#ee efkeâS peeves keâer heefjCeefle nesleer nw
nsleg menveMeeruelee efoKee mekeâles nQ~ Deblele: DeefYeYeeJekeâ Gme JÙeJenej keâes
(a) extinction of that behaviour
ner Øeyeefuele keâj osles nQ efpemes Jes veneR Ûeenles nQ leLee Dehes#eeke=âle DeefOekeâ
Gme JÙeJenej kesâ efJeueeshe ceW
GheÙegkeäle JÙeJenej keâes efJeueghle keâj osles nQ~ Skeâ veslee keâes meYeer
(b) seeking reward for appropriate behaviour
heefjefmLeefleÙeeW ceW mes Fme yeele kesâ Øeefle meleke&â jnvee ÛeeefnS efkeâ keâneR Jes
DevegheÙegòeâ JÙeJenej keâes Øeyeefuele lees veneR keâj jns nQ~ leLeeefhe Ùen nj GheÙegkeäle JÙeJenej kesâ efueS hegjmkeâej keâer ceebie keâjves ceW
meceÙe neslee jnlee nw~ Ùen efmLeefle keâeÙe& peiele ceW Yeer ØeeÙe:efJeÅeceeve nesleer (c) positive reinforcement/mekeâejelcekeâ Øeyeueve ceW
nw~ GoenjCeeLe&, ØeyebOekeâeW keâe Skeâ keâeÙe&oue Deheves menkeâefce&ÙeeW kesâ pees (d) further occurrence of the original behaviour
GÛÛe-keâeÙe& SJeb efvecve– mebyebOe Øeefleceeve keâjves Jeeues nQ, mes DeÛÚs {bie mes cetue JÙeJenej kesâ YeefJe<Ùe ceW Ieefšle nesves ceW
JÙeJenej keâjlee nw peye Jen DeJeebÚveerÙe JÙeJenej mes ÂÌ{leehetJe&keâ efveheš 49. Positively reinforcing inappropriate behaviour
jne nes~ Dekeâmceeled Ùen Mewueer JeebefÚle heefjCeece veneR os heeleer nw leLee Ùen is an error because it results in-
osKeves keâes efceuelee nw efkeâ menkeâceea efJeIeškeâ keâer Yetefcekeâe ceW Dee peeles nQ mekeâejelcekeâ ™he mes Øeyeefuele DevegheÙegòeâ JÙeJenej Skeâ
leLee Jes Demebiele ceebie keâer hetefle& Ûeenles nQ~ otmejs MeyoeW ceW DevegheÙegòeâ Yetue nw keäÙeeWefkeâ Fmekeâer heefjCeefle nesleer nw:
JÙeJenej nesves ueielee nw~ (a) continuation of inappropriate behaviour
46. What do the people need to continue working DevegheÙegkeäle JÙeJenej peejer jKeves ceW
for internal satisfaction? (b) dropping of inappropriate behaviour
ueesieeW keâes Deebleefjkeâ meglebef° kesâ lenle keâeÙe& peejer jKeves kesâ DevegheÙegkeäle JÙeJenej ÚesÌ[ves ceW
efueS efkeâme Ûeerpe keâer pe™jle nesleer nw?
(c) misbehaviour/ogJÙe&Jenej ceW
(a) Some threat/efkeâmeer Øekeâej keâer Oecekeâer
(d) negative emotions/vekeâejelcekeâ YeeJeveeDeeW ceW
(b) Some emotional reaction
50. The focus of the passage is on
kegâÚ YeeJeveelcekeâ Øeefleef›eâÙee Fme ieÅeebMe keâe efvecveefueefKele ceW mes efkeâme hej peesj nw:
(c) Some pleasant experience after the behaviour
occurs (a) reward and punishment policies in an
organization/efkeâmeer mebie"ve ceW hegjmkeâej Deewj ob[
ke=âle JÙeJenej kesâ heMÛeeled keâefleheÙe DeevebooeÙekeâ DevegYeJe
(d) Threat mixed with something pleasant mebyebOeer veerefleÙeeW hej
kegâÚ megKeo Øeefleef›eâÙee kesâ meeLe Oecekeâer (b) high risk relationship between managers and
workers/ØeyebOekeâeW Deewj DeefYekeâefce&ÙeeW kesâ yeerÛe keâeheâer
47. When a reinforcement is withheld from a
worker, it may lead, internalize, to : peesefKece Yejs mebyebOe hej
peye efkeâmeer DeefYekeâceea mes Øeyeueve keâes DeJe™æ efkeâÙee (c) the managerial attitude towards workers
peelee nw lees Fmekeâer heefjCeefle DevÙe yeeleeW keâ meeLe-meeLe DeefYekeâefce&ÙeeW kesâ Øeefle ØeyebOekeâerÙe ØeJe=efòe
efvecveefueefKele ceW mes efkeâmeceW nesleer nw? (d) the negative consequences of positive
(a) expectation of getting something pleasant reinforcement
kegâÚ megKeo heeves keâer Deekeâeb#ee mekeâejelcekeâ Øeyeueve kesâ vekeâejelcekeâ heefjCeece
ANSWER
1. (d) 6. (c) 11. (c) 16. (b) 21. (c) 26. (a) 31. (b) 36. (d) 41. (b) 46. (c)
2. (a) 7. (b) 12. (c) 17. (c) 22. (d) 27. (c) 32. (c) 37. (a) 42. (b) 47. (d)
3. (b) 8. (a) 13. (d) 18. (c) 23. (c) 28. (b) 33. (c) 38. (b) 43. (c) 48. (a)
4. (c) 9. (a) 14. (a) 19. (a) 24. (b) 29. (c) 34. (b) 39. (c) 44. (d) 49. (a)
5. (c) 10. (a) 15. (c) 20. (b) 25. (a) 30. (b) 35. (a) 40. (a) 45. (b) 50. (d)
SOLUTION
1. (d) : ØeYeeJeer DeefOekeâej #es$e ceW mebyebefOele DeefOeiece heefjCeeceeW keâes
7. (b) :
Fbefiele keâjves kesâ efueS efvecvelej mes GÛÛelej ›eâce nw:
«enCe keâjvee → Øeefleef›eâÙee keâjvee → cetuÙeebkeâve keâjvee
→ mebie"ve → Ûeefj$eerkeâjCe
8. (a) : oesveeW keâLeve melÙe nQ~ %eeve, o#elee leLee DevegYeJe kesâ Éeje
ÙeesiÙelee Deewj DeelceefJeMJeeme, JeÛeveyeælee leLee DeefYeØesjCee
kesâ Éeje JÙeefòeâ DeLeJee mecetn keâer lelhejlee keâe efvecee&Ce neslee
nw~
9. (a) : metÛeer-I metÛeer-II
(a) Ùeespevee (IV) Ùen ue#ÙeeW SJeb GösMÙeeW
Dele: JeejeCemeer Menj ceW meceeÛeej he$eeW keâer ØeefleÙeeB vÙetvelece keâe efveOee&jCe keâjlee nw~
mebKÙee ceW efJeleefjle keâer ieÙeer nQ~ (b) DeeÙeespeve keâjvee (III) Ùen œeesleeW SJeb ueesieeW keâes
2. (a) : kegâue cegefõle meceeÛeej he$eeW keâer ØeefleÙeeW keâer mebKÙee Skeâ meeLe efceueelee nw~
⇒ 2000 + 2000 + 1000 + 1000 = 6000 (c) Deef Y eØes j Ce (II) Ùen keâeÙe& kesâ Øeemebefiekeâ
kegâue efJeleefjle meceeÛeej he$eeW keâer ØeefleÙeeW keâer mebKÙee ef›eâÙeekeâueeheeW kesâ efJeefveÙeespeve
⇒ 2320 + 1175 + 670 + 845 = 5010 keâes Meeefceue keâjlee nw~
5010 (d) ef v eÙeb $eCe (I) Ùen heefjCeeceeW kesâ Øeeflehegef°
Dele: DeYeer° ØeefleMele ⇒ ×100 = 83.5% keâes Meeefceue keâjlee nw Deewj
6000
3. (b) : meceeÛeej he$e C keâer efJeleefjle keâer ieF& ØeefleÙeeW keâer mebKÙee efve<heefòe keâer leguevee kesâ efueS
⇒ 320 + 250 + 165 +135 = 870 DevegJeleea keâeÙe&Jeener keâjlee nw~
kegâue efJeleefjle meceeÛeej he$eeW keâer mebKÙee 10. (a) : Deef Y ekeâLeve leLee leke& â oes v eeW mener nQ leLee leke&â, DeefYekeâLeve
keâer mener JÙeeKÙee nw~ DeefOeiece heefjCeeceeW keâes F°leced yeveeves
⇒ 2320 +1175 + 670 + 845 = 5010 keâer Âef° mes DeeF&.meer.šer. ceW heÙee&hle mecYeeJevee nw keäÙeeWefkeâ
870 Ùen efJeefJeOelee, ueÛeeruelee leLee ceveesnjlee keâes mebJeefOe&le keâjleer
Dele: DeYeer° ØeefleMele ⇒ ×100 = 17.36 %
5010 nw~ Ùen DeefOeiecekeâlee&-kesâefvõle nesleer nw~ Ùen DeefOeiecekeâòee&
4. (c) : meceeÛeej he$e A keâer efJeleefjle keâer ieF& ØeefleÙeeW keâer mebKÙee keâes keâF& keâeÙeeX ceW ceoo keâjleer nw ÙeLee mecebkeâeW keâe meb«enCe,
⇒ 1000 + 500 + 200 + 200 = 1900 mecebkeâeW keâe mebj#eCe, efJeefYeVe ShueerkesâMebme kesâ GheÙeesie,
meceeÛeej he$e B keâer efJeleefjle keâer ieF& ØeefleÙeeW keâer mebKÙee efjheesš& efueKeves, F&-keäueeme™ce Deeefo keâeÙeeX ceW DeeF&.meer.šer.
keâer GheÙeesefielee yeÌ{er nw~
⇒ 750 + 250 + 150 + 350 = 1500 11. (c) : Deevegheeeflekeâ ØeefleÛeÙeve, mveesyee@ue ØeefleÛeÙeve leLee efJeceelcekeâ
Dele: DeYeer° Devegheele ⇒ 1900 : 1500 ØeefleÛeÙeve DemebYeeJÙelee hej DeeOeeefjle ØeefleoMe& ØeefleÛeÙeve
⇒ 19:15 Øeef›eâÙeeSB nw~ Fme Øekeâej keâer ØeefleoMe& ØeefleÛeÙeve Øeef›eâÙee ceW
5. (c) : kegâue efJeleefjle meceeÛeej he$e mece«e kesâ meYeer lelJeeW kesâ ØeefleoMe&ve ceW Ûegves peeves keâer
mecYeeJevee Skeâ-meceeve veneR nesleer nw~
⇒ 2320 + 1175 + 670 + 845 = 5010
12. (c) : Ùeefo Skeâ ceneefJeÅeeueÙe kesâ ØeeÛeeÙe& Éeje pevepeeleerÙe
kegâue cegefõle meceeÛeej he$e⇒ 2000+2000+1000+1000 efJeÅeeefLe&ÙeeW Éeje meecevee keâer pee jner mecemÙeeDeeW keâes
⇒ 6000 ve=peeeflekeâ peeBÛe keâjJeeF& ieF& lees Fmekesâ efueS iegÛÚ ØeefleÛeÙeve
Dele: DeYeer° Devegheele ⇒ 5010:6000 efJeefOe meJee&efOekeâ GheÙeesieer nesieer~ Ùen Skeâ mecYeeJÙelee
⇒ 167:200 DeeOeeefjle ØeefleÛeÙeve efJeefOe nw~ Fmekesâ Devleie&le meJe&ØeLece
6. (c) : Ùeefo efMe#eCe keâes meeleblÙekeâ keâer lejn osKee peelee nw lees mece«e keâes iegCeeW kesâ DeeOeej hej Deueie-Deueie mecetneW ceW,
DevegosMeve Øekeâejlee efMe#ekeâ SJeb DeefOeiecekeâlee& kesâ yeerÛe efpemes iegÛÚ keânles nQ, ceW yeeBše peelee nw lelhe§eeled Fve mecetneW
meef›eâÙe ‘Deeoeve-Øeoeve’ keâes Meeefceue keâjleer nw~ mes ØeefleoMe& efueÙes peeles nQ~
13. (d) : keâLeve-I DemelÙe nw keäÙeeWefkeâ ceewefuekeâ DevegmebOeeve hetJe& mLeeefhele 22. (d) : Jesve [eÙe«eece Éeje–
melÙeeW SJeb efmeæebleeW keâer ØeÙeespÙelee kesâ DevJes<eCe keâer Deesj
ØeJeefle&le veneR nesleer nw yeefukeâ Ùen hetJe& %eeve kesâ Yeb[ej ceW
DeefYeJe=efæ keâe keâeÙe& keâjleer nw~ Jele&ceeve Ùee YeefJe<Ùe ceW
ceewefuekeâ MeesOe keâer ØeÙeespÙelee nes Yeer mekeâleer nw vener Yeer~
14. (a) : keâLeve I Deewj II oesveeW mener nQ~ DevegmebOeeve ceW mece«e mes
DeeMeÙe DeOÙeÙeve nsleg efueS ieS efJe<eÙe mes mecyeefvOele
megheefjYeeef<ele mecegÛÛeÙe mes nw, peyeefkeâ, ØeefleoMe& mece«e keâe Ùen meYeer ceeve Jesve [eÙe«eece ceW jKeves kesâ yeeo–
Skeâ GhemecegÛÛeÙe neslee nw pees mece«e keâer efJeMes<eleeDeeW keâes
efve®efhele keâjlee nw~ efkeâmeer mece«e mes ØeefleoMe& uesves kesâ efueS efnvoer Yee<ee Éeje– kesâJeue efnvoer Yee<eer–12
mecYeeJÙelee DeeOeeefjle ØeefleÛeÙeve efJeefOe DeLeJee iewj mecYeeJÙelee kesâJeue efnvoer Deewj Deb«espeer Yee<eer–7
DeeOeeefjle ØeefleoMe& ØeefleÛeÙeve efJeefOe oesveeW ceW mes efkeâmeer Skeâ kesâJeue efnvoer Deewj yeebiuee Yee<eer– 6
efJeefOe keâe ÛeÙeve MeesOe keâer DeeJeMÙekeâleevegmeej efkeâÙee pee mekeâlee Deewj kegâue Úe$e pees efnvoer yeesueles nQ– 27
nw~ Dele: Jen Úe$e pees leerveeW Yee<eeÙeW yeesueles nQ–
15. (c) : DeefYekeâLeve mener nw hejvleg leke&â mener veneR nw~ kesâJeue
= 27 – (12 + 7 + 6)
DevegmebOeeve ceW DeeF&meeršer keâe DevegØeÙeesie ner DevegmebOeeve = 27 – 25
heefjCeeceeW keâer efJeÕemeveerÙelee keâes megefveef§ele veneR keâjlee nw~ Ùen =2
MeesOekeâlee&DeeW Éeje MeesOe DeeÛeej mebefnlee keâe heeueve efkeâS peeves,
23. (c) : keâesF& efJekeâuhe meneR veneR nw~
veerefle efvecee&Cekeâ mebmLeeDeeW Éeje yeveeÙes ieS efveÙeceeW SJeb efveoxMeeW keâes
ueeiet keâjves Deeefo hej Yeer efveYe&j keâjlee nw~ ceevee,
16. (b) : mecØes<eCe ceW mebkesâleeW keâer leelkeâeefuekeâlee efkeâmeer kesâ meebmke=âeflekeâ ›eâefcekeâ efJe<ece mebKÙeeÙeW x, x + 2, x + 4 Deewj x + 6 nw~
he=‰Yetefce hej efveYe&j keâjleer nw~ efpemekesâ keâejCe keâesF& Yeer mebÛeej ØeMveevegmeej,
ceW Deheves JÙeJenejeW keâe ØeoMe&ve keâj mekeâlee nw pees mebÛeej kesâ x + x + 2 + x + 4 + x + 6 = 2160
meewneo&hetCe& Deewj mekeâejelcekeâ Keguesheve keâes oMee&lee nw~ Ùee 4x + 12 = 2160
17. (c) : Mew#eefCekeâ mecØes<eCe ceW efMe#eCe DeefOeiece Øeef›eâÙee keâes ØeYeeJeer
Deewj o#eleehetCe& yeveeves kesâ efueÙes keâF& efJeefOeÙeeW keâe ØeÙeesie neslee Ùee 4x = 2160 – 12
nw, pees efJeefOeÙeeB efvecve nw- Ùee 4x = 2148
mecØes<eCe o#elee ceW JewÙeefòeâkeâ Úe$eeW keâes ØeefMe#eCe~ 2148
metÛevee keâer yengle DeefOekeâ Glheefòe keâes meerefcele keâjvee~ Ùee x=
4
efJeÅeeefLe&ÙeeW kesâ yeerÛe meebmke=âeflekeâ SJeb Yee<eeÙeer Devlej keâer ∴ x = 537
henÛeeve keâjvee~ Dele: FveceW meyemes yeÌ[er mebKÙee = x + 6
18. (c) : ceewefKekeâ mecØes<eCe Skeâ mecekeâeefuekeâ mecØes<eCe nw Deewj
= 537 + 6 = 543
mecekeâeefuekeâ lelkeâeue neslee nw, peyeefkeâ efueefKele mecØes<eCe
Demecekeâeefuekeâ mecØes<eCe nw Deewj Ùen legjvle veneR neslee nw, Ùen 24. (b) : ceevee meb K Ùee 10x + y nw Deew j Gmekesâ oneF& Debkeâ x Deewj
Skeâ meceÙe Devlejeue hej neslee nw~ FkeâeF& Debkeâ y nw~
Dele: DeefYekeâLeve melÙe nw hejvleg leke&â mener veneR nw~ ØeMveevegmeej,
19. (a) : ØekeâeMeveeW kesâ GodYeJe kesâ mener ›eâce– 10x + y = 4(x + y)
meceeÛeej veesšdme Ùee, 10x + y = 4x + 4y
meceeÛeej hegmlekeWâ
DeeoMe& meceeÛeej he$e Ùee, 6x = 3y
heef$ekeâeSb Ùee, y = 2x ...........(i)
yeÇe@[ Meeršdme hegve: ØeMveevegmeej,
20. (b) : 10y + x = 10x + y + 27
(mebÛeej keâer ØeCeeueer) (kesâefvõle DeJeÙeJe) Ùee, 9y = 9x + 27
(A) heefMÛeceer (IV) Deeuebkeâeefjkeâ meeOeve y=x+3 ..........(ii)
(B) YeejleerÙe (III) mebJesieelcekeâ ™heyeæ meceer. (i) Deewj (2) mes–
(C) yeewæ (I) iewj-ØeeflemheOee&lcekeâ SJeb 2x = x + 3
menÙeesieer
(D) Ûeerveer (II) efÉ DeeOeejer Øeefleketâuelee keâe
Ùee, 2x – x = 3
men-DeefmlelJe ∴ x=3
21. (c) : leerve JÙeefòeâ Skeâ Ûekeäkeâj ueieeves ceW 20, 30 Deewj 40 efceveš Deye, meceer. (i) mes–
ueieeles nQ~ Deiej Jes Skeâ peien mes Ûeuevee ØeejcYe keâjW, lees y = 2x
hegve: Gme mLeeve hej efceueWies– Ùee, y=2×3
⇒ 20, 30 Deewj 40 keâe ueIegòece meceeheJelÙe& ∴ y=6
⇒ 120 efceveš Dele: DeYeer° mebKÙee = 10 × 3 + 6
⇒ 2 IeCše (Q 60 efceveš · 1 IeCše) = 30 + 6 = 36

25. (a) : efoÙee nw, 39. (c) : keâLeve-II ieuele nw~ DekeäÙetš efJe<eeòeâ efkeâmeer heoeLe& kesâ
leerve mebKÙeeDeeW kesâ JeieeX keâe Ùeesie = 83 DelÙeefOekeâ mesJeve kesâ he§eele LeesÌ[s meceÙe ceW ner ØeYeeJeer nes
Deewj Fvekesâ ØelÙeskeâ oes mebKÙeeDeeW kesâ hejmhej iegCeveheâue keâe peelee nw Deewj DelÙeefOekeâ peesefKece kesâ ceeceueW ceW ce=lÙeg Yeer nes
Ùeesie = 71 mekeâleer nw~
Dele: (leerveeW mebKÙeeDeeW keâe Ùeesie)2 · leerveeW mebKÙeeDeeW kesâ 40. (a) : 8 menœeeefyo efJekeâeme ue#Ùe–
JeieeX keâe Ùeesie + 2 × ØelÙeskeâ oes mebKÙeeDeeW kesâ hejmhej (1) YetKecejer leLee iejeryeer keâes meceehle keâjvee~
iegCeveheâue keâe Ùeesie (2) meeJe&peefvekeâ ØeeLeefcekeâ efMe#ee~
= 83 + 2 × 71 (3) efuebie meceevelee leLee ceefnuee meMeefòeâkeâjCe~
= 83 + 142 (4) efMeMeg-ce=lÙeg oj Ieševee~
= 225 = 225 (5) ceele=lJe mJeemLÙe keâes yeÌ{eJee osvee~
Dele: leerveeW mebKÙeeDeeW keâe Ùeesie = 15 (6) HIV/AIDS, ceuesefjÙee, leLee DevÙe efyeceeefjÙeeW mes
26. (a) : JewMesef<ekeâ oMe&ve ceW ØelÙe#e Deewj Devegceeve keâes ØeceeCe mJeerkeâej Úgškeâeje heevee~
efkeâÙee ieÙee nw~ (7) heÙee&JejCe meòelee~
27. (c) : (8) JewefÕekeâ efJekeâeme kesâ efueS mecyevOe mLeeefhele keâjvee~
(DeJeOeejCee/efmeæevle) (mecØeoeÙe) 41. (b) : ØeeÛeerve Yeejle ceW efyenej kesâvõerÙe efJeÕeefJeÅeeueÙe
(A) ØeleerlÙemeceglheeo (IV) yeewæ efvecve mLeeveeW hej efmLele Les–
(B) DeYeeJe (III) vÙeeÙe veeueboe (efyenej)
(C) meecÙeeJemLee (II) meebKÙe JeuueYeer (iegpejele)
(D) DeOÙeeme (I) Jesoeble peieodouee (heb. yebieeue)
28. (b) : efkeâmeer leke&âJeekeäÙe keâer cee$ee Deewj iegCeJeòee efve™heeefOekeâ 42. (b) : cet u Ùe mhe°erkeâjCe Øeef›eâÙee ceW DeheveeS peeves Jeeues ÛejCeeW keâe
leke&âJeekeäÙe keâe efJevÙeeme efveOee&efjle keâjleer nw~ mener JÙeJeefmLele ›eâce–
29. (c) : ef JeÅeeefLe&ÙeeW keâes Skeâ cegöe efoÙee peelee nw~
(mebkeâuheveeSb) (oeMe&efvekeâ) ef JeÅeeLeea Jewkeâefuhekeâ meceeOeeve megPeeles nQ~
(A) Iešvee SJeb hejemeòee (IV) keâebš
ef JeÅeeLeea ØelÙeskeâ efJekeâuhe kesâ heefjCeeceeW hej efJeÛeej keâjles
(B) mebYeeJevee SJeb JeemleefJekeâ nesvee (I) Dejmleg
nQ ~
(C) ceve SJeb Mejerj ÉwleJeeo (II) [smekeâešxme
efJeÅeeLeea ØelÙeskeâ efJekeâuhe kesâ yeejs ceW Deheveer YeeJeveeSb Øekeâš
keâjles nQ~
(D) ØeeLeefcekeâ SJeb ieewCe iegCe (III) uee@keâ efJeÅeeLeea Deheveer ØeeLeefcekeâleeSb JÙeòeâ keâjles nQ Deewj Skeâ
30. (b) : Jeefpe&le ceOÙe kesâ efveÙece kesâ Devegmeej, Øeefle%eefhle Ùee lees mener nw efJekeâuhe Ûegveles nQ~
DeLeJee ieuele nw~ 43. (c) : efMe#ee kesâ mecyevOe ceW neue ner ceW efkeâS ieS DeefKeue Yeejle
31. (b) : Deveskeâ Øeehlekeâlee&DeeW keâes Skeâ meeLe Yespee ieÙee keâesF& DeJeebefÚle meJex#eCe kesâ Devegmeej Yeejle ceW Je<e& 2018-19 nsleg GÛÛe
F&-cesue mhewce neslee nw~ Ùen Skeâ ef[efpešue ieejyes]pe F&-cesue efMe#ee ceW mekeâue veeceebkeâve Devegheele 25.8% (3.66 keâjesÌ[
neslee nw~ efvejhes#e heo ceW) mes yeÌ{keâj 26.3% (3.74 keâjes[Ì efvejhes#e
32. (c) : keâchÙetšj ceW mebÛeeueve Skeâ keâeÙe& nw pees efoÙes ieÙes keâece keâes heo ceW) nes ieÙeer nw~)
hetje keâjlee nw~ Dele: Dee@hejsšj pees mebÛeeueve ceW meneÙekeâ nw 44. (d) : Ùet.peer.meer. heesš&ue ‘e-SARTS’ mkeâe@uejefMehe
mebieCekeâ, leguevee keâjves ceW Deewj leeefke&âkeâ efmLeefle keâer peeBÛe keâjves HewâueesefMehe DeJee[& jefpemš^sMeve š^wefkebâie efmemšce’’ kesâ efueS nw~
ceW, efJeMes<e Øekeâej kesâ Øeleerkeâ nesles nQ Deewj efjuesMeveue Dee@hejsšjeW 45. (b) : GÛÛe efMe#ee kesâ #es$e ceW ceeefvele efJeÕeefJeÅeeueÙe keâe
keâe ØeÙeesie kesâJeue leguevee keâjves ceW efkeâÙee peelee nw~ Dele: keâLeve- I opee& heeves keâer FÛÚe jKeves Jeeueer efkeâmeer mebmLeeve keâes efvecve
mener nw efkeâvleg keâLeve-II ieuele nw~ ceeveoC[ keâes hetje keâjvee neslee nw–
33. (c) : meceJeieeaÙe vesšJeke&â Skeâ meeOeejCe Øekeâej keâe vesšJeke&â nw peneB Gmekeâe vewkeâ (NAAC) Éej JewOe ceeOÙelee 3.26 Ùee
Skeâ keâchÙetšj Skeâ meJe&j Deewj keäueeFbš kesâ ™he ceW otmejs Gmemes DeefOekeâ meer.peer.heer.S. (CGPA) kesâ meeLe nesvee
keâchÙetšj mes mebÛeej kesâ ÙeesiÙe neslee nw~ ÛeeefnS~
LAN Skeâ keâchÙetšj vesšJeke&â nw pees Skeâ Úesšs #es$e ceW pewmes efkeâmeer efJeMes<e Jeie& ceW Meer<e& 50 ceW leLee mece«e ßesCeer ceW
Iej, keâeÙee&ueÙe Ùee FceejleW ceW keâeÙe& keâjlee nw~ Sve.DeeF&.Deej.Sheâ. (NIRF) kesâ Meer<e& 100 ceW Gmekeâe
Dele: keâLeve-I melÙe nw Deewj keâLeve-II DemelÙe nw~ veece nesvee ÛeeefnS~
34. (b) : keâesF& keâchÙetšj vesšJeke&â oes Ùee oes mes DeefOekeâ keâchÙetšjeW keâes mebmLee ceW efMe#ekeâ-efJeÅeeLeea keâe Devegheele 1:20 mes keâce
ef[efpešue Fbšj keâveskeäMeve kesâ Éeje [eše Deewj ne[&JesÙej veneR nesvee ÛeeefnS~
mebmeeOeveeW keâes meePee keâjves ceW me#ece yeveelee nw~ 46. (c) : ueesieebs keâes Deebleefjkeâ meblegef° kesâ lenle keâeÙe& peejer jKeves kesâ
35. (a) : mebef#ehle OCR keâe hetje veece Dee@efhškeâue kewâjskeäšj efueS ke=âle JÙeJenej kesâ heMÛeeled keâefleheÙe DeevevooeÙekeâ
efjkeâesieefveMeve nw~ Ùen Skeâ lekeâveerkeâ nw pees Skeâ ef[efpešue DevegYeJe keâer pe™jle nesleer nw~
Fcespe ceW šskeämš henÛeeveves kesâ efueS efkeâÙee peelee nw~ 47. (d) : peye efkeâmeer DeefYekeâceea keâes Øeyeueve kes DeJe®æ efkeâÙee peelee nw
36. (d) : Ûeerve ves FbšjvesMeveue meesuej SueeÙebme øesâceJeke&â S«eerceWš hej lees Fmekeâer heefjCeefle DevÙe yeeleeW kesâ meeLe-meeLe vekeâejelcekeâ
nmlee#ej/keâe DevegmeceLe&ve veneR efkeâÙee nw~ YeeJeveeDeeW keâe Glmepe&ve Yeer nw~
37. (a) : DeefYekeâLeve Deewj leke&â oesveeW mener nQ~ yeeÙeesceeme mes Tpee& 48. (a) : ÙeneB lekeâ efkeâ Gme JÙeJenej kesâ efJeueeshe ceW GheÙegòeâ JÙeJenej keâer
Glheeove Éeje keâeye&ve [e@F&Dee@keämeeF[ cegòeâ neslee nw Deewj efve®ösMÙe ™he ceW Yeer Ghes#ee efkeâS peeves keâer heefjCeefle nesleer nw~
efJekeâemeMeerue yeeÙeesceeme pewmes-heewOeeW Éeje ØekeâeMe mebMues<eCe keâer 49. (a) : mekeâejelcekeâ ™he mes Øeyeefuele DevegheÙegkeäle JÙeJenej Skeâ Yetue nw,
ef›eâÙee Éeje Gleveer ner CO2 keâer cee$ee keâe GheÙeesie keâj efueÙee
peelee nw pees yeeÙeesceeme keâes keâeye&ve vÙetšûe yeveeleer nw~ keäÙeeWefkeâ DevegheÙegòeâ JÙeJenej peejer jKeves ceW Fmekeâer heefjCeefle nesleer nw~
38. (b) : heJeve Tpee& Glheeove nsleg Øeeshesuej jesšj keâe meJee&efOekeâ ØeÙeesie 50. (d) : Fme ieÅeebMe keâe peesj mekeâejelcekeâ Øeyeueve kesâ vekeâejelcekeâ
neslee nw~ Ùen DevÙe keâer Dehes#ee memles nesles nQ~ heefjCeece hej nw~
PRACTICE SET-10
Question Number : (1 to 5) 3. What is the average number of girls enrolled in
Question Label : Comprehension the year 2017 in all the three Universities
Consider the following table that shows the number together?
of girls enrolled in three different Universities A, B Je<e& 2017 ceW leerveeW efJeÕeefJeÅeeueÙeeW ceW oeefKeuee uesves
and C over the years 2015 to 2019. Based on the data Jeeueer yeeefuekeâeDeeW keâer Deewmele mebKÙee keäÙee nw?
in the table, answer the questions 1-5 :
(a) 20,000 (b) 16,500
efvecveefueefKele leeefuekeâe hej efJeÛeej keâerefpeS efpemeceW Je<e& 2015 mes (c) 10,000 (d) 18,500
ueskeâj 2019 lekeâ efJeefYeVe efJeÕeefJeÅeeueÙeeW A, B Deewj C ceW 4. Total number of girls enrolled in all the three
oeefKeuee uesves Jeeueer yeeefuekeâeDeeW keâer mebKÙee oMee&Ùeer ieF& nw~ Universities together in the year 2015 and what
leeefuekeâe ceW efoS ieS DeekeâÌ[s keâs DeeOeej hej ØeMve 1 mes 5 kesâ percentage (%) of the total number of girls
enrolled in University C in the year 2018?
Gòej oerefpeS :
Je<e& 2015 ceW leerveeW efJeÕeefJeÅeeueÙeeW ceW oeefKeuee uesves
Year-wise Number of Girls in Different Universities
efJeefYeVe efJeÕeefJeÅeeueÙe ceW yeeefuekeâeDeeW keâer Je<e&Jeej mebKÙee Jeeueer yeeefuekeâeDeeW keâer meefcceefuele kegâue mebKÙee Je<e& 2018
Number of girls in a University
ceW efJeÕeefJeÅeeueÙe C ceW oeefKeuee uesves Jeeueer yeeefuekeâeDeeW
Year/Je<e& efJeÕeefJeÅeeueÙe ceW Úe$eeDeeW keâer mebKÙee keâer kegâue mebKÙee keâe efkeâlevee ØeefleMele nw?
A B C (a) 200% (b) 225%
2015 15,000 10,000 5,000 (c) 165% (d) 45.4%
2016 10,000 14,500 20,000 5. The total number of girls enrolled in all the
three Universities together is second highest for
2017 22,500 12,000 15,000
the year.............
2018 20,000 25,000 15,000
2019 25,000 20,000 22,500
meYeer leerveeW efJeÕeefJeÅeeueÙeeW ceW kegâue efceueekeâj efkeâmeer Je<e&
1. What is the ratio between the total number of ceW oeefKeuee uesves Jeeueer yeeefuekeâeDeeW keâer mebKÙee Je<e&
girls enrolled in University C in the year 2018 ..............ceW otmejer meyemes yeÌ[er mebKÙee jner~
and the total number of girls enrolled in (a) 2019 (b) 2018
University A and University B together in the (c) 2017 (d) 2016
same year? 6. From, the following, identify those
Je<e& 2018 ceW efJeÕeefJeÅeeueÙe C ceW oeefKeuee uesves Jeeueer characteristics which go within the category
yeeefuekeâeDeeW keâer kegâue mebKÙee leLee Gmeer Je<e& 'helping behaviour' for becoming an effective
efJeÕeefJeÅeeueÙe A Deewj efJeÕeefJeÅeeueÙe B ceW oeefKeuee uesves teacher :
efvecveefueefKele ceW mes Gve efJeMes<eleeDeeW keâer henÛeeve keâerefpeS
Jeeueer yeeefuekeâeDeeW keâer meefcceefuele kegâue mebKÙee keâe
pees Skeâ ØeYeeJeer DeOÙeehekeâ yeveves kesâ efueS ‘meneÙekeâ
Devegheele keäÙee nw?
JÙeJenej’ kesâ Jeie& kesâ Debleie&le Deeleer nw~
(a) 4:3 (b) 3:4
(c) 2:3 (d) 1:3 (i) Structuring/mebjÛevee yeveevee
2. The difference between the number of girls (ii) Student success rate/efJeÅeeLeea meheâuelee oj
enrolled in the year 2019 and 2015 is minimum (iii) Using student ideas/efJeÅeeLeea celeeW keâe ØeÙeesie keâjvee
for..............
(iv) Probing/hejer#eCe keâjvee
Je<e& 2019 Deewj Je<e& 2015 ceW oeefKeuee uesves Jeeueer
(v) Instructional variety/DevegosMeelcekeâ efJeefJeOelee
yeeefuekeâeDeeW keâer mebKÙee ceW Deblej efvecveefueefKele ceW mes Choose the correct answer from the options
..............kesâ efueS vÙetvelece nw~ given below :
(a) University A only/kesâJeue efJeÕeefJeÅeeueÙe A veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes :
(b) University B only/kesâJeue efJeÕeefJeÅeeueÙe B (a) (i), (ii) and (iii) only/kesâJeue (i), (ii) Deewj (iii)
(c) Both University A and University B
(b) (ii), (iii) and (iv) only/kesâJeue (ii), (iii) Deewj (iv)
efJeÕeefJeÅeeueÙe A Deewj efJeÕeefJeÅeeueÙe B oesveeW
(d) Both University A and University C (c) (iii), (iv) and (v) only/kesâJeue (iii), (iv) Deewj (v)
efJeÕeefJeÅeeueÙe A Deewj efJeÕeefJeÅeeueÙe C oesveeW (d) (i), (iii) and (iv) only/kesâJeue (i), (iii) Deewj (iv)

7. What are the activities of teaching associated supplements to conventional teaching-learning
with its interactive stage? systems/SWAYAM leLee MOOCs Deeefo pewmeer DeefOekeâlej
efMe#eCe kesâ keâewve mes keâeÙe&keâueehe Gmekesâ DevÙeesvÙeef›eâÙee Deeve-ueeF&ve efJeefOeÙeeW ceW ™efÌ{Jeeoer efMe#eCe-DeefOeiece ØeCeeueer kesâ
ÛejCe mes mebyebefOele nQ? ØeYeeJeer Deveghetjkeâ yeveves keâer mebYeeJevee nesleer nw~
(i) Planning of lesson/hee" keâer Ùeespevee In the light of the above statements, choose the
(ii) Determining learning outcomes correct answer from the options given below:
DeefOeiece ØeefleheâueeW keâe efveOee&jCe GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
(iii) Presenting the content interspersed with mes mener Gòej ÛegveW :
questions (a) Both Statement I and Statement II are true
ØeMveeW kesâ meeLe efJekeâerefCe&le efJe<eÙeJemleg keâe ØemlegleerkeâjCe keâLeve (I) Deewj (II) oesveeW mener nQ~
(iv) Providing feedback and probing, if needed to be (b) Both Statement I and Statement II are false
Øeeflehegef° GheueyOe keâjevee Deewj Ùeefo DeeJeMÙekeâ nes lees keâLeve (I) Deewj (II) oesveeW ieuele nQ~
hejer#eCe keâjvee~ (c) Statement I is correct but Statement II is false
(v) Motivating and monitoring students tasks keâLeve (I) melÙe nw efkebâleg keâLeve (II) ieuele nw~
efJeÅeeLeea kesâ keâeÙeeX keâes Øesefjle SJeb Gvekeâer efveiejeveer keâjvee~ (d) Statement I is incorrect but Statement II is
Choose the correct answer from the options true/keâLeve (I) DemelÙe nw efkebâleg keâLeve (II) mener nw~
given below 11. Given below are two statements : One is
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes : labelled as Assertion (A) and the other is
(a) (i), (ii) and (iii) only/kesâJeue (i), (ii) Deewj (iii) labelled as Reason (R) :
(b) (ii), (iii) and (iv) only/kesâJeue (ii), (iii) Deewj (iv) veerÛes oes keâLeve efoS ieS nQ : efpevecebs mes Skeâ keâes
(c) (i), (iii) and (iv) only/kesâJeue (i), (iii) Deewj (iv) DeefYekeâLeve (A) leLee otmejs keâes leke&â (R) keâne ieÙee nw~
(d) (iii), (iv) and (v) only/kesâJeue (iii), (iv) Deewj (v) Assertion/DeefYekeâLeve (A) :
8. In Gagne's hierarchy of learning which type of Research ethics mandates use of appropriate and
learning immediately precedes 'Rule learning'? authentic procedures to arrive at truth and
DeefOeiece kesâ %eeve keâs Deveg›eâce ceW efkeâme Øekeâej keâe advancing solutions to problem/MeesOe DeeÛeejmebefnlee
DeefOeiece ‘efveÙece DeefOeiece’ kesâ legjble yeeo Deelee nw? melÙe SJeb mecemÙeeDeeW kesâ meceeOeeve keâer Deesj De«emej nesves kesâ
(a) Problem solving learning/mecemÙee meceeOeeve DeefOeiece efueS GefÛele SJeb ØeceeefCekeâ Øeef›eâÙeeDeeW kesâ ØeÙeesie keâer
(b) Concept learning/mebØelÙeÙe DeefOeiece DeeJeMÙekeâlee hej yeue oslee nw~
(c) Discrimination learning/efJeYesove DeefOeiece Reason/leke&â (R) :
(d) Chain learning/ëe=bKeuee DeefOeiece Credibility of research is not only a prized goal but
a prerequisite for excellence in human pursuit
9. In which of the scales of measurement, the MeesOe keâer efJeÕemeveerÙelee ve kesâJeue Skeâ JejerÙeleehetCe& ue#Ùe nw Deefheleg
properties of classification and order, both are
present?
ceeveJeerÙe ue#ÙeeW ceW Glke=â°keâlee nsleg hetJee&hes#ee nw~
efkeâme ceeheveer ceW JeieeakeâjCe leLee ›eâce oesveeW iegCe GheefmLele In the light of the above statements, choose the
nesles nQ? given below :
(a) Nominal/veeefcekeâ (b) Ordinal/›eâefcekeâ GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
(c) Interval/Devlejeue (d) Ratio/Devegheele mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW :
10. Given below are two statements: (a) Both (A) and (R) are correct and (R) is the
veerÛes oes keâLeve efoS ieS nQ : correct explanation of (A)/(A) Deewj (R) oesveeW
Statement/keâLeve (I) : mener nQ Deewj (R), (A) keâer mener JÙeeKÙee nw~
The purpose of ICT interventions in classroom (b) Both (A) and (R) are correct but (R) is NOT
teaching is to promote and optimize learning the correct explanation of (A)/(A) Deewj (R)
outcomes/keâ#ee efMe#eCe ceW DeeF& meer šer nmlee#eshe keâe GösMÙe oesveeW mener nQ hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw~
heefjCeeceeW keâes ØeesVeefle keâjvee leLee GvnW DeefOekeâlece yeveevee nw~ (c) (A) is correct but (R) is not correct
Statement/keâLeve (II) : (A) mener nw hejvleg (R) mener veneR nw~
Most of the on-line methods like Swayam and (d) (A) is not correct but (R) is correct
MOOCs etc. have the potential to become effective (A) mener veneR nw hejvleg (R) mener nw~
12. Match List-I with List-II. List-I gives 13. A college teacher intends to study the problems
qualitative research perspectives while List-II of latecomers in the classroom. Which type of
provides the central questions addressed by sampling method will be appropriate in this
them. context?
metÛeer-I keâes metÛeer-II kesâ meeLe megcesefuele keâerefpeS : metÛeer- Skeâ ceneefJeÅeeueÙe kesâ DeOÙeehekeâ keâer keâ#ee ceW osj mes
I iegCeelcekeâ MeesOe heefjÂMÙe oMee&leer nw peyeefkeâ metÛeer-II Deeves JeeueeW keâes mecemÙee keâe DeOÙeÙeve keâjves keâer cebMee nw~
Fvekesâ Éeje efoS ieS kesâvõerÙe ØeMve GheueyOe keâjJeeleer nw~ Gme meboYe& cebs efkeâme Øekeâej keâer ØeefleÛeÙeve Øeef›eâÙee GefÛele
List/metÛeer-I List/metÛeer-II nesieer?
(a) Stratified sampling/mleefjle ØeefleÛeÙeve
(A) Ethnography (I) What common set
ve=peeleerÙeJeCe&ve of symbols and (b) Random sampling/ÙeeÂefÛÚkeâ ØeefleÛeÙeve
understanding have (c) Purposive sampling/meØeÙeespeve ØeefleÛeÙeve
emerged to give (d) Cluster sampling/mecetn ØeefleÛeÙeve
meaning to people's 14. What are the activities which take place during
interactions? the stage of reconnaissance in action research?
keâewve mes ØeleerkeâeW SJeb ef›eâÙeelcekeâ DevegmebOeeve ceW meceer#eelcekeâ meJex#eCe kesâ ÛejCe
meceepe kesâ meeceevÙe mesš kesâ oewjeve keâewve mes keâeÙe&keâueehe efkeâS peeles nQ?
pees ueesieebs keâer (i) Identifying and classifying general idea
DevÙeesvÙeef›eâÙee keâes DeLe& meeceevÙe OeejCee keâer henÛeeve leLee mhe°erkeâjCe
osves kesâ efueS GYejs nQ~ (ii) Describing the facts of the situation
heefjefmLeefleÙeeW kesâ leLÙeeW keâe JeCe&ve
(B) Heuristics/mJeevegYetefle (II) What is the culture
(iii) Explaining the facts of the situation
of that group of
people?
heefjefmLeefleÙeeW kesâ leLÙeebs keâer JÙeeKÙee keâjvee
(iv) Constructing a general plan
ueesieeW kesâ Gme mecetn keâer
meeceevÙe Ùeespevee keâe efvecee&Ce keâjvee
keäÙee mebmke=âefle nw? (v) Developing the next action steps
(C) Phenomenology (III) What is my Deieues ef›eâÙeelcekeâ ÛejCeeW keâes efJekeâefmele keâjvee
Iešvee-ef›eâÙee efJe%eeve experience of this Choose the correct answer from the options
phenomenon? given below :
Gme Iešvee keâe cesje veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes :
DevegYeJe keäÙee nw? (a) (ii) and (iii) only/kesâJeue (ii) Deewj (iii)
(D) Symbolic (IV) What is the (b) (i) and (ii) only/kesâJeue (i) Deewj (ii)
interactionism structure and (c) (iii) and (iv) only/kesâJeue (iii) Deewj (iv)
Øeleerkeâelcekeâ essence of (d) (iv) and (v) only/kesâJeue (iv) Deewj (v)
DevÙeesvÙeef›eâÙee Jeeo experience of this 15. A teacher intends to establish the relationship
phenomenon for between educational status of parents and the
those people? scholastic achievement of pupils. Which of the
following method of research will be considered
Gve ueesieeW kesâ efueS Gme
appropriate for this study?
Iešvee keâer keäÙee mebjÛevee Skeâ efMe#ekeâ DeefYeYeeJekeâeW keâer Mew#eefCekeâ efmLeefle leLee
leLee meej nw? Úe$eeW keâer Mewef#ekeâ GheueefyOeÙeeW kesâ yeerÛe mebyebOe mLeeefhele
Choose the correct answer from the options keâjvee Ûeenlee nw~ Fme DeOÙeÙeve kesâ efueS keâewve meer
given below :
DevegmebOeeve efJeefOe GefÛele ceeveer peeSieer~
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS :
(a) (A)-(I), (B)-(IV), (C)-(III), (D)-(II) (a) Philosophical method/oeMe&efvekeâ efJeefOe
(b) (A)-(II), (B)-(III), (C)-(IV), (D)-(I) (b) Historical method/Ssefleneefmekeâ efJeefOe
(c) (A)-(III), (B)-(II), (C)-(I), (D)-(IV) (c) Expost facto method/keâeÙeexòej efJeefOe
(d) Experimental method/ØeÙeesieelcekeâ efJeefOe
(d) (A)-(IV), (B)-(I), (C)-(II), (D)-(III)
16. Which of the following is essential in classroom (a) Both (A) and (R) are correct and (R) is the
communication? correct explanation of (A)/(A) Deewj (R) oesveeW
keâ#ee mebØes<eCe ceW efvecveefueefKele ceW mes keäÙee DeeJeMÙekeâ nw? mener nQ Deewj (R), (A) keâer mener JÙeeKÙee nw~
(a) Frequent repetition of the message in (b) Both (A) and (R) are correct but (R) is NOT
different ways the correct explanation of (A)/(A) Deewj (R)
efJeefYeVe lejerkeâeW mes mebosMe keâer yeej-yeej hegvejeJe=efòe oesveeW mener nQ hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw~
(b) Avoiding repetition of the message (c) (A) is correct but (R) is not correct
mebosMe keâer hegvejeJe=efòe mes yeÛevee (A) mener nw hejvleg (R) mener veneR nw~
(c) Interrupting the speaker frequently (d) (A) is not correct but (R) is correct
Jeòeâe keâes yeej-yeej yeerÛe ceW jeskeâvee (A) mener veneR nw hejvleg (R) mener nw~
(d) Avoiding eye contact with students 19. Identify the correct chronological sequence of
efJeÅeeefLe&ÙeeW mes DeeBKe efceueeves mes yeÛevee the developers of communicative system :
17. Classroom communication involves mebhesÇ<eCe ØeCeeefueÙeeW kesâ efJekeâemekeâlee&DeeW keâe mener
keâ#ee mebØes<eCe ceW efvecveefueefKele ceW mes keäÙee Meeefceue nesles nQ? keâeueeveg›eâce yeleeSb :
(i) Listening by learning/DeefOeiece Éeje megvevee (A) Germans/pece&ve (B) Romans/jesceve
(ii) Formal lecturing/DeewheÛeeefjkeâ JÙeeKÙeeve osvee (C) Sumerians/megcesefjÙeve (D) Chinese/Ûeerveer
(iii) Informal discussions/DeveewheÛeeefjkeâ ÛeÛee&Sb (E) British/efyeÇefšMe
(iv) Less importance to feedback
heâer[yewkeâ keâes keâce cenlJe osvee given below:
(v) Explaining/JÙeeKÙee keâjvee veerÛes efoÙes ieÙes efJekeâuheebs ceW mes mener Gòej ÛegefveÙesŠ
Choose the correct answer from the options (a) (A), (C), (B), (E), (D)
given below : (b) (C), (B), (D), (A), (B)
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes : (c) (B), (C), (E), (D), (A)
(a) (i), (ii) Deewj (iii) only/kesâJeue (i), (ii) Deewj (iii) (d) (D), (E), (C), (A), (B)
(b) (ii), (iii) Deewj (iv) only/kesâJeue (ii), (iii) Deewj (iv) 20. Match List I with List II. List I gives Modes of
Communication while List II provides their
(c) (ii), (iii) Deewj (v) only/kesâJeue (ii), (iii) Deewj (v)
description
(d) (iii), (iv) Deewj (v) only/kesâJeue (iii), (iv) Deewj (v)
metÛeer-I keâes metÛeer-II mes megcesefuele keâerefpeS Š
labelled as Reason (R) : (Modes of (Description/efJeJejCe)
veerÛes oes keâLeve efoS ieS nQ efpemeceW mes Skeâ keâes Communication/
mebØes<eCe efJeefOe)
DeefYekeâLeve (A) Deewj otmej keâes leke&â (R) keâne ieÙee nw~
(A) Publicity/ØeÛeej (i) Reputation
management
To be effective in the classroom, a teachers should
minimise the communication barriers
Øeefle‰e ØeyebOeve
efMe#ekeâ keâes keâ#ee ceW ØeYeeJeer nesves kesâ efueS mebØes<eCe yeeOeeDeeW keâes (B) Propaganda (ii) Paid message
keâce keâjvee ÛeeefnS~ og<ØeÛeej hes[ cewmespe
Reason/leke&â (R) : (C) Advertising (iii) Non-commercial
Since communication is a complex process, efJe%eeheve promotion
regular feedback analysis is essential for this iewj JeeefCeefpÙekeâ mebJeOe&ve
purpose/ÛetBefkeâ mebhesÇ<eCe Skeâ peefšue Øeef›eâÙee nw, efveÙeefcele
(D) Public (iv) Communication with
Øeeflehegef° (heâer[yewkeâ) efJeMues<eCe Fme Âef° mes DeeJeMÙekeâ nw~ relations motives
peve mebheke&â meØeÙeespeve mebØes<eCe
given below: Choose the correct answer from the options
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW given below:
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW : veerÛes efoÙe ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS Š
(a) (A)-(I), (B)-(II), (C)-(III), (D)-(IV) 23. Complete the series :
(b) (A)-(II), (B)-(III), (C)-(IV), (D)-(I) efvecveefueefKele Debkeâ ›eâce keâes hetje keâjW Š
(c) (A)-(IV), (B)-(I), (C)-(III), (D)-(II) 2, 5, 9, 19, 37, ......
(d) (A)-(III), (B)-(IV), (C)-(II), (D)-(I) (a) 75 (b) 76
21. Given below are two statements : (c) 77 (d) 78
veerÛes oes keâLeve efoS ieS nw Š 24. At what time between 2 and 3 o'clock will the
Statement/keâLeve (I) : hour hand and minute hand of a clock
It is possible that there are 53 Tuesday in a non- together?
leap year/Ùen mebYeJe nw efkeâmeer iewj-DeefOeJe<e& (vee@ve ueerhe F&Ùej) 2 Deewj 3 yepes kesâ yeerÛe efkeâmeer IeÌ[er keâs Iebšs keâer megF& Deewj
ceW cebieueJeej keâer mebKÙee 53 nes~ efceveš keâer megF& efkeâme meceÙe Skeâ meeLe nesieer?
Statement/keâLeve (II) : 11 11
(a) 10 min. past 2/2 yepekeâj 10 efceveš hej
In a non-leap year, there are 54 of each day plus 10 10
one extra day/efkeâmeer iewj-DeefOeJe<e& ceW ØelÙeskeâ efove 54 yeej 10 10
(b) 10 min. past 2/2 yepekeâj 10 efceveš hej
Deeles nQ Deewj Skeâ Deefleefjòeâ efove neslee nw~ 11 11
In the light of the above statements, choose the 10 10
(c) 11 min. past 2/2 yepekeâj 11 efceveš hej
correct answer from the options given below : 11 11
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheebs ceW (d) 11 min. past 2/2 yepekeâj 11 efceveš hej
mes mener Gòej ÛegveW Š 25. The average of seven consecutive numbers is
(a) Both Statement I and Statement II are true 33. The largest of these numbers is
keâLeve I Deewj II oesveeW mener nQ~ meele ›eâefcekeâ mebKÙeeDeeW keâe Deewmele 33 nw~ FveceW mes meyemes
(b) Both Statement I and Statement II are false yeÌ[er mebKÙee nesieer Š
keâLeve I Deewj II oesveeW ieuele nQ~ (a) 39 (b) 34
(c) Statement I is correct but Statement II is false (c) 36 (d) 38
keâLeve I melÙe nw efkebâleg keâLeve II ieuele nQ~ 26. The second member of the Nyaya syllogism
(d) Statement I is incorrect but Statement II is which states the reason for the establishment of
true/keâLeve I DemelÙe nw efkebâleg keâLeve II mener nw~ the proposition is called
22. Kavita collected 8 spiders (with 8 legs each) vÙeeÙe oMe&ve ceW vÙeeÙeJeekeäÙe keâe otmeje DeJeÙeJe
and beetles (with 6 leg each). When she counted
the legs, she found that there were altogether
DeeOeejJeekeäÙe keâer mLeehevee kesâ efueS leke&â oslee nw, Gmes
54. Which of the following is/are true? keâne peelee nw-
keâefJelee ves 8 cekeâefÌ[Ùeeb (ØelÙeskeâ 8 hewjeW Jeeueer) Deewj Ye=bie (a) Pratigya/Øeefle%ee (b) Hetu/nsleg
(ØelÙeskeâ 6 hewjeW Jeeues) Skeâef$ele efkeâS~ peye Gmeves hewjeW keâer (c) Udaharana/GoenjCe (d) Upnaya/GheveÙe
efieveleer keâer lees heeÙee efkeâ Gvekeâer kegâue mebKÙee 54 Leer~ 27. In the argument, 'sky flower is fragrant
because it is a lotus e.g. which ever is lotus, is
efvecveefueefKele cebs mes keâewve-mee/keâewve-mes mener nw?
fragrant e.g. lotus growing in that pond'
(A) She collected 5 spiders/Gmeves 5 cekeâef[ Ì Ùeeb Skeâef$ele keâer~
Mention the type of fallacy from the following:
(B) She collected 3 spiders/Gmeves 3 cekeâef[ Ì Ùeeb Skeâef$ele keâer~ ‘DeekeâeMekegâmegce megiebefOele nw keäÙeeWefkeâ Ùen keâceue nw~
(C) She collected 5 beetles/Gmeves 5 Ye=bie Skeâef$ele keâer~
GoenjCe kesâ efueS pees Yeer keâceue neslee nw Jen megiebefOele
(D) She collected 3 beetles/Gmeves 3 Ye=bie Skeâef$ele keâer~
neslee nw, pewmes efkeâmeer leeueeye cebs Gieves Jeeuee keâceue’~
given below: Fme leke&â cebs efvecveefueefKele cebs mes efkeâme nslJeeYeeme keâe
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes Š GuuesKe efkeâÙee ieÙee nw Š
(a) (A) and (C) only/kesâJeue (A) Deewj (C) only (a) Swaroopasidha/mJe™heefmeæ
(b) (A) and (D) only/kesâJeue (A) Deewj (D) only (b) Ashryasidha/DeeßeÙeefmeæ
(c) (B) and (D) only/kesâJeue (B) Deewj (D) only (c) Vyaptytvasidha/JÙeeefhleJeefmeæ
(d) (B) and (C) only/kesâJeue (B) Deewj (C) only (d) Virudha/efJe®æ

28. Match List I with List II. List I gives the four ‘oMe&ve’ Meyo keâe DeefYeØeeÙe ‘Âef°’ Ùee Âef° keâe meeOeve nw pees
types of fallacies while List II explains their ÙeLeeLe& kesâ ØelÙe#e, leelkeâeefuekeâ SJeb Deble:Øe%eelcekeâ Âef° keâe
description.
Åeeslekeâ nw leLee FmeceW Jen meeOekeâlJe Yeer Meeefceue nw pees Fme
metÛeer-I keâes metÛeer-II mes megcesefuele keâerefpeS Š metÛeer-I cebs
DevegYetefle keâer Deesj ues peelee nw~
Ûeej Øekeâej kesâ nslJeeYeeme nQ peyeefkeâ metÛeer-II ceW Gvekeâer
In the light of the above statement, choose the
JÙeeKÙee oer ieF& nw Š most appropriate answer from the options
List/metÛeer-I List/metÛeer-II given below :
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ cebs efvecveebefkeâle efJekeâuheeW ceW
(a) Asidha/Deefmeæ (i) Here the middle term is mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW Š
contradicted
(a) Both (A) and (R) are correct and (R) is the
FmeceW Skeâ nsleg otmejs nsleg keâe
efJejesOeeYeemeer neslee nw~
mener nQ Deewj (R), (A) keâer mener JÙeeKÙee nw~
(b) Savyabhichara (ii) Here the middle term is
meJÙeefYeÛeej contradicted by some
other pramana and not by the correct explanation of (A)/(A) Deewj (R) oesveeW
inference/FmeceW nsleg keâe efJejesOe mener nQ hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw~
efkeâmeer Devegceeve Éeje ve neskeâj (c) (A) is correct but (R) is not correct
efkeâmeer DevÙe ØeceeCe Éeje neslee nw~ (A) mener nw hejvleg (R) mener veneR nQ~
(c) Satpratipaksha (iii) It is the fallacy of the (d) (A) is not correct but (R) is correct
meledØeeflehe#e irregular middle (A) mener veneR nw hejvleg (R) mener nQ~
Ùen DeefveÙele nsleg keâe nslJeeYeeme nw~ 30. Given below are two statements :
(d) Badhita (iv) It is the fallacy of the veerÛes oes keâLeve efoS ieS nw Š
yeeefOele unproved middle Statement/keâLeve (I) :
Ùen Deefmeæ nsleg keâe nslJeeYeeme nw~ In Indian Philosophy, Nyaya advocates the theory
Choose the correct answer from the options of extrinsic validity of knowledge called "Paratah
given below : Pramanyavada"/YeejleerÙe oMe&ve ceW vÙeeÙe %eeve kesâ yee¢e
veerÛes efoÙes ieÙes efJekeâuheeW cebs mes mener Gòej ÛeÙeve keâerefpeSŠ JewOelee keâe meceLe&keâ nw efpemes hejle:ØeceeCeJeeo keâne peelee nw~
(a) (A)-(II), (B)-(I), (C)-(III), (D)-(IV) Statement/keâLeve (II) :
(b) (A)-(III), (B)-(IV), (C)-(II), (D)-(I) The Mimansa advocates the elf-validity of
(c) (A)-(I), (B)-(II), (C)-(IV), (D)-(III)
knowledge both in respect of its origin and
(d) (A)-(IV), (B)-(III), (C)-(I), (D)-(II)
ascertainment/Glheefòe Deewj efveOee&jCe keâer Âef° mes ceerceebmee
labelled as Assertion (A) and the other is %eeve keâer Deelceefve‰ JewOelee keâer meceLe&keâ nw~
labelled as Reason (R) : In the light of the above statements, choose the
veerÛes oes keâLeve efoS ieS nw Š Skeâ keâes DeefYekeâLeve (A) most appropriate answer from the options
Deewj otmejs keâes leke&â (R) keâne ieÙee nw~ given below :
Indian Philosophy has been intensely spiritual and
has always emphasized the need of practical (a) Both Statement I and Statement II are correct
realization of truth/YeejleerÙe oMe&ve ienjs ™he mes keâLeve I Deewj II oesveeW mener nQ~
DeeOÙeeeflcekeâ jne nw Deewj FmeceW ncesMee ner melÙe keâer JÙeJeneefjkeâ (b) Both Statement I and Statement II are
efmeefæ keâer DeeJeMÙekeâlee hej yeue efoÙee ieÙee nw~ incorrect/keâLeve I Deewj II oesveeW mener veneR nQ~
The word 'darshana' means 'vision' and also the incorrect/keâLeve I mener nw efkebâleg keâLeve II mener veneR nQ~
instrument of vision which stands for the direct
immediate and intuitive vision of Reality and also
correct/keâLeve I mener veneR nw efkebâleg keâLeve II mener nQ~
includes the means which lead to this realization
31. Microsoft Access, Oracle and SQL are example of 35. Full form of the abbreviation CPS is :
ceeF›eâesmee@Heäš Skeämesme, Deesjskeâue Deewj Sme keäÙet Sue CPS efvecveefueefKele ceW mes efkeâmekeâe mebef#ehle ™he nw?
efvecveefueefKele ceW mes efkeâmekesâ GoenjCe nQ? (a) Computer Program Software
(a) File Data Base/HeâeFue [eše yesme kebâhÙetšj Øees«eece mee@heäšJesÙej
(b) Relational Data Base/efjuesMeveue [eše yesme (b) Control Process Software
(c) Template/šscheuesš kebâšêsue Øeesmesme mee@heäšJesÙej
(d) Attribute/Deefš^yÙetš (c) Cyber Physical Software
32. Operating system is an interface between/ meeFyej efheâefpekeâue mee@heäšJesÙej
Deehejsefšbie efmemšce efvecveefueefKele ceW mes efkeâvekesâ yeerÛe (d) Cyber Physical System/meeFyej efheâefpekeâue efmemšce
FbšjHesâme nw? 36. Which of the following conventions protocol
(a) Software and hardware/mee@HeäšJesÙej Deewj ne[&JesÙej originated from Rio Earth Summit?
(b) Compiler and hardware/keâcheeFuej Deewj ne[&JesÙej efvecveefueefKele cebs mes keâewve mes keâvJeWMeve/Øeesšeskeâe@ue keâer
(c) User and Computer/Ùetpej Deewj keâchÙetšj Glheefòe efjÙees he=LJeer efMeKej meccesueve mes ngF&?
(d) Program and software/Øees«eece Deewj mee@HeäšJesÙej (A) UN Framework convention on climate change
33. Which technology is used for crypto currency? peueJeeÙeg heefjJele&ve mebÙegòeâ je°^ øesâceJeke&â keâvJeWMeve
ef›eâhšes keâjWmeer nsleg efkeâme ØeewÅeesefiekeâer keâe ØeÙeesie efkeâÙee (B) Ramsar convention on wetlands
peelee nw? Deeõ&Yetefce mebyebOeer jecemej keâvJeWMeve
(a) Java/peeJee (C) UN convention to combat desertification
(b) Block chain/yuee@keâ Ûesve ce®mLeueerkeâjCe keâer jeskeâLeece kesâ efueS mebÙegòeâ je°^ keâvJeWMeve
(c) Block code/yuee@keâ keâes[ (D) Kyoto Protocol/keäÙeesšes Øeesšeskeâe@ue
(d) Python/heeFLeve (E) Convention on Biological Diversity
34. Given below are two statements: pewJe-efJeefJeOelee mebyebOeer keâvJeWMeve
veerÛes oes keâLeve efoS ieS nQ Š Choose the most appropriate answer from the
Statement/keâLeve (I) : options given below:
Internet is the largest information base and has veerÛes efoÙes ieÙes efJekeâuheeW cebs mes mener Gòej ÛegefveS Š
become a vital part of our lives (a) (A), (B) and (E) only/kesâJeue (A), (B) Deewj (E)
Fbšjvesš metÛevee keâe meyemes yeÌ[e DeeOeej nw Deewj Ùen nceejs (b) (A), (C) (D) and (E) only
peerJeve keâe cenlJehetCe& Debie yeve ieÙee nw~ kesâJeue (A), (C) (D) Deewj (E)
(c) (A), (C) and (E) only/kesâJeue (A), (C) Deewj (E)
HTML is an incomplete code package that allows
(d) (B), (C) (D) and (E) only
a user to create web pages/HTML Skeâ DeOetje keâes[
kesâJeue (B), (C), (D) Deewj (E)
hewkesâpe nw pees ØeÙeesòeâe Éeje Jesye hespe yeveevee mebYeJe yeveelee nw~
37. Which of the following goals are part of
Sustainable Development Goals?
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW efvecveefueefKele ceW mes keâewve mes ue#Ùe meleled efJekeâeme ue#ÙeeW
mes mener Gòej ÛegveW Š ceW Meeefceue nQ?
(a) Both Statement I and Statement II are true (A) Industry Innovation and Infrastructure
keâLeve I Deewj II oesveebs mener nQ~ GÅeesie, veJeeÛeej Deewj DeJemebjÛevee
(b) Both Statement I and Statement II are false (B) Universal higher education
keâLeve I Deewj II oesveebs ieuele nQ~ meYeer kesâ efueS GÛÛe efMe#ee
(c) Statement I is correct but Statement II is false (C) Reduced Inequality/Demeceevelee ceW keâceer
keâLeve I melÙe nw efkebâleg keâLeve II ieuele nw~ (D) Partnerships to achieve goals
(d) Statement I is incorrect but Statement II is ue#Ùe Øeehle keâjves kesâ efueS meePesoeefjÙeeb
true/keâLeve I DemelÙe nw efkebâleg keâLeve II mener nw~ (E) Clean air/mJeÛÚ JeeÙeg

Choose the correct answer from the options (c) Statement I is correct but Statement II is false
given below : keâLeve I melÙe nw efkebbâleg keâLeve II ieuele nw~
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes Š (d) Statement I is incorrect but Statement II is
(a) (A), (B), (C) and (D) only true/keâLeve I DemelÙe nw efkebâleg keâLeve II mener nw~
kesâJeue (A), (B), (C) Deewj (D) 40. Given below are two statements : One is
(b) (A), (C), and (D) only/kesâJeue (A), (C) Deewj (D) labelled as Assertion (A) and the other is
(c) (A), (B), (C) and (E) only labelled as Reason (R) :
kesâJeue (A), (B) (C) Deewj (E) veerÛes oes keâLeve efoS ieS nw Š efpeveceW mes Skeâ keâes
(d) (B), (C), (D) and (E) only DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~
kesâJeue (B), (C) (D) Deewj (E) Assertion/DeefYekeâLeve (A) :
38. Arrange the following countries in increasing Global warming potential of a molecule of a
order of their installed capacities of wind greenhouse gas over different time spans of
energy (as on 2018) decades to 100 years may vary significantly
efvecveefueefKele osMeeW keâes Gvekeâer heJeve Tpee& keâer mebmLeeefhele oMekeâebs mes ueskeâj 100 Je<eeX kesâ Deueie-Deueie meceÙeeblejeueeW ceW
#ecelee (2018 keâer efmLeefle kesâ Devegmeej) kesâ yeÌ{les ›eâce ceW «eerve neGme iewme kesâ DeCeg keâer JewefÕekeâ leehe ceW Je=efæ keâjves keâer
jKeW Š #ecelee ceW keâeheâer Deblej nes mekeâlee nw~
(A) China/Ûeerve (B) India/Yeejle Reason/leke&â (R) :
(C) USA/Ùet Sme S (D) France/øeâebme Some greenhouse gases have shorter life times
(E) Germany/pece&veer compared to carbon dioxide/kegâÚ «eerveneGme iewmeeW keâe
Choose the correct answer from the options peerJevekeâeue keâeye&ve [eF Dee@keämeeF[ keâer leguevee ceW keâce neslee nw~
given below : In the light of the above statements, choose the
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS Š most appropriate answer from the options
(a) (D) < (E) < (C) < (B) < (A) given below :
(b) (D) < (E) < (B) < (C) < (A) GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
(c) (D) < (B) < (E) < (C) < (A) mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW Š
(d) (E) < (D) < (B) < (C) < (A) (a) Both (A) and (R) are correct and (R) is the
39. Given below are two statements : correct explanation of (A)/(A) Deewj (R) oesveeW
veerÛes oes keâLeve efoS ieS nw Š mener nw Deewj (R), (A) keâer mener JÙeeKÙee nw~
Statement/keâLeve (I) : (b) Both (A) and (R) are correct but (R) is NOT
Sunlight is a pre-requisite for the formation of the correct explanation of (A)/(A) Deewj (R) oesveeW
photochemical smog in urban areas
mener nw hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw~
Menjer #es$eeW ceW ØekeâeMe jemeeÙeefvekeâ Oetce-keâesnje kesâ efvecee&Ce kesâ (c) (A) is correct but (R) is not correct
efueS metÙe& keâe ØekeâeMe Skeâ hetJee&hes#ee nw~ (A) mener nw hejvleg (R) mener veneR nw~
Statement/keâLeve (II) : (d) (A) is not correct but (R) is correct
Photochemical smog is a recurring phenomenon in (A) mener vener nw hejvleg (R) mener nw~
winter and summer seasons in urban areas of India 41. Teacher-Education institutions belong to which
ØekeâeMejemeeÙeefvekeâ Oetce-keâesnje Yeejle kesâ Menjer #es$eeW ceW of the following category?
Meerlekeâeue Deewj «eer<cekeâeue cebs yeej-yeej nesves Jeeueer heefjIešvee nw~ efMe#ekeâ-efMe#eCe mebmLeeve efvecveefueefKele ceW mes efkeâme ßesCeer
In the light of the above statements, choose the ceW Deeles nw?
given below : (a) Non-conventional/iewj-heejbheefjkeâ
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW (b) Technical/lekeâveerkeâer
mes mener Gòej ÛegveW Š (c) Professional/JÙeeJemeeefÙekeâ
(a) Both Statement I and Statement II are true (d) Skill based/keâewMeue DeeOeeefjle
keâLeve I Deewj II oesveeW ieuele nQ~ veerÛes oes keâLeve efoS ieS nQ Š
Statement/keâLeve (I) : Choose the correct answer from the options
Universities of Nalanda, Takshila, and given below :
Vikramshila of ancient India are now all located in veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙesŠ
the Indian Territory/ØeeÛeerve Yeejle kesâ veeueboe, le#eefMeuee (a) (A) and (B) only/kesâJeue (A) Deewj (B)
Deewj efJe›eâceefMeuee kesâ efJeÕeefJeÅeeueÙe Jele&ceeve ceW meYeer YeejleerÙe (b) (B) and (C) only/kesâJeue (B) Deewj (C)
#es$e ceW DeJeefmLele nQ~ (c) (C) and (D) only/kesâJeue (C) Deewj (D)
Statement/keâLeve (II) : (d) (D) and (E) only/kesâJeue (D) Deewj (E)
The entrance test of its own kind was prevalent in the 45. Given below are two statements :
ancient seats of learning of India/Yeejle kesâ ØeeÛeerve efMe#ee veerÛes oes keâLeve efoS ieS nwŠ
kesâvõeW cebs ØeJesMe nsleg Deheves Øekeâej keâer ØeJesMe hejer#ee nesleer Leer~ Statement/keâLeve (I) :
In the light of the above statements, choose the Holistic education in ancient India was not just
most appropriate answer from the options acquisition of knowledge as preparation for life in
given below this world or life beyond schooling but for
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW complete realisation and liberation of the
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW Š self/ØeeÛeerve Yeejle ceW meekeâuÙeJeeoer efMe#ee keâe GösMÙe Fme
(a) Both Statement I and Statement II are correct mebmeej ceW peerJeve DeLeJee efJeÅeeueÙeer efMe#ee kesâ yeeo kesâ peerJeve
keâLeve I Deewj II oesveebs mener nQ~ keâer lewÙeejer keâjves nlesg %eeveepe&ve keâjvee ner vener Lee yeefukeâ hetCe&
(b) Both Statement I and Statement II are
Deelce DevegYetefle Je cegefòeâ neefmeue keâjvee Lee~
incorrect/keâLeve I Deewj II oesveebs mener vener nQ~
Values of pluralism, mutual understanding and
(c) Statement I is correct but Statement II is peace constituted the foundation of holistic
incorrect/keâLeve I mener nw efkebâleg keâLeve II mener veneR nw~ education during ancient education/ØeeÛeerve efMe#ee kesâ
(d) Statement I is incorrect but Statement II is oewjeve yengueJeeo, Deehemeer mecePe Deewj Meebefle meekeâuÙeJeeoer
correct/keâLeve I mener veneR nw efkebâleg keâLeve II mener nw~ efMe#ee keâer veeRJe lewÙeej keâjles Les~
43. Atal Ranking of Higher Education Institutes In the light of the above statements, choose the
and Universities is related to achievements in correct answer from the options given below:
GÛÛe efMe#ee mebmLeeveeW Deewj efJeÕeefJeÅeeueÙeeW keâer Dešue GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW cebs
jQefkebâie efvecveefueefKele ceW mes efkeâve GheueefyOeÙeeW kesâ meeLe mes mener Gòej Ûegvesb Š
pegÌ[er nw? (a) Both Statement I and Statement II are true
(a) Basic sciences research/ceewefuekeâ efJe%eeve DevegmebOeeve
(b) Innovation and entrepreneurship development keâLeve I Deewj II oesveeW ieuele nQ~
veJeeÛeej Deewj GÅeefcelee efJekeâeme (c) Statement I is correct but Statement II is false
(c) Distance mode education/otjmLe efMe#ee ØeefJeefOe keâLeve I melÙe nw efkebâleg keâLeve II ieuele nw~
(d) Promotion of environmentally sustainable
practices
Question Label : Comprehension
heÙee&JejCeerÙe ™he mes mebOeejCeerÙe heæefleÙeeW keâe mebJeOe&ve Read the passage carefully and answer questions
44. Which of the basic values which can be from 46 to 50
characterized by the central motivational goal 'Being value-centred is important to the experience of
are related to self transcendence? fulfillment in my life' : Here the thought has the stamp of
kesâvõerÙe Øesjkeâ GösMÙe (mesuheâ šêbmes[Wme) mes DevegØeeefCele the core concept of 'value-centred' and 'fulfillment'. This
is good. However, it has yet not moved into creative
keâewve-mes yegefveÙeeoer cetuÙe Deelcehejelhejlee (mesuheâ- imagination of how this can be made possible in reality.
šêbmes[Wme) mes mebyebefOele nw? Thus, it runs the risk of becoming an opinion or simply, a
nice thought. 'A value-centred life is tough in today's
(A) Conformity/Deveg™helee world'. This thought formation could arise from a past
(B) Power/Meefòeâ experience where life was made difficult by being value-
centred. Also, there could be stories and imagined
(C) Benevolence/meeo=MÙelee
scenarios being created in the mind, 'what if ....', 'what if
(D) Universalism/meeJe&Yeewefcekeâlee not...', etc. This could be related to the comfort-seeking
(E) Hedonism/megKeJeeo nature of the senses and a part of the vital life-force that
wants to take the easy way out. If one's core essential
concept is fulfillment, these imaginary formations can be 47. The thought of value-based life as tough can be
halted and the thought can be frozen. Now one can note attributed to
that without the clarity that the core principle is cetuÙe-DeeOeeefjle peerJeve keâef"ve neslee nw, Ùen efJeÛeej
'fulfillment', this imagination will often be allowed to efvecveebefkeâle ceW mes efkeâve hej DeeOeeefjle nw?
fashion and complete its formation. This in turn, will (A) being value-centred/cetuÙe kesâefvõle nesves hej
affect the quality of our life and the choices made then (B) past experiences of difficulty
may not serve the 'fulfillment' value of the individual. Deleerle kesâ keâef"ve DevegYeJeebs hej
The idea force can use its sanctioning power to move (C) wild imaginations/GÛÚ=bKeue keâuheveeDeebs hej
those thought formations that are aligned to the core (D) the inclinations to be in a comfort zone
concept of 'value-centred living' and fulfillment and
Deejece Ûeenves keâer ceveesJe=efòe hej
Choose the correct option:
make still or reject those thought formations that are fed efvecveebefkeâle cebs mes mener efJekeâuhe Ûegves Š
by 'fear', 'anxiety', 'desire for compromised quicker
(a) (A) and (B)/(A) Deewj (B)
success', etc. And if a value or idea is not clear, it can
(b) (B) and (D)/(B) Deewj (D)
reach back to the pure mind for further clarity'.
(c) (B) and (C)/(B) Deewj (C)
efvecveefueefKele ieÅeebMe keâes OÙeevehetJe&keâ heefÌ{Ùes Deewj Gmekesâ DeeOeej (d) (C) and (D)/(C) Deewj (D)
hej ØeMve mebKÙee 46 mes 50 lekeâ kesâ Gòej oerefpeÙesŠ 48. How can an individual move away from
‘cetuÙe-kesâefvõle’ nesvee cesjs peerJeve ceW heefjlees<e keâe DevegYeJe Øeehle keâjves kesâ imaginary formations about value-
centredness?
efueS cenlJehetCe& nw’: ÙeneB, Fme efJeÛeej ceW ‘cetuÙe-kesâefvõle’ Deewj ‘heefjlees<e’ keâesF& JÙeefòeâ cetuÙe-kesâefvõlelee kesâ yeejs ceW keâeuheefvekeâ
keâer mebkesâefvõle DeJeOeejCee keâe ØeYeeJe nw~ Ùen DeÛÚe nw~ leLeeefhe, Ùen efJeÛeejeW keâes kewâmes lÙeeie mekeâlee nw?
DeYeer lekeâ nceejer me=peveelcekeâ keâuhevee ceW veneR DeeÙee nw efkeâ JeemleefJekeâlee (a) By freezing one's own thoughts of good life
ceW Fmes kewâmes mebYeJe yeveeÙee pee mekeâlee nw~ FmeefueS Gmekesâ yeejs cesb Ùen DeÛÚs peerJeve kesâ yeejs ceW Deheves mJeÙeb kesâ efJeÛeejeW keâes
peesefKece nw efkeâ keâneR Ùen jeÙe Ùee cee$e Skeâ Gòece efJeÛeej yevekeâj ve jn lÙeeiekeâj
(b) By having nice thoughts about value in life
peeS~ ‘Deepe kesâ efJeÕe ceW cetuÙe-kesâefvõle peerJeve keâef"ve nw~’ Fme efJeÛeej peerJeve ceW cetuÙeeW kesâ yeejs ceW DeÛÚs efJeÛeej jKekeâj~
keâe efvecee&Ce Deleerle kesâ DevegYeJe mes nes mekeâlee nw, peneB cetuÙe-kesâefvõle (c) By being clear about fulfillment of life
nesves kesâ keâejCe peerJeve keâef"ve yevee efoÙee ieÙee Lee~ Gmekesâ DeueeJee Ssmeer peerJeve kesâ heefjlees<e kesâ yeejs ceW mhe° neskeâj~
(d) By being fashionable about the core concept
keâneefveÙeeB Deewj keâefuhele heefjÂMÙe nes mekeâles nQ efpevns ceve mes me=efpele of life/peerJeve keâer mebkesâefvõle DeJeOeejCee kesâ yeejs ceW
efkeâÙee pee jne nes, pewmes ‘Ùeefo Ssmee nw lees keäÙee....,’ ‘Ùeefo Ssmee veneR nw Meewkeâerve neskeâj~
lees keäÙee....’ Deeefo~ Ùen FefvõÙeeW keâer Deejece Ûeenves keâer Øeke=âefle mes 49. The vague idea of value-centred life for self-
mebyebefOele neslee nw Deewj Gme cenlJehetCe& peerJeve-yeue keâe Yeeie nw pee fulfillment will
DeelceoeÙekeâ ceeie& Deheveevee Ûeenlee nw~ Ùeefo efkeâmeer JÙeefòeâ keâer mebkesâefvõle Deelce-heefjlees<e kesâ efueS cetuÙe-kesâefvõle peerJeve kesâ mhe°
DeeJeMÙekeâ DeJeOeejCee heefjlees<e nw, lees Fve keâeuheefvekeâ efJeÛeejeW keâes jeskeâe efJeÛeej nQ?
pee mekeâlee nw Deewj Fme efJeÛeej keâes DeJe™æ efkeâÙee pee mekeâlee nw~ Ùen (a) disturb the comforts of life
OÙeelJÙe nw efkeâ mebkesâefvõle efmeæeble ‘heefjlees<e’ nw, Fmekeâer mhe°lee kesâ efyevee peerJeve kesâ Deejece ceW efJeIve [eueWies
(b) lead to creative imaginations
ner keâuhevee keâes ØeeÙe: efveefce&le Deewj hetjer nesves keâer Devegceefle oer peeSieer~
me=peveelcekeâ keâuheveeSb GlheVe keâjWies
yeeo ceW Ùen nceejs peerJeve keâer iegCeJeòee keâes ØeYeeefJele keâjsieer Deewj Gmekesâ (c) promote good quality of life
yeeo efueS ieS efveCe&Ùe JÙeefòeâ kesâ ‘heefjlees<e’ cetuÙe keâes hetje veneR keâj DeÛÚs peerJeve mlej keâes yeÌ{eJee oWies
mekeâles nw~ efJeÛeej yeue cetuÙe kesâefvõle peerJeve Deewj heefjlees<e keâer mebkesâefvõle (d) reject the very value sought after
DeJeOeejCee kesâ Deveg™he Gve efJeÛeej efvecee&CeeW keâes ØeYeeefJele keâjves kesâ efueS Dehesef#ele cetuÙeeW keâes DemJeerkeâej keâjWies
Deheveer mebmJeerkeâjCe Meefòeâ keâe ØeÙeesie keâj mekeâlee nw Deewj Gve efJeÛeej- 50. What is the assertion of the author of the
efveefce&efle keâes efmLej Ùee DemJeerke=âle keâjlee nw pees ‘YeÙe’, ‘efÛevlee’, ‘MeerIeÇ passage?
meheâuelee Øeehle keâjves keâer FÛÚe’ Éeje DevegØesefjle nesles nQ~ Deewj Ùeefo keâesF& ieÅeebMe kesâ uesKekeâ keâe DeefYekeâLeve keäÙee nw?
cetuÙe Ùee efJeÛeej mhe° veneR nw lees Ùen Deewj DeefOekeâ mhe°lee ueeves kesâ (a) value-centred life is an unclear thought
efueS Megæ ceve ceW Jeeheme hengBÛe mekeâlee nw~ cetuÙe-kesâefvõle peerJeve Skeâ Demhe° efJeÛeej nw
(b) The principle of value-centredness is a
46. What is needed for self-fulfillment?
difficult proposition to achieve/cetuÙe-kesâefvõlelee
Deelce-heefjlees<e kesâ efueS efkeâmekeâer DeeJeMÙekeâlee nesleer nw?
keâe efmeæeble mebØeeefhle kesâ efueS Skeâ keâef"ve Øeefle%eeefhle nw
(a) Focus on values/cetuÙeebs hej OÙeeve kesâefvõle keâjves keâer
(c) Many factors aligned with value-centredness
(b) Stamping of the core concept are negative in character/cetuÙe-mebkesâefvõlelee mes
mebkesâefvõle DeJeOeejCee kesâ ØeYeeJe keâer mebyebefOele Deveskeâ keâejkeâ efve<esOeelcekeâ mJe™he kesâ nQ
(c) good thoughts/DeÛÚs efJeÛeejebs keâer (d) Today's world is not for any value system
(d) Experience in life/peerJeve ceW DevegYeJe keâer Deepe keâe efJeÕe efkeâmeer cetuÙe ØeCeeueer kesâ efueS veneR nw
ANSWER
1. (d) 6. (d) 11. (a) 16. (a) 21. (c) 26. (b) 31. (b) 36. (c) 41. (c) 46. (a)
2. (c) 7. (d) 12. (b) 17. (c) 22. (d) 27. (b) 32. (c) 37. (b) 42. (d) 47. (b)
3. (b) 8. (a) 13. (c) 18. (a) 23. (a) 28. (d) 33. (b) 38. (c) 43. (b) 48. (c)
4. (a) 9. (b) 14. (a) 19. (b) 24. (b) 29. (a) 34. (c) 39. (c) 44. (c) 49. (d)
5. (b) 10. (a) 15. (c) 20. (d) 25. (c) 30. (a) 35. (d) 40. (a) 45. (a) 50. (b)
SOLUTION
1. (d) : Je<e& 2018 ceW efJeÕeefJeÅeeueÙe C ceW oeefKeuee uesves Jeeueer 6. (d) : yeesefjMe kesâ Devegmeej yesnlej efMe#ekeâ kesâ efueS heeBÛe cegKÙe
yeeefuekeâeDeeW keâer kegâue mebKÙee 15,000 JÙeJenej nw pees hee"Ÿe›eâce mhe°lee, DevegosMeelcekeâ efJeefJeOelee,
Je<e& 2018 ceW efJeÕeefJeÅeeueÙe A Deewj B ceW oeefKeuee uesves efMe#ekeâ-keâeÙe& DeefYeefJevÙeeme, DeefOeiece Øeef›eâÙee ceW JÙemlelee
Jeeueer yeeefuekeâeDeeW keâer meefcceefuele kegâue mebKÙee = Deewj efJeÅeeLeea meheâuelee oj nw Deewj Fve cegKÙe JÙeJenej mes
20000+25000 = 45000 mecyeefvOele heeBÛe meneÙekeâ JÙeJenej nw- efJeÅeeLeea cele keâe
Dele: DeYeer° Devegheele = 15000 : 45000 = 1 : 3 ØeÙeesie, mebjÛevee yeveevee, ØeMve hetÚvee, hejer#eCe keâjvee leLee
2. (c) efMe#ekeâ keâe ØeYeeJe~
efJeÕeefJeÅeeueÙe yeeefuekeâeDeeW keâer mebKÙee Devlej 7. (d) : efMe#eCe kesâ keâeÙe&keâueehe keâes efvecve ÛejCeeW ceW efJeYeeefpele efkeâÙee
2019 2015 pee mekeâlee nw-
A 25000 15000 10000 (a) hetJe& mebef›eâÙeelcekeâ ÛejCe
B 20000 10000 10000 (b) Deblej mebef›eâÙeelcekeâ ÛejCe Deewj
C 22500 5000 17500 (c) Gòej mebef›eâÙeelcekeâ ÛejCe
Dele: Je<e& 2019 Deewj Je<e& 2015 cebs oeefKeuee uesves Jeeueer meYeer ÛejCeeW ceW efMe#eCe Øeef›eâÙee kesâ Deheves-Deheves keâeÙe&
yeeefuekeâeDeeW keâer mebKÙee ceW Devlej efvecveefueefKele ceW efveOee&efjle nesles nQ~ Deblej mebef›eâÙeelcekeâ ÛejCe ceW efvecve heo nw-
efJeÕeefJeÅeeueÙe A Deewj efJeÕeefJeÅeeueÙe B oesveeW kesâ efueS (1) keâ#ee keâe Deekeâej
vÙetvelece nw~ (2) DeefOeiecekeâlee& keâes peevevee
3. (b) : Je<e& 2017 ceW leerveeW efJeÕeefJeÅeeueÙeebs cebs oeefKeuee uesves Jeeueer Fme heo cebs DeOÙeehekeâ efMe#eCe Øeef›eâÙee kesâ keâeÙe&keâueehe efvecveJeled
yeeefuekeâeDeeW keâer kegâue mebKÙee = 22500+12000+15000 keâjlee nw-
= 49500
kegâue efJeÕeefJeÅeeueÙeeW keâer mebKÙee = 3 (i) ØeMve kesâ meeLe efJekeâerefCe&le efJe<eÙeJemleg keâe ÛegveeJe Deewj
49500 ØemlegleerkeâjCe
Dele: DeYeer° Deewmele = ⇒ 16500 (ii) Øeeflehegef° Deewj hegveye&ueve
3
4. (a) : Je<e& 2015 cebs leerveebs efJeÕeefJeÅeeueÙeeW cebs oeefKeuee uesves Jeeueer (iii) efJeÅeeLeea kesâ keâeÙeeX keâes Øesefjle keâjvee SJeb Gve hej OÙeeve
yeeefuekeâeDeeW keâer meefcceefuele mebKÙee osvee~
= 15000 + 10000 + 5000 8. (a) : iewves kesâ DeefOeiece kesâ %eeve kesâ Deveg›eâce cebs Dee" Øekeâej kesâ
= 30000 DeefOeiece nQ, pees efvecve nw-
Je<e& 2018 cebs efJeÕeefJeÅeeueÙe C ceW oeefKeuee uesves Jeeueer
yeeefuekeâeDeeW keâer kegâue mebKÙee = 15000 ( 1) mebkesâle DeefOeiece
30000 (2) Sme. Deej. DeefOeiece
Dele: DeYeer° ØeefleMele = × 100 (3) ëe=bKeuee DeefOeiece
15000
= 200% (4) ceewefKekeâ menÙeesieer DeefOeiece
5. (b) : (5) efJeYesoerkeâjCe DeefOeiece
Je<e& efJeÕeefJeÅeeueÙe ceW Ùeesie (6) mebØelÙeÙe DeefOeiece
yeeefuekeâeDeebs keâer mebKÙee (7) efveÙece DeefOeiece
A B C (8) mecemÙee efveoeve DeefOeiece
2015 15000 10000 5000 30000
2016 10000 14500 20000 47500 9. (b) : ceeheveer leLee Gvekesâ iegCe efvecve nQ-
2017 22500 12000 15000 49500 (1) veeefcekeâ ceeheveer keâe iegCe JeieeakeâjCe nw~
2018 20000 25000 15000 60000 (2) ›eâefcekeâ ceeheveer keâe iegCe JeieeakeâjCe Deewj ›eâce nw~
2019 25000 20000 22500 67500 (3) Devlejeue ceeheveer keâe iegCe JeieeakeâjCe, ›eâce Deewj meceeve
Dele: meYeer leerveebs efJeÕeefJeÅeeueÙeebs cebs kegâue efceueekeâj efkeâmeer FkeâeF& nw~
Je<e& cebs oeefKeuee uesves Jeeueer yeeefuekeâeDeeW keâer mebKÙee Je<e& (4) Devegheele ceeheveer keâe iegCe JeieeakeâjCe, ›eâce, meceeve
2018 cebs otmejer meyemes yeÌ[er mebKÙee jner~ FkeâeF& leLee efvejhes#e MetvÙe nw~
10. (a) : oesveeW keâLeve mener nw~
DeeF&.meer.šer. mebÛeej lekeâveerkeâer keâes yeÌ{elee nw Deewj efMe#eCe-
DeefOeiece Øeef›eâÙee hetCe&le: mebÛeej DeeOeeefjle Øeef›eâÙee nw~
DeeF&.meer.šer. veF& efMe#eCe efJeefOeÙeeB GheueyOe keâjelee nw leeefkeâ
lekeâveerkeâer keâer meneÙelee Éeje efMe#eCe Øeef›eâÙee keâe efJekeâeme
Deewj ØeesVeefle nes mekesâ~ eq›eâÙeelcekeâ DevegmebOeeve keâe Ûe›eâerÙe Øe›eâce
efMe#ee mes mecyeefvOele keâF& Dee@veueeFve huesšheâece& keâer Meg™Deele 15. (c) : keâeÙee&sòej MeesOe GheÙegòeâ nesieer Ùeefo keâesF& efMe#ekeâ DeefYeYeeJekeâeW
ngÙeer nw pewmes SWAYAM leLee MOOCs Ùen efMe#ee keâer keâer Mew#eefCekeâ efmLeefle leLee Úe$eeW keâer Mewef#ekeâ GheueefyOeÙeebs kesâ
™efÌ{Jeeoer efMe#eCe DeefOeiece ØeCeeueer keâes leesÌ[leer nw pees yeerÛe mecyebOe mLeeefhele keâjvee Ûeenlee nw~ keâeÙee&sòej MeesOe
kesâJeue keâ#ee lekeâ meerefcele Leer~ SWAYAM heesš&ue hej efkeâmeer Iešvee kesâ Ieefšle nesves kesâ yeeo DeLeJee Iešvee kesâ
keâ#ee 9 mes hejemveelekeâ lekeâ efJeÅeeefLe&ÙeeW kesâ efueS DeefOeiece Ieefšle nesves kesâ oewjeve keâer peeleer nw~ Ùen Iešvee kesâ mJeleb$e
meece«eer GheueyOe nw efpemes efJeÅeeLeea FCšjvesš keâer meneÙelee mes ÛejeW mes mecyebefOele nesleer nw~
keâYeer Yeer, keâneR Yeer, efkeâmeer ef[efpešue ef[JeeFme keâer meneÙelee 16. (a) : keâ#ee mecØes<eCe ceW DeOÙeehekeâ efkeâmeer Skeâ ØekeâjCe hej
mes DeefOeiece Øeehle keâj mekeâlee nw~
11. (a) : (A) Deewj (R) oesveebs mener nw Deewj (R), (A) keâer mener
JÙeeKÙeeve oskeâj Ùee mecePeekeâj mebÛeej keâjlee nw~ Jen Gme
JÙeeKÙee nw~ MeesOe DeeÛeejmebefnlee melÙe SJeb mecemÙeeDeeW kesâ ØekeâjCe kesâ GösMÙe keâes mecePeeves keâe Ùee Úe$eeW lekeâ hengBÛeeves
meceeOeeve keâer Deesj De«emej nesves kesâ efueS GefÛele SJeb keâer keâesefMeMe keâjlee nw~ FmeefueÙes Jen Deueie-Deueie lejerkeâeW
ØeceeefCekeâ Øeef›eâÙeeDeeW kesâ ØeÙeesie keâer DeeJeMÙekeâlee hej yeue mes yeej-yeej Gme mebosMe keâes oesnjelee nw leeefkeâ efJeÅeeLeea
osleer nw~ MeesOe DeeÛeejmebefnlee keâes megefveef§ele keâjves kesâ efueS mebosMe kesâ DeLe& keâes mecePe mekesâ~
MeesOekeâlee& keâes JÙeefòeâiele hetJee&«en mes yeÛevee ÛeeefnS, otmejeW 17. (c) : keâ#ee mecØes<eCe keâ#ee ceW efMe#ekeâ Deewj efJeÅeeefLe&ÙeeW keâs ceOÙe
kesâ MeesOe heefjCeeceeW keâes GefÛele GheÙeesie keâjvee ÛeeefnS~ mecheVe mebÛeej Øeef›eâÙee nw~ Ùen leerve ™heeW ceW mecYeeefJele nw-
ØeefleYeeefieÙeebs keâer efvepelee keâes megjef#ele jKevee ÛeeefnS, MeesOe ceewefKekeâ, DeceewefKekeâ Deewj efueefKele~ DeewheÛeeefjkeâ JÙeeKÙeeve,
heefjCeeceeW ceW nsj-hesâj veneR keâjvee ÛeeefnS~ MeesOe keâer DeveewheÛeeefjkeâ ÛeÛee&Sb leLee JÙeeKÙeeve ceewefKekeâ mebÛeej Éeje
efJeÕemeveerÙelee ceeveJeerÙe ue#ÙeeW ceW Glke=â°lee nsleg hetJee&hes#ee nw~ ef›eâÙeeefvJele efkeâÙee peelee nw~
12. (b) : mener megcesue Fme Øekeâej nw : 18. (a) : efMe#eCe DeefOeiece Øeef›eâÙee ceW mecØes<eCe Skeâ cegKÙe keâejkeâ nw~
metÛeer-I metÛeer-II Fmekeâes ØeYeeJeMeeueer Deewj mecePeves ÙeesiÙe nesvee ÛeeefnÙes~ Dele:
(A) ve=peeleerÙe JeCe&ve (II) ueesieeW kesâ Gme mecetn Skeâ efMe#ekeâ mecØes<eCe keâes vekeâejelcekeâ ™he mes ØeYeeefJele
keâer mebmke=âefle keäÙee keâjves Jeeues yeeOekeâeW keâes keâce mes keâce keâjves keâe ØeÙeeme keâjlee
nw? nw Deewj efveÙeefcele Øeeflehegef° kesâ efJeMues<eCe keâjkesâ yesnlej
(B) mJeevegYetefle (III) Gme Iešvee keâe cesje efJekeâeme keâer Deesj De«emej neslee nw~
DevegYeJe keäÙee nw? Dele: DeefYekeâLeve Deewj leke&â oesveeW mener nw Deewj leke&â,
(C) Iešvee-ef›eâÙee efJe%eeve (IV) Gve ueesieeW kesâ efueS DeefYekeâLeve keâer mener JÙeeKÙee keâjlee nw~
Gme Iešvee keâer keäÙee 19. (b) : mebØes<eCe ØeCeeefueÙeeW kesâ efJekeâeme keâe mener Deveg›eâce nw : megcesefjÙeve,
mebjÛevee leLee meej Ûeerveer, jesceve, efyeÇefšMe, pece&ve~
nw? 20. (d) : mecØes<eCe efJeefOe efJeJejCe
(D) Øeleerkeâelcekeâ DevÙeevÙe (I) keâewve mes ØeleerkeâeW SJeb (a) ØeÛeej (III) iewj JeeefCeefpÙekeâ mebJeOe&ve
ef›eâÙeeJeeo meceepe kesâ meeceevÙe (b) og<ØeÛeej (IV) meØeÙeespeve mechesÇ<eCe
mecegÛÛeÙe pees ueesieebs (c) efJe%eeheve (II) hes[ cewmespe
keâer DevÙeesvÙeef›eâÙee (d) peve mecheke&â (I) Øeefle‰e ØeyebOeve
keâes DeLe& osves kesâ 21. (c) : Skeâ iewj-DeefOeJe<e& ceW 52 mehleen Deewj Skeâ efove nesles nw~
efueS GYejs nQ? Dele: Ùeefo efkeâmeer iewj DeefOeJe<e& keâe henuee efove cebieueJeej nw
13. (c) : meØeÙeespeve ØeefleÛeÙeve Øeef›eâÙee GefÛele nesieer Ùeefo keâesF& lees Ùen mebYeJe nw efkeâ efkeâmeer iewj-DeefOeJe<e& cebs cebieueJeej keâer
ceneefJeÅeeueÙe efMe#ekeâ keâ#ee ceW osj mes Deeves Jeeueebs keâer mebKÙee 53 nes~ Skeâ DeefOeJe<e& cebs 52 mehleen Deewj oes
mecemÙee keâe DeOÙeÙeve keâjvee Ûeenlee nw~ meØeÙeespeve ØeefleÛeÙeve Deefleefjòeâ efove nesles nQ~
Skeâ iewj-mecYeeJÙelee DeeOeeefjle ØeefleoMe& ØeefleÛeÙeve efJeefOe nw~ 22. (d) : efoÙee nw- Skeâ cekeâÌ[er kesâ 8 hewj nesles nQ Deewj Skeâ Ye=bie kesâ
Fmekesâ Devleie&le MeesOekeâlee& kesâ efveCe&Ùe Ùee GösMÙe kesâ DeeOeej 6 hewj nQ~ kegâue hewjeW keâer mebKÙee = 54
hej mece«e kesâ Gve meomÙeeW mes ØeefleoMe& efueS peeles nQ pees efJekeâuhe Éeje peeBÛeves hej-
mešerkeâ peevekeâejer os mekeWâ~ (1) A Deewj C kegâue hewjeW keâer mebKÙee
14. (a) : ef›eâÙeelcekeâ DevegmebOeeve ceW meceer#eelcekeâ meJex#eCe kesâ ÛejCe kesâ = 5 × 8 + 5 × 6 = 40 + 30 ⇒ 70
oewjeve heefjefmLeefleÙeeW kesâ leLÙeeW keâe JeCe&ve leLee heefjefmLeefleÙeeW (2) A Deewj D kegâue hewjeW keâer mebKÙee
kesâ leLÙeeW keâer JÙeeKÙee mecyebefOele keâeÙe&keâueehe efkeâS peeles nQ~ = 5 × 8 + 3 × 6 = 40 + 18 ⇒ 54
ef›eâÙeelcekeâ DevegmebOeeve efkeâmeer mecemÙee keâer henÛeeve keâjves leLee (3) B Deewj D kegâue hewjeW keâer mebKÙee
Gmekesâ efveoeve nsleg GheeÙe megPeeves kesâ efueS keâer peeleer nw~ = 3 × 8 + 3 × 6 = 24 + 18 ⇒ 42
ef›eâÙeelcekeâ DevegmebOeeve keâe Øe›eâce Ûe›eâerÙe neslee nw~ (4) B Deewj C kegâue hewjeW keâer mebKÙee
ef›eâÙeelcekeâ DevegmebOeeve Meyo keâe GheÙeesie meJe&ØeLece kegâš& = 3 × 8 + 5 × 6 = 24 + 30 ⇒ 54
uesefJeve ves efkeâÙee Lee~ Dele: keâefJelee kesâ heeme 3 cekeâefÌ[ÙeeB Deewj 5 Yeb=ie nQ~
23. (a) : henueer mebKÙee = 2 27. (b) : GheÙeg&òeâ leke&â ceW DeeßeÙeefmeæ nslJeeYeeme efveefnle nw~ Ùen
2×2+1=4+1⇒5 leke&âoes<e leye GlheVe neslee nw peye leke&â cebs ØeÙegòeâ ieewCe heo
5 × 2 − 1 = 10 − 1 ⇒ 9 JeemleefJekeâ ve nes~ peye ieewCe heo DeJeemleefJekeâ nes leye ceOÙe
9 × 2 + 1 = 18 + 1 ⇒ 19 heo GmeceW efveefnle veneR nes mekeâlee nw~
19 × 2 − 1 = 38 − 1 ⇒ 37 28. (d) :
37 × 2 + 1 = 74 + 1 ⇒ 75 metÛeer-I metÛeer-II
24. (b) : ceevee, Skeâ IeÌ[er keâer IeCšs keâer megF& leLee efceveš keâer megF& leye (A) Deefmeæ (IV) Ùen Deefmeæ nsleg keâe nslJeeYeeme
efceueleer nw peye 2 yepes kesâ yeeo 2 yepekeâj n efceveš nw~
nw~
n
efceveš keâer megF& Éeje yevee keâesCe = 360 × ⇒ 6n (B) meJÙeefYeÛeej (III) Ùen DeefveÙele nsleg keâe nslJeeYeeme
60
0
nw~
1 (C) meledØeeflehe#e (I) FmeceW Skeâ nsleg otmejs nsleg keâe
IeCšs keâer megF& efceveš keâer megF& kesâ meehes#e   keâe keâesCe
2
efJejesOeeYeemeer neslee nw~
n
yeveeleer nw, leye IeCšs keâer megF& Éeje yevee keâesCe = 60 + (D) yeeefOele (II) FmeceW nsleg keâe efJejesOe efkeâmeer
2
Devegceeve Éeje ve neskeâj efkeâmeer
n
Dele: 60 + = 6n DevÙe ØeYeeJe Éeje neslee nw~
2
n 29. (a) : YeejleerÙe oMe&ve DelÙeefOekeâ DeeOÙeeeflcekeâ jne nw Deewj meowJe
Ùee, 60 = 6n − melÙe kesâ JeemleefJekeâ mee#eelkeâej hej yeue efoÙee nw~ ‘oMe&ve’
2
12n − n keâe DeefYeØeeÙe nw ‘osKevee’ (Âef°)~ Âef° Skeâ meeOeve nw pees
Ùee, 60 =
2 ÙeLeeLe& kesâ ØelÙe#e, leelkeâeefuekeâ SJeb Deble: Øe%eelcekeâ Âef° keâe
Ùee, 60 =
11n Åeeslekeâ nw leLee FmeceW Jen meeOekeâlJe Yeer Meeefceue nw pees Fme
2 DevegYetefle keâer Deesj ues peelee nw~ YeejleerÙe oMe&ve hee§eelÙe
2 oMe& ve mes ØeeÙe: efYeVe nw keäÙeeWefkeâ YeejleerÙe oMe&ve Deelcee keâer
Ùee, 60 × = n
11 GheueyOelee, hegvepe&vce, cees#e Øeeefhle kesâ meeOeve og:KeeW mes
10
∴ n = 10 efceveš efveJeejCe Deeefo keâes ner %eeveceerceebmee ceevelee nw leLee
11
efJeÅeeefLe&ÙeeW keâes Fmekeâer Deesj De«emej keâjves keâe ØeÙeeme keâjlee
Dele: IeÌ[er keâer oesveeW megF&ÙeeB 2 Deewj 3 yepes kesâ yeerÛe 2
nw~
10
yepekeâj 10 efceveš hej efceueleer nw~ 30. (a) : keâLeve I Deewj II oesveeW melÙe nw :
11
25. (c) : ceevee meele ›eâefcekeâ mebKÙeeÙeW nQ-
peye nce efkeâmeer Yeer œeesle mes efkeâmeer Jemleg keâe %eeve Øeehle
n, n+1, n+2, n+3, n+4, n+5, n+6 keâjles nQ leye nce Fme ØeMve keâe meecevee keâjles nQ efkeâ Jen
Dele: %eeve mJele: efmeæ nw Ùee Fmes efmeæ keâjves nsleg DevÙe ØeceeCe
n + n +1+ n + 2 + n + 3 + n + 4 + n + 5 + n + 6 keâer DeeJeMÙekeâlee nesieer~
= 33
7 Dele: Fme meboYe& ceW vÙeeÙe oeMe&efvekeâ %eeve keâes yee¢e JewOelee
7n + 21 (hejle:ØeceeCeJeeo) keâe meceLe&ve keâjles nQ peyeefkeâ ceerceebmee ceW
Ùee, = 33
7 Deebleefjkeâ JewOelee (mJele:ØeceeCeJeeo) keâes DeefOekeâ ceevÙelee oer
7 ( n + 3) peeleer nw~
Ùee, = 33
7 31. (b) : ceeF›eâesmee@heäš Skeämesme, Deesjskeâue Deewj Sme keäÙet Sue
Ùee, n + 3 = 33 efjuesMeveue [eše yesme kesâ GoenjCe nQ~ Skeâ efjuesMeveue
Ùee, n = 33−3 [sšeyesme Skeâ Øekeâej keâe [sšeyesme nw pees Skeâ otmejs mes
∴ n = 30 mebyebefOele [sše efyevogDeeW (data points) keâes meb«enerle Deewj
meyemes yeÌ[er mebKÙee = 30 + 6 = 36 hengBÛe Øeoeve keâjlee nw~
26. (b) : vÙeeÙe oMe&ve ceW vÙeeÙeJeekeäÙe keâe otmeje DeJeÙeJe DeeOeejJeekeäÙe keâer
mLeehevee kesâ efueS leke&â oslee nw, Gmes nsleg keâne peelee nw~

32. (c) : Deehejsefšbie efmemšce Ùetpej Deewj keâchÙetšj kesâ yeerÛe Fbšjhesâme 39. (c) : keâLeve II ieuele nw keäÙeeWefkeâ ØekeâeMe jemeeÙeefvekeâ Oetce-keâesnje
nw~ Ùen Skeâ mee@heäšJesÙej nw pees heâeFue ØeyebOeve, cesceesjer Yeejle kesâ Menjer #es$eeW ceW kesâJeue Meerlekeâeue ceW nesves Jeeueer
heefjIešvee nw~
ØeyebOeve, Øeef›eâÙee ØeyebOeve FlÙeeefo yegefveÙeeoer keâeÙe& keâjlee nw~ 40. (a) : (A) Deewj (R) oesveeW mener nQ Deewj (R), (A) keâer mener
33. (b) : yuee@keâ Ûesve Jen lekeâveerkeâ nw efpemes ef›eâhšes keâjWmeer nsleg ØeÙeesie keâer JÙeeKÙee nw~ oMekeâeW mes ueskeâj 100 Je<eeX kesâ Deueie-Deueie
peeleer nw~ efyeš keäJeeFve meyemes Øeefmeæ ef›eâhšes keâjWmeer keâe veece nw, meceÙeeblejeueeW ceW «eerve neGme iewme kesâ DeCeg keâer JewefÕekeâ leehe
efpemekesâ efueS yuee@keâ Ûesve lekeâveerkeâ keâe DeeefJe<keâej efkeâÙee ieÙee ceW Je=efæ keâjves keâer #ecelee ceW keâeheâer Deblej nes mekeâlee nw
keäÙeeWefkeâ kegâÚ «eerve neGme iewmeeW keâe peerJevekeâeue keâeye&ve [eF&
Lee~ Dee@keämeeF[ keâer leguevee ceW keâce neslee nw~
34. (c) : (i) Fbšjvesš hetjs efJeÕe ceW efJemle=le keâchÙetšj vesšJekeâeX keâe «eerve neGme iewme heÙee&JejCe ceW Deewmele peerJevekeâeue
Skeâ vesšJeke&â nw, efpememes Deveskeâ vesšJeke&â pegÌ[s ngS nQ~ keâeye&ve [eF& Dee@keämeeF[ CO2 kesâ peerJevekeâeue keâes Skeâ
Ùen metÛevee keâe meyemes yeÌ[e DeeOeej nw Deewj Ùen nceejs ceeve cebs vener oMee&Ùee pee mekeâlee
keäÙeeWefkeâ Ùen iewme ve° vener nesleer,
peerJeve keâe cenlJehetCe& Debie yeve ieÙee nw~ Dele: keâLeve I Ùen heÙee&JejCe ceW npeejebs meeueebs
melÙe nw~ lekeâ jnleer nw
(ii) HTML Jesye he=‰eW kesâ efueS ceevekeâ ceeke&âDehe Yee<ee nw ceerLesve 12.4 meeue
pees Jesye he=‰eW keâer meece«eer keâer mebjÛevee keâes heefjYeeef<ele veeFš^me Dee@keämeeF[ 121 meeue
heäueesjerke=âle iewmeW mehleen mes ueskeâj npeejebs meeueeW
keâjleer nw~ Dele: keâLeve II DemelÙe nw~
lekeâ kesâ efueS
35. (d) : CPS, meeFyej efheâefpekeâue efmemšce keâe mebef#ehle ™he nw~ Ùen 41. (c) : efMe#ekeâ-efMe#eCe mebmLeeve JÙeeJemeeefÙekeâ/hesMesJej ßesCeer ceW Deeles
Skeâ keâchÙetšj DeeOeeefjle Suieesefjodce (keâueve efJeefOe) nw nQ~
efpememes Skeâ ØeCeeueer Ùee leb$e keâes efveÙebef$ele Deewj efveÙeefcele 42. (d) : keâLeve I mener vener nw keäÙeebsefkeâ le#eefMeuee efJeÕeefJeÅeeueÙe
Jele&ceeve ceW heeefkeâmleeve cebs DeJeefmLele nw~
efkeâÙee peelee nw~
43. (b) : GÛÛe efMe#eCe mebmLeeveebs SJeb efJeÕeefJeÅeeueÙeeW ceW veJeeÛeej Deewj
36. (c) : he=LJeer efMeKej meccesueve Je<e& 1992 ceW yeÇepeerue kesâ efjÙees [er GÅeefcelee efJekeâeme keâes yeÌ{eJee osves kesâ efueS ceeveJe mebmeeOeve
pesvesjes Menj cebs DeeÙeesefpele ngDee~ efJekeâeme ceb$eeueÙe Éeje 30 Deiemle 2018 keâes Dešue jwefkebâie
Fme meccesueve mes efvecveefueefKele keâvJeWMeve/Øeesšeskeâe@ue keâer keâer Meg™Deele keâer ieF&~
Dešue jwefkebâie 2020 ceW kesâvõ mejkeâej Éeje hebâef[bie Øeehle
Glheefòe ngF& : mebmLeeveeW ceW še@he-5 mebmLeeve nw- DeeF& DeeF& šer - ceõeme,
peueJeeÙeg heefjJele&ve hej mebÙegòeâ je°^ øesâceJeke&â keâvJeWMeve DeeF& DeeF& šer-yee@cyes, DeeF& DeeF& šer-efouueer, Fbef[Ùeve
(ÙetSveSheâmeermeermeer) FbmšeršŸetš Dee@heâ meeFbme-yeQiueesj, DeeF& DeeF& šer KeÌ[iehegj~
pewJe-efJeefJeOelee mecyebOeer keâvJeWMeve Dešue jQefkebâie 2021 ceW Yeer IIT ceõeme ves ner Meer<e& mLeeve
Øeehle efkeâÙee nw~
ce®mLeueerkeâjCe keâer jeskeâLeeve kesâ efueS mebÙegòeâ je°^ 44. (c) : meeo=MÙelee Deewj meeJe&Yeewefcekeâlee Deelcehejelhejlee/ mJeheejieceve
keâvJeWMeve mes mebyebefOele nQ pees kesâvõerÙe Øesjkeâ GösMÙe mes DevegØeeefCele
37. (b) : efoS ieS efJekeâuheeW ceW mes efvecveefueefKele ue#Ùe meleled efJekeâeme yegefveÙeeoer cetuÙe nw~
ue#ÙeeW ceW Meeefceue nw : 45. (a) : keâLeve I Deewj II oesveeW mener nQ~ ØeeÛeerve Yeejle ceW
meekeâuÙeJeeoer efMe#ee keâe GösMÙe %eeveepe&ve kesâ Deefleefjòeâ hetCe&
GÅeesie, veJeeÛeej Deewj DeJemebjÛevee (meleled efJekeâeme ue#Ùe DeelceevegYetefle SJeb cegefòeâ Øeehle keâjvee Lee~ Ùen yengueJeeo,
meb0-9) hejmhej mecePe Deewj Meebefle kesâ cetuÙeeW hej DeeOeeefjle Leer~
Demeceevelee ceW keâceer (ue#Ùe meb0-5) 46. (a) : Deelce-heefjlees<e kesâ efueS cetuÙeeW hej OÙeeve kesâefvõle keâjves keâer
ue#Ùe Øeehle keâjves kesâ efueS meePesoejer (ue#Ùe meb0-17) DeeJeMÙekeâlee nesleer nw~
47. (b) : cetuÙe DeeOeeefjle peerJeve keâef"ve neslee nw, Ùen efJeÛeej efvecve
38. (c) : heJeve Tpee& keâer mebmLeeefhele #ecelee (2018 keâer efmLeefle keâs hej DeeOeeefjle nw-
Devegmeej) ›eâce ceW osMeeW keâer efmLeefle Fme Øekeâej nw : i. Deleerle kesâ keâef"ve DevegYeJeeW hej
osMe mebmLeeefhele #ecelee (ieerieeJee@š ceW) ii. Deejece Ûeenves keâer ceveesJe=efòe hej
48. (c) : keâesF& JÙeefòeâ cetuÙe kesâefvõlelee kesâ yeejs ceW keâeuheefvekeâ efJeÛeejeW
øeâebme 15.3
keâes peerJeve kesâ heefjlees<e kesâ yeejs ceW mhe° neskeâj lÙeeie mekeâlee
Yeejle 35 nw~
pece&veer 59.3 49. (d) : Deelce-heefjlees<e kesâ efueS cetuÙe-kesâefvõle peerJeve kesâ Demhe°
ÙetSmeS 96.4 efJeÛeej Dehesef#ele cetuÙeeW keâes DemJeerkeâej keâjbsies~
Ûeerve 221 50. (b) : ieÅeebMe kesâ uesKekeâ keâe DeefYekeâLeve nw- cetuÙe-kesâefvõlelee keâe
efmeæeble mebØeeefhle kesâ efueS Skeâ keâef"ve Øeefle%eeefhle nw~
PRACTICE SET-11
Comprehension: (a) Sri Lanka/ßeeruebkeâe
Consider the following table that shows the (b) Pakistan/heeefkeâmleeve
percentage (%) distribution of runs scored by an
(c) South Africa/oef#eCe Deøeâerkeâe
Indian batsman against different countries in one-day
(d) West Indies/JesmšFb[erpe
internationals (ODI) and T20 world cup matches.
Total runs scored by the Indian batsman in ODI and 3. If the batsman played 14 innings against Sri
T20 are 2800 and 2000 respectively. Based on the Lanka in ODI and remained not out in 5
data in the table, answer the questions 1-5: innings, then the average runs scored by the
veerÛes oer ieF& leeefuekeâe hej efJeÛeej keâjW, FmeceW Skeâ YeejleerÙe batsman against Sri Lanka are:
Ùeefo yeuuesyeepe ves Dees.[er.DeeF&. ceW ßeeruebkeâe kesâ efKeueeHeâ
yeuuesyeepe Éeje Skeâ efoJemeerÙe Debleje&„êrÙe (Dees.[er.DeeF&.) Deewj šer
14 heeefjÙeeb Kesueer Deewj 5 heeefjÙeeb ceW ‘veeš-DeeGš’ jne,
20 efJeÕe keâhe cewÛeeW ceW efJeefYeVe osMeeW kesâ efKeueeHeâ yeveeS jveeW keâe
lees yeuuesyeepe Éeje ßeeruebkeâe kesâ efKeueeHeâ yeveeS ieS jveeW
ØeefleMele (%) efJelejCe efoÙee ieÙee nw~ YeejleerÙe yeuuesyeepe Éeje
keâe Deewmele keäÙee nw?
Dees[erDeeF& Deewj šer 20 cewÛeeW ceW yeveeS ieS kegâue jveeW keâer mebKÙee
(a) 28 (b) 24
›eâceMe: 2800 Deewj 2000 nw~ leeefuekeâe ceW efoS ieS DeebkeâÌ[eW keâes (c) 26 (d) 22
DeeOeej hej ØeMve meb. 1 mes 5 kesâ Gòej oW: 4. If the batsman had scored 280 runs against
Country wise Distribution of Runs : Pakistan in T20 matches, then what would have
jveeW keâe osMe-Jeej efJelejCe : been the percentage of runs scored by the
Percent (%) of runs scored batsman in the T20 matches against all other
Country/osMe yeveeS ieS jveeW keâe ØeefleMele (%) countries (Assuming that the total runs scored
by the batsman in T20 remains the same (that
ODI/Dees.[er.DeeF&. T-20/šer-20
is 2000))?
Pakistan/heeefkeâmleeve 10.50% 09.50% Ùeefo yeuuesyeepe ves šer-20 cewÛeeW ceW heeefkeâmleeve kesâ
England/FbiuewC[ 11.00% 09.00% efKeueeHeâ 280 jve yeveeS Les, lees Gmekesâ Éeje DevÙe meYeer
Australia/Dee@mš^sefueÙee 17.50% 11.50% osMeeW kesâ efKeueeHeâ šer-20 cewÛeeW ceW yeveeS ieS jveeW keâe
South Africa 12.50% 16.50% ØeefleMele efkeâlevee neslee (Ùen ceeveles ngS efkeâ šer-20 cewÛeeW
oef#eCe Deøeâerkeâe
ceW yeuuesyeepe Éeje yeveeS ieS kegâue jve Jener (DeLee&le
Sri Lanka/ßeeruebkeâe 09.00% 12.50%
2000) jnles nQ)?
New Zealand 12.00% 10.00%
vÙetpeeruewC[ (a) 88³ (b) 84³
West Indies/JesmšFb[erpe 14.00% 18.00% (c) 86³ (d) 90³
Others/DevÙe 13.50% 13.00% 5. The runs scored by the batsman against West
Indies in T-20 are approximately what percent
1. Total runs scored by the batsman against New (%) of the runs scored against Australia in
Zealand in T20 matches are approximately ODI?
what percent (%) of the total runs scored yeuuesyeepe Éeje šer-20 cewÛeeW ceW JesmšFb[erpe kesâ efKeueeHeâ
against Pakistan in ODI matches?
yeuuesyeepe Éeje šer 20 cewÛeeW ceW vÙetpeeruewC[ kesâ efKeueeHeâ yeveeS ieS jve Dees[erDeeF& cewÛeeW ceW Dee@mš^sefueÙee kesâ
yeveeS ieS kegâue jve Dees.[er.DeeF&. cewÛeeW ceW heeefkeâmleeve kesâ efKeueeHeâ yeveeS ieS jveeW keâe ueieYeie efkeâleves ØeefleMele
efKeueeHeâ yeveeS ieS kegâue jveeW keâe ueieYeie efkeâleves (%) nQ?
ØeefleMele (%) nw? (a) 71³ (b) 75³
(a) 64³ (b) 66³ (c) 73³ (d) 69³
(c) 62³ (d) 68³
2. In the case of which of the following countries,
the difference between the runs scored by the Statement/keâLeve (I) :
batsman in ODI and T20 is the second lowest? If an article is sold at a gain of 19%, then selling
efvecveefueefKele ceW mes efkeâme osMe kesâ ceeceues ceW yeuuesyeepe price is 109% of cost price/Ùeefo keâesF& Jemleg 19 ØeefleMele
Éeje Dees.[er.DeeF&. Deewj šer-20 ceW yeveeS ieS jveeW keâe ueeYe hej efJe›eâÙe keâer ieF& nw lees efJe›eâÙe cetuÙe, ueeiele cetuÙe keâe
109 ØeefleMele nw~
Deblej otmeje meyemes keâce Deblej nw?
Statement/keâLeve (II) : 9. Factors that contribute for effective classroom
If an article is sold at a loss of 9%, then selling communication are:
price is 109% of cost price/Ùeefo keâesF& Jemleg 9 ØeefleMele efvecveefueefKele ceW mes keâewve mes keâejkeâ keâ#ee ceW ØeYeeJeer
keâer neefve hej efJe›eâÙe keâer ieF& nw lees efJe›eâÙe cetuÙe, ueeiele cetuÙe mebØes<eCe ceW Ùeesieoeve keâjles nQ?
keâe 109 ØeefleMele nw~ 1. Information overload/metÛevee keâer DeefOekeâlee
In the light of the above statements, choose the 2. Use of unfamiliar words
most appropriate answer from the options DeheefjefÛele MeyoeW keâe GheÙeesie
given below: 3. Balanced flow of words/MeyoeW keâe meblegefuele ØeJeen
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW 4. Circular flow of messages
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW: mebosMeeW keâe Ûeef›eâÙe ØeJeen
(a) Both statement I and Statement II are correct 5. Mechanism of assess the feedback
keâLeve I Deewj II oesveeW mener nQ
Øeeflehegef„ (Heâer[yewkeâ) kesâ Deekeâueve kesâ efueS leb$e
(b) Both statement I and Statement II are
incorrect/keâLeve I Deewj II oesveeW mener veneR nQ
(c) Statement I is correct but Statement II is veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveS:
(a) 1, 2, 3 only/kesâJeue 1, 2 Deewj 3
(b) 2, 3, 4 only/kesâJeue 2, 3 Deewj 4
(c) 1, 4, 5 only/kesâJeue 1, 4 Deewj 5
veerÛes oes keâLeve efoS ieS nQ: (d) 3, 4, 5 only/kesâJeue 3, 4 Deewj 5
Statement/keâLeve (I) : 10. Identify the characteristics of the middle term
from the following:
The goal of inquiry in fundamental research is
efvecveefueefKele ceW mes ‘ceOÙe heo’ keâer efJeefMe„leeDeeW keâes
directed at bringing an increment in the fund of
knowledge/ceewefuekeâ MeesOe ceW DevJes<eCe keâe GösMÙe %eevekeâesMe henÛeeve keâerefpeS:
ceW Je=efæ keâjvee neslee nw~ 1. It must be present in the minor term
Statement/keâLeve (II) : Ùen he#e-heo ceW DeeJeMÙekeâ ™he mes GheeqmLele nesvee ÛeeefnS
Action research is a research by the practitioner, 2. It must be present in all positive instances in
for the practitioner and of the practitioner which the major term is present
ef›eâÙeelcekeâ MeesOe DeYÙeemekeâlee& Éeje, DeYÙeemekeâlee& kesâ efueS Deewj Ùen Gve meYeer mekeâejelcekeâ Â„evleeW ceW GheeqmLele nesvee
DeYÙeemekeâlee& keâe MeesOe nw~ ÛeeefnS peneB meeOÙe heo GheeqmLele nQ~
In the light of the above statements, choose the 3. It is the logical statement which is to be
given below: proved
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW Ùen leke&â mebiele keâLeve nw efpemes efmeæ efkeâÙee peevee nw~
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW: 4. It must be absent in all negative instances in
(a) Both statement I and Statement II are correct which major term is absent
keâLeve I Deewj II oesveeW mener nQ Ùen Gve meYeer vekeâejelcekeâ Â„ebleeW ceW DevegheeqmLele nesveer
incorrect/keâLeve I Deewj II oesveeW mener veneR nQ ÛeeefnS peneB meeOÙe heo DevegheeqmLele nw~
(c) Statement I is correct but Statement II is 5. It is drawn from the preceding propositions
incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw Ùen hetJe&Jeleea Øeefle%eeqhle mes efueÙee ieÙee nw~
(d) Statement I is incorrect but Statement II is Choose the most appropriate answer from the
8. In which scale of measurement, classification,
order and quality of units are ensured? veerÛes efoÙes ieÙes efJekeâuheeW mes mener Gòej ÛegefveÙes:
efkeâme Øekeâej keâer ceeheveer ceW FkeâeFÙeeW keâe JeieeakeâjCe, ›eâce (a) 1, 2 and 3 only/kesâJeue 1, 2 Deewj 3
Deewj meceevelee megefveef§ele nesleer nw? (b) 2, 3 and 4 only/kesâJeue 2, 3 Deewj 4
(a) Ordinal/›eâefcekeâ (b) Nominal/veeefcekeâ (c) 3, 4 and 5 only/kesâJeue 3, 4 Deewj 5
(c) Interval/Deblejeue (d) Ratio/Devegheele (d) 1, 2 and 4 only/kesâJeue 1, 2 Deewj 4

11. The difference between the squares of two B. SWAYAM 2. All-digital library that stores
consecutive numbers is 35. The smaller number PRABHA information (metadata)
is mJeÙebØeYee about different types of
oes ›eâefcekeâ mebKÙeeDeeW kesâ Jeie& kesâ yeerÛe keâe Deblej 35 nw~ digital contents
ueIeg mebKÙee Ùen nesieer: meYeer ef[efpešue hegmlekeâeueÙe pees
(a) 14 (b) 15
(c) 16 (d) 17
efJeefYeVe Øekeâej kesâ ef[efpešue kebâšWš
12. At what angle the hands of a clock are inclined kesâ yeejs ceW peevekeâejer (hejeØeotle)
at 15 minutes past 5? meb«eefnle keâjles nQ~
5 yepekeâj 15 efceveš hej IeÌ[er keâer megF&ÙeeB keâewve mee keâesCe C. NDL 3. 24×7 online store house of
yeveeSbieer? Sve[erSue all academic awards viz.
(a) 58½º (b) 67½º certificates, degrees etc
(c) 68½º (d) 72½º
meYeer Øekeâej kesâ Dekeâeoefcekeâ ØeeJeOeeve
veerÛes oes keâLeve efoS ieS nQ: leLee meefš&efHeâkesâš, ef[«eer Deeefo keâe
Statement/keâLeve (I) : 24²7 Dee@veueeFve mšesj neGme~
A company-wide network, closed to public access, D. SWAYAM 4. Offers various online
which uses internet-type technology is called mJeÙeb courses for school education
World Wide Web/Skeâ keâcheveer-JÙeeheer vesšJeke&â peneB pevelee and higher education
keâer hengbÛe veneR nes Deewj pees Fbšjvesš Øekeâej keâer ØeewÅeesefiekeâer keâe mketâueer efMe#ee Deewj GÛÛe efMe#ee nsleg
ØeÙeesie keâjlee nes, Jeu[& JeeF[ Jesye keânueelee nw~ efJeefYeVe Dee@veueeFve hee"Ÿe›eâce cegnwÙee
keâjelee nw~
MODEM is a device that enables a computer to
communicate over telephone lines Choose the correct answer from the options
cee@[sce Skeâ ef[JeeFme nw, pees keâchÙetšj keâes šsueerHeâesve ueeFveeW hej given below:
‘keâcÙegefvekesâš’ keâjves kesâ efueS me#ece yeveelee nw~ veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegveW:
In the light of the above statements, choose the A B C D
most appropriate answer from the options (a) 2 1 3 4
given below: (b) 3 1 2 4
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW (c) 3 4 2 1
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW: (d) 4 1 2 3
(a) Both statement I and Statement II are correct 15. In establishing a research problem for a Ph.D
keâLeve I Deewj II oesveeW mener nw level course, in the initial stage which of the
(b) Both statement I and Statement II are following stages are crucial?
incorrect/keâLeve I Deewj II oesveeW mener veneR nw heer.SÛe.[er mlej kesâ hee"dÙe›eâce kesâ efueS MeesOe mecemÙee
mLeeefhele keâjves ceW ØeejefcYekeâ ÛejCe ceW efvecveefueefKele ceW mes
(d) Statement I is incorrect but Statement II is keâewve meer DeJemLeeSb Deefle cenlJehetCe& nw?
correct/keâLeve I mener veneR nw efkeâvleg keâLeve II mener nw 1. Hypothesis making/heefjkeâuhevee keâe efvecee&Ce keâjvee~
14. Match List-I with List-II. 2. Locating a problem area from a field through
metÛeer-I keâes metÛeer-II mes megcesefuele keâerefpeS : survey of related literature
List/metÛeer-I List/metÛeer-II mebyebefOele meeefnlÙe kesâ meJex#eCe kesâ ceeOÙece mes #es$e mes
(Digital (Objective/GösMÙe) mecemÙee Deveg#es$e keâes efÛeefvnle keâjvee~
Initiative/
ef[efpešue henue) 3. Defining the population of research and its
A. NAD/SveS[er 1. Utilization of satellite characteristics/MeesOe kesâ mece«e Deewj Gmekeâer efJeMes<elee
communication technologies keâes heefjYeeef<ele keâjvee~
for transmission of
4. Selecting a pointed issue called a problem by
education e-contents through
National channels a process of logical analysis
je„êrÙe ÛewveueeWs kesâ ceeOÙece mes leeefke&âkeâ efJeMues<eCe keâer Øeef›eâÙee Éeje efÛeefvnle cegös, efpemes
Mew#eefCekeâ F&-kebâšWš kesâ ØemeejCe nsleg mecemÙee keâne peeSiee, keâe ÛeÙeve keâjvee~
Ghe«en mebÛeej ØeewÅeesefieefkeâÙeeW keâe 5. Defining and delimiting the problem
GheÙeesie~ mecemÙee keâes heefjYeeef<ele Deewj meerceebefkeâle keâjvee~
Choose the correct answer from the options 19. Ankur receives an email informing him that his
given below: credit card is going to be canceled. The email
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes: advises him to click on the provided link and
(a) 2, 4 and 5 only/kesâJeue 2, 4 Deewj 5 sign into his online banking account to prevent
this from happening, which he does. A week
later, Ankur notices that ` 10,000 has been
(c) 1, 2 and 3 only/kesâJeue 1, 2 Deewj 3 withdrawn from his bank account. What has
(d) 3, 4 and 5 only/kesâJeue 3, 4 Deewj 5 Ankur fallen victim to?
16. From the following, identify those which are Debkegâj keâes Skeâ F&.cesue Øeehle neslee nw efpemeceW Gmes yeleeÙee
called non-probability sampling procedures: peelee nw efkeâ Gmekesâ ›esâef[š keâe[& keâes jö efkeâÙee pee jne
efvecveefueefKele ceW mes iewj-mebYeeJÙelee DeeOeeefjle ØeefleoMe&
nw~ Gme F&-cesue ceW Gmes jeÙe oer peeleer nw efkeâ Ssmee Ieefšle
ØeefleÛeÙeve ØeefJeefOeÙeeW keâer henÛeeve keâjW:
ve nes, Fmekesâ efueS Jen efoS ieS efuebkeâ hej eqkeäuekeâ keâjs
1. Systematic sampling/JÙeJeeqmLele ØeefleoMe& ØeefleÛeÙeve
Deewj Deheves Dee@veueeFve yeQefkebâie DekeâeGCš ceW meeFve keâjs~
2. Quota sampling/Deevegheeeflekeâ ØeefleoMe& ØeefleÛeÙeve
Jen Gme efveoxMe keâe heeueve keâjlee nw~ Skeâ mehleen yeeo
3. Stratified sampling/mleefjle ØeefleoMe& ØeefleÛeÙeve
Debkegâj heelee nw Gmekesâ yeQkeâ Keeles mes 10,000/- ®heÙes keâer
4. Purposive sampling/meesösMÙe ØeefleoMe& ØeefleÛeÙeve
OevejeefMe keâer efvekeâemeer keâer ieF& nw~ Debkegâj efvecveefueefKele ceW
5. Snowball sampling/mveesyee@ue ØeefleoMe& ØeefleÛeÙeve
mes efkeâmekeâe efMekeâej yevee nw?
given below: (a) A phishing scam/efHeâefmebie mkewâce
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS: (b) A Trojan horse/šêspeve ne@me&
(a) 1, 2 and 3 only/kesâJeue 1, 2 Deewj 3 (c) Online blackmail/Dee@veueeFve yuewkeâcesue
(b) 2, 3 and 4 only/kesâJeue 2, 3 Deewj 4 (d) A virus/JeeÙejme
(c) 2, 4 and 5 only/kesâJeue 2, 4 Deewj 5 20. "Fire is not warm because it is produced such
(d) 3, 4 and 5 only/kesâJeue 3, 4 Deewj 5 as water", is an example of which type of
fallacy?
17. Identify the correct order of following different
‘Deefive iece& veneR nw keäÙeeWefkeâ Ùen peue keâer lejn yeveleer nw’,
types of storage/memory components in a
computer on the basis of price per bytes of Ùen efkeâme Øekeâej kesâ nslJeeYeeme keâe GoenjCe nw?
storage from most expensive to least expensive: (a) Satpratipaksha/meleØeeflehe#e
YeC[ejCe (mšesjspe) kesâ Øeefle yeeFš keâercele kesâ DeeOeej hej (b) Badhit-vishaya/yeeefOele-efJe<eÙe
efkeâmeer keâchÙetšj ceW efvecveefueefKele efJeefYeVe Øekeâej kesâ (c) Virudha/efJe®æ
mšesjspe/cesceesjer IeškeâeW keâe meJee&efOekeâ cenbies mes vÙetvelece (d) Swaroopasidha/mJe™he efmeæ
cenbies kesâ mener ›eâce ceW henÛeeve keâerefpeS~ 21. Identify the correct sequence of cognitive
1. DDR4 RAM 2. HDD behaviours in the taxonomy of educational
3. SSD 4. CPU Cache objectives:
Choose the correct answer from the options Mewef#ekeâ GösMÙeeW kesâ DeefOe›eâce ceW meb%eeveelcekeâ JÙeJenejeW kesâ
given below: mener ›eâce keâer henÛeeve keâjW:
veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveÙes: 1. Knowledge/%eeve
(a) 1, 4, 3, 2 (b) 4, 1, 3, 2 2. Application/DevegØeÙeesie
(c) 1, 2, 3, 4 (d) 4, 1, 2, 3
3. Understanding/DeJeyeesOe
18. The critical difference between experimental
and ex post facto research lies in terms of: 4. Analysis/efJeMues<eCe
efvecveefueefKele ceW mes efkeâme Âef„ mes ØeÙeesieelcekeâ Deewj 5. Synthesis/mebMues<eCe
keâeÙeexòej MeesOe ceW cenlJehetCe& Deblej neslee nw? Choose the correct answer from the options
given below:
(a) Selection of sample/ØeefleoMe& kesâ ÛeÙeve
veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveS:
(b) Causal connection between two variables
(a) 1, 2, 3, 4 and 5/1, 2, 3, 4 Deewj 5
oes ÛejeW kesâ yeerÛe keâejCe-keâeÙe& mebyebOe
(b) 4, 5, 1, 2 and 3/4, 5, 1, 2 Deewj 3
(c) Use of research tools/MeesOe GhekeâjCeeW keâe GheÙeesie
(c) 1, 3, 2, 4 and 5/1, 3, 2, 4 Deewj 5
(d) Control and manipulation of independent
(d) 4, 5, 1, 3 and 2/4, 5, 1, 3 Deewj 2
variable/efvejeefßele Ûej ceW efveÙeb$eCe Deewj peesÌ[leesÌ[
22. Given below are two statements: One is In the light of the above statements, choose the
labelled as Assertion (A) and the other is most appropriate answer from the options
labelled as Reason (R): given below:
veerÛes oes keâLeve efoS ieS nQ efpeve ceW mes Skeâ keâes GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~ mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW:
Assertion/DeefYekeâLeve (A) : (a) Both statement I and Statement II are correct
Long term low emission development strategies keâLeve I Deewj II oesveeW mener nQ
by each country are crucial to realizing the goals (b) Both statement I and Statement II are
of Paris Agreement/ØelÙeskeâ osMe Éeje oerIee&JeefOe ceW keâce incorrect/keâLeve I Deewj II oesveeW mener veneR nQ
Glmepe&ve efJekeâeme jCeveerefleÙeeb Deheveevee hesefjme mecePeewles kesâ ue#ÙeeW
keâes meekeâej keâjvee cenlJehetCe& nw~ (d) Statement I is incorrect but Statement II is
Reason/leke&â (R) : correct/keâLeve I mener veneR nw efkeâvleg keâLeve II mener nw
Nationally Determined Contributions (NDCs) 24. Given below are some metals which are
declared by each country are not sufficient to keep released into environment from a variety of
the rise in global temperature upto 2ºC above the anthropogenic sources. Identify the metals
pre-industrial level/ØelÙeskeâ osMe Éeje Ieesef<ele je„êrÙe ™he which have been of serious concern from the
point of view of pollution of water bodies
mes efveOee&efjle Ùeesieoeve (Sve [er meer) JewefÕekeâ leeheceeve ceW Je=efæ veerÛes kegâÚ OeelegDeeW kesâ veece efoS ieS nQ efpevnW Deveskeâ
keâes hetJe&-DeewÅeesefiekeâ mlej mes 2ºC DeefOekeâ lekeâ meerefcele jKeves kesâ Øekeâej kesâ ceeveJepeefvele œeesleeW mes heÙee&JejCe ceW Glmeefpe&le
efueS heÙee&hle veneR nw~ efkeâÙee peelee nw~ Gve OeelegDeeW keâer henÛeeve keâerefpeS pees
In the light of the above statements, choose the peueeMeÙeeW kesâ Øeot<eCe kesâ Âef„keâesCe mes keâeHeâer iecYeerj
most appropriate answer from the options efÛevlee keâe efJe<eÙe jns nQ~
given below:
1. Aluminium/SsuÙegceerefveÙece
2. Copper/leebyee
mes meJee&efOekeâ GheÙegòeâ Gòej Ûegves: 3. Mercury/heeje
(a) Both (A) and (R) are correct and (R) is the 4. Cadmium/kewâ[efceÙece
correct explanation of (A)/(A) Deewj (R) oesveeW 5. Lead/MeerMee
mener nw Deewj (R), (A) keâer mener JÙeeKÙee nw Choose the correct answer from the options
(b) Both (A) and (R) are correct and (R) is not given below:
the correct explanation of (A)/(A) Deewj (R) oesveeW veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS:
mener nw hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw (a) 2, 3, 5 only/kesâJeue 2, 3, 5
(c) (A) is correct but (R) is not correct (b) 1, 2, 3, 5 only/kesâJeue 1, 2, 3, 5
(A) mener nw hejvleg (R) mener veneR nw (c) 3, 4, 5 only/kesâJeue 3, 4, 5
(d) (A) is not correct but (R) is correct (d) 1, 2, 5 only/kesâJeue 1, 2, 5
(A) mener veneR nw hejvleg (R) mener nw 25. Match List-I with List-II
23. Given below are two statements: metÛeer-I keâes metÛeer-II mes megcesefuele keâerefpeS :
veerÛes oes keâLeve efoS ieS nQ: List/metÛeer-I List/metÛeer-II
Statement/keâLeve (I) : (Stage of development (Outcome/ØeefleHeâue)
The vice-chancellor of a University is an of values
executive head who is vested with administrative cetuÙe efJekeâeme kesâ ÛejCe)
as well as academic responsibilities/efkeâmeer Yeer A. Stage I/ÛejCe I 1. Value collection
efJeÕeefJeÅeeueÙe keâe kegâueheefle Gmekeâe keâeÙe&keâejer ØecegKe neslee nw through invitation
efpemekesâ heeme ØeMeemeefvekeâ SJeb Dekeâeoefcekeâ GòejeoeefÙelJe nesles nQ~ Deeceb$eCe kesâ ceeOÙece mes
Statement/keâLeve (II) : cetuÙe meb«enCe
For a charismatic leadership attribute in a vice B. Stage II/ÛejCe II 2. Inner evaluation
chancellor both transactional as well as Deebleefjkeâ cetuÙeebkeâve
transformational leadership competencies are C. Stage III/ÛejCe III 3. Value consolidation
needed/efkeâmeer kegâueheefle ceW keâefjMceeF& vesle=lJe iegCe nesves kesâ cetuÙe meceskeâve
efueS GmeceW mebJÙeJenejelcekeâ Deewj ™heeblejkeâejer vesle=lJe #eceleDeeW D. Stage IV/ÛejCe IV 4. Value clarification
keâe nesvee pe™jer nw~ cetuÙe mebyebOeer mhe„erkeâjCe
Choose the correct answer from the options GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
given below: mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW:
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegveW: (a) Both statement I and Statement II are correct
A B C D keâLeve I Deewj II oesveeW mener nQ
(a) 2 3 1 4
(b) 1 2 4 3
(c) 4 1 3 2
(d) 3 4 2 1
26. Given below are two statements: incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw
veerÛes oes keâLeve efoS ieS nQ: (d) Statement I is incorrect but Statement II is
28. Find odd one out in the following:
Keval vyatireki form of inference is that when the
middle term is the differential of the minor term
efvecveefueefKele ceW mes Demebiele keâer henÛeeve keâerefpeS:
kesâJeue JÙeeflejskeâer Jen Devegceeve nw efpemeceW ceOÙe heo, he#e heo 5, 7, 12, 17, 19, 23
(a) 7 (b) 12
keâe efJeYesokeâ nw~ (c) 17 (d) 19
Statement/keâLeve (II) : 29. Find out the correct sequence of the following
Kevalanvayi form of inference is that when the transmissions:
middle term is both positively and negatively efvecveefueefKele Øes<eCeeW keâe mener ›eâce yeveeSb:
related to the major term
1. Narrowcasting/vewjeskeâeeémšie
kesâJeueevJeÙeer Jen Devegceeve nw efpemeceW ceOÙe heo mekeâejelcekeâ SJeb
2. Telegraph/šsefue«eeHeâ
vekeâejelcekeâ oesveeW ™heeW ceW meeOÙe heo mes mebyebefOele neslee nw~
3. Broadcasting/yeÇe@[keâeeémšie
4. Telephone/šsueerHeâesve
given below: 5. Podcasting/hee@[keâeeémšie
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW Choose the correct answer from the options
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW: given below:
(a) Both statement I and Statement II are correct
(a) 1, 3, 2, 5, 4 (b) 2, 4, 3, 1, 5
keâLeve I Deewj II oesveeW mener nw
(c) 3, 4, 5, 1, 2 (d) 4, 5, 1, 2, 3
incorrect/keâLeve I Deewj II oesveeW mener veneR nw
Computer based testing ensures high reliability
and validity in the process of evaluation centered
on effective and conative domains of behaviours
veerÛes oes keâLeve efoS ieS nQ: JÙeJenej kesâ YeeJeelcekeâ Deewj ef›eâÙeelcekeâ Deveg#es$eeW hej kesâeqvõle
Statement/keâLeve (I) : cetuÙeebkeâve Øeef›eâÙee ceW keâchÙetšj DeeOeeefjle hejer#eCe GÛÛe
Two sounds of same intensity but different efJeÕemeveerÙelee Deewj JewOelee megefveef§ele keâjlee nw~
frequency characteristics may appear to be of Statement/keâLeve (II) :
different loudness
Support materials in the form of programmed
meceeve leer›elee hejvleg Deueie-Deueie DeeJe=efòe Jeeueer oes OJeefveÙeeB instructional models have a tremendous potential
Deueie-Deueie Øeyeuelee keâer Øeleerle nes mekeâleer nQ~ to maximize learning/DeefYe›eâefcele DevegosMeelcekeâ ØeefleceeveeW
kesâ ™he ceW meneÙekeâ meeceef«eÙeeW ceW DeefOeiece keâes DeefOekeâlece keâjves
The response of human ear to noise of different
frequencies is not uniform keâer Yeejer mebYeeJevee nesleer nw~
efJeefYeVe DeeJe=efòeÙeeW keâer OJeefveÙeeW kesâ Øeefle ceveg<Ùe kesâ keâeve keâer In the light of the above statements, choose the
Devegef›eâÙee Skeâmeceeve veneR nesleer nw~ most appropriate answer from the options
In the light of the above statements, choose the given below:
most appropriate answer from the options GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
given below: mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW:
(a) Both statement I and Statement II are correct Statement/keâLeve (II) :
keâLeve I Deewj II oesveeW mener nQ The value of binary number 1110 is 14 in decimal
(b) Both statement I and Statement II are number system/efÉDeeOeejer mebKÙee 1110 keâe ceeve
incorrect/keâLeve I Deewj II oesveeW mener veneR nQ oMeceueJe mebKÙee ØeCeeueer ceW 14 neslee nw~
(c) Statement I is correct but Statement II is In the light of the above statements, choose the
incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw most appropriate answer from the options
(d) Statement I is incorrect but Statement II is given below:
correct/keâLeve I mener veneR nw efkeâvleg keâLeve II mener nw GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
31. 'Upanaya' in Indian 'Nyaya Syllogism' mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW:
corresponds to which of the following in (a) Both statement I and Statement II are correct
Aristotelian Syllogism? keâLeve I Deewj II oesveeW mener nw
Dejmleg kesâ vÙeeÙe JeekeäÙe ceW efvecveefueefKele ceW mes keâewve mee (b) Both statement I and Statement II are
YeejleerÙe ‘vÙeeÙe leke&âMeeŒe’ ceW ‘GheveÙe’ kesâ Deveg™he nw? incorrect/keâLeve I Deewj II oesveeW mener veneR nw
(a) Major premise/meeOÙe Øeefle%eeqhle (c) Statement I is correct but Statement II is
(b) Minor premise/he#e Øeefle%eeqhle incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw
(c) Conclusion/efve<keâ<e&
(d) Both major and minor premises
35. The knowledge of the relation between name
oesveeW meeOÙe SJeb he#e Øeefle%eeqhleÙeeb
and an object denoted by that name is called:
32. What is the hallmark of reflective teaching? veece SJeb Jemleg kesâ yeerÛe kesâ mebyebOe kesâ %eeve keâes efpeme veece
efJeceMeea efMe#eCe keâer efJeefMe„ henÛeeve keäÙee nw?
mes efveefo&„ efkeâÙee peelee nw Gmes keânles nQ:
(a) Clear, organized and well structured content
(a) verbal testimony/Meyo-ØeceeCe
mhe„, mebieef"le Deewj megmebjefÛele efJe<eÙeJemleg
(b) implication/efveefnleeLe&
(b) Personalized, interactive and high level of
(c) inference/Devegceeve
cognitive interchange/JewÙeefòeâkeâ, Deble:ef›eâÙeelcekeâ
(d) comparison/leguevee
Deewj GÛÛe mlejerÙe meb%eeveelcekeâ Deeoeve-Øeoeve
36. Which argument may be advanced in support
(c) Systematic, planned and quick question-
of action research in education?
answer session
efMe#ee ceW ef›eâÙeelcekeâ MeesOe kesâ meceLe&ve ceW efvecveefueefKele ceW
JÙeJeeqmLele, megefveÙeesefpele Deewj õgle ØeMve-Gòej me$e
mes keâewve mee leke&â efoÙee pee mekeâlee nw?
(d) Logical, coherent and example based
presentations (a) The researcher breaks fresh ground in the
leeefke&âkeâ, megmebiele Deewj GoenjCe DeeOeeefjle ØemlegefleÙeeb field of enquiry/MeesOekeâòee& DevJes<eCe kesâ #es$e ceW veF&
33. Announcement of arrival and departure of mebYeeJeveeSb leueeMelee nw~
trains at railway stations is : (b) The knowledge is applied to extend further
jsueJes mšsMeveeW hej jsueieeefÌ[ÙeeW kesâ Deeieceve Deewj ØemLeeve generalization/meeceevÙeerkeâjCe keâe efJemleej keâjves ceW
%eeve keâe DevegØeÙeesie neslee nw~
keâer GodIees<eCee nw–
(c) Some new principles are formulated for
(a) Spatial communication/mLeeefvekeâ mebØes<eCe explaining the events/IešveeDeeW keâer JÙeeKÙee keâjves
(b) Organizational communication kesâ efueS kegâÚ veS efmeæeble ieÌ{s peeles nQ~
mebie"veelcekeâ mebØes<eCe (d) The educational situation as well as the
(c) Public communication/meeJe&peefvekeâ
mebØes<eCe practitioner of education undergo a change
for the better/Mew#eefCekeâ eqmLeefle Deewj efMe#ee kesâ
(d) Sectional communication/DevegYeeieerÙe mebØes<eCe
DeYÙeemekeâlee& ceW yesnlejer kesâ efueS heefjJele&ve~
veerÛes oes keâLeve efoS ieS nQ: veerÛes oes keâLeve efoS ieS nQ:
Statement/keâLeve (I) : Statement/keâLeve (I) :
The value of hexadecimal number 21 is 33 in Hurricanes and typhoons are essentially the same
decimal number system/<e[doMecekeâ (nskeämee[sefmeceue) as tropical cyclones/nefjkesâve Deewj šeFHetâve DeeJeMÙekeâ ™he
mebKÙee 21 keâe ceeve oMeceueJe mebKÙee ØeCeeueer ceW 33 neslee nw~ mes G<CekeâefšyebOeerÙe Ûe›eâJeeleeW kesâ meceeve nesles nQ~
Statement/keâLeve (II) : Choose the correct answer from the options
Warm tropical oceans and moist air mass are pre- given below:
requisites for the development of tropical cyclones veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegveW:
G<CekeâefšyebOeerÙe Ûe›eâJeeleeW kesâ efvecee&Ce nsleg iece& G<CekeâefšyebOeerÙe A B C D
cenemeeiejeW Deewj Deeõ& JeeÙeg efheC[ keâe nesvee hetJe&-MeleX nQ~ (a) 4 3 2 1
In the light of the above statements, choose the (b) 1 2 3 4
most appropriate answer from the options (c) 2 3 4 1
given below: (d) 3 4 1 2
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW 39. For optimizing learning outcomes which of the
following factors have been identified as most
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW: effective in terms of research in the global
(a) Both statement I and Statement II are correct context?
keâLeve I Deewj II oesveeW mener nw DeefOeiece heefjCeeceeW keâes F„lece yeveeves kesâ efueS efvecveefueefKele
(b) Both statement I and Statement II are ceW mes keâewve mes keâejkeâeW keâes JewefÕekeâ meboYe& ceW MeesOe mee#ÙeeW keâer
incorrect/keâLeve I Deewj II oesveeW mener veneR nw
Âef„ mes meJee&efOekeâ ØeYeeJeer ceevee ieÙee nw?
(a) Home related factors/ie=n mebyebefOele keâejkeâ
(b) School related factors/efJeÅeeueÙe mebyebefOele keâejkeâ
correct/keâLeve I mener veneR nw efkeâvleg keâLeve II mener nw (c) Teacher related factors/efMe#ekeâ mebyebefOele keâejkeâ
38. Match List-I with List-II. (d) Supplementary technological device related
metÛeer-I keâes metÛeer-II mes megcesefuele keâerefpeS : factors/Deveghetjkeâ ØeewÅeesefiekeâerÙe GhekeâjCeeW mebyebefOele keâejkeâ
40. For ensuring effective administration which of
the following is most difficult?
(Examples of (Type of
ØeYeeJeer ØeMeemeve megefveef§ele keâjves ceW efvecveefueefKele ceW mes
Communication Communication
mebÛeej kesâ GoenjCe) mebÛeej kesâ Øekeâej) keâewve mee meJee&efOekeâ keâef"ve nw?
(a) Changing the knowledge of individuals and
A. A company boss 1. Marketing
groups
telephones his/her communication
secretary for some help efJeheCeve mebØes<eCe JÙeefòeâÙeeW Deewj mecetneW kesâ %eeve keâes heefjJeefle&le keâjvee
from outside (b) Changing the skills of individuals and groups
Skeâ kebâheveer kesâ yee@me yeenj mes JÙeefòeâÙeeW Deewj mecetneW kesâ keâewMeue keâes heefjJeefle&le keâjvee
kegâÚ meneÙelee kesâ efueS Deheves (c) Changing the attitude of individuals and
groups
meefÛeJe keâes Heâesve keâjlee nw~
JÙeefòeâÙeeW Deewj mecetneW kesâ ØeJe=efòe keâes heefjJeefle&le keâjvee
B. A company issues a 2. Horizontal
(d) Changing the behaviour of individuals and
circular of guidelines for communication
groups
its employees #eweflepe mebØes<eCe
JÙeefòeâÙeeW Deewj mecetneW kesâ JÙeJenej keâes heefjJeefle&le keâjvee
Skeâ kebâheveer Deheves keâce&ÛeeefjÙeeW
41. Identify the correct sequence (decreasing
kesâ efueS efoMeeefveoxMeeW keâe heefjhe$e order) of lifetimes of the following greenhouse
peejer keâjleer nw~ gases in atmosphere:
C. Employees discuss 3. Vertical JeeÙegceb[ue ceW efvecveefueefKele «eerveneGme iewmeeW kesâ
certain issues among communication
peerJevekeâeue kesâ mener ›eâce (DeJejesner ›eâce) keâer henÛeeve
themselves TOJee&Oej mebØes<eCe
keâce&Ûeejer kegâÚ cegöeW hej Deeheme keâerefpeS:
ceW ÛeÛee& keâjles nQ~ 1. Methane/ceerLesve
D. A company sends a 4. Informal 2. Nitrous oxide/veeFš^me Dee@keämeeF[
formal letter to its communication 3. Surface ozone/Yet-he=…erÙe Deespeesve
retailers and wholesalers DeveewheÛeeefjkeâ 4. CFC-11
Skeâ kebâheveer Deheves Kegoje Deewj mebØes<eCe Choose the correct answer from the option
Leeskeâ efJe›esâleeDeeW keâes DeewheÛeeefjkeâ given below:
he$e Yespeleer nw~ veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveS:
(a) 4 > 2 > 1 > 3 (b) 2 > 4 > 1 > 3 (b) Value education programmes
(c) 2 > 4 > 3 > 1 (d) 4 > 2 > 3 > 1 cetuÙe DeeOeeefjle efMe#ee keâeÙe&›eâce
42. Given below are two statements: (c) Oriental learning programmes
veerÛes oes keâLeve efoS ieS nQ: ØeeÛÙe DeefOeiece keâeÙe&›eâce
Statement/keâLeve (I) : (d) Professional education programmes
A number is divisible by 3, if the sum of its digits JÙeeJemeeefÙekeâ efMe#ee keâeÙe&›eâce
is divisible by 3/Skeâ mebKÙee 3 mes efJeYeepÙe nw, Ùeefo Gmekesâ 45. Given below are two statements:
DebkeâeW keâe Ùeesie 3 mes efJeYeepÙe nw~ veerÛes oes keâLeve efoS ieS nQ:
Statement/keâLeve (II) : Statement/keâLeve (I) :
A number is divisible by 9, if the sum of its digits The content and style of communication are the
is not divisible by 9/Skeâ mebKÙee 9 mes efJeYeepÙe nw, Ùeefo predictor variables of effective teaching/efJe<eÙeJemleg
Gmekesâ DebkeâeW keâe Ùeesie 9 mes efJeYeepÙe veneR nw~ Deewj mebØes<eCe Mewueer ØeYeeJeer efMe#eCe kesâ hetJe&metÛekeâ Ûej nQ
In the light of the above statements, choose the Statement/keâLeve (II) :
most appropriate answer from the options A good and communicative teacher evokes
given below: relatively less questions from the students
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW Skeâ DeÛÚe Deewj mebØes<eCe kegâMeue efMe#ekeâ efJeÅeeefLe&ÙeeW keâer Deesj
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW: mes Dehes#eeke=âle keâce ØeMve Göerhle keâjlee nw~
(a) Both statement I and Statement II are correct In the light of the above statements, choose the
keâLeve I Deewj II oesveeW mener nw most appropriate answer from the options
(b) Both statement I and Statement II are given below:
incorrect/keâLeve I Deewj II oesveeW mener veneR nw GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
(c) Statement I is correct but Statement II is mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW:
incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw (a) Both statement I and Statement II are correct
(d) Statement I is incorrect but Statement II is keâLeve I Deewj II oesveeW mener nQ~
correct/keâLeve I mener veneR nw efkeâvleg keâLeve II mener nw (b) Both statement I and Statement II are
43. Which of the following modality of higher
education is the example of evolution in the incorrect
post independence India? keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw~
GÛÛe efMe#ee keâer efvecveefueefKele ceW mes efkeâme Øekeâej keâe (d) Statement I is incorrect but Statement II is
GodYeJe mJeeleb$eÙeesòej Yeejle ceW ngDee? correct/keâLeve I mener veneR nw efkeâvleg keâLeve II mener nw~
(a) Teacher Education/efMe#ekeâ efMe#ee Comprehension:
Read the passage carefully and answer questions
(b) Technical Education/lekeâveerkeâer efMe#ee
from 46 to 50.
(c) Legal Education/efJeefOekeâ efMe#ee
Our life exists by constant interchange and
(d) Distance Education/otjmLe efMe#ee replenishment. Everyday, food is needed for the body to
44. The education imported through institutions of survive. For our vital energies to thrive every day, vital
higher learning in India such as 'Sanskrit nourishment is needed. For our minds to be sharp and
Vidyapeetha' is an example of intelligent every day, an increase in knowledge is
Yeejle ceW ‘mebmke=âle efJeÅeeheer"’ pewmeer GÛÛe efMe#eCe needed. But a human does not live by nourishment of the
mebmLeeDeeW kesâ ceeOÙece mes oer peeves Jeeueer efMe#ee mind, life energy and body alone, but also by the
nourishment that comes by the connection with our
efvecveefueefKele ceW mes efkeâmekeâe GoenjCe nw?
Divine source. This deeper nourishment is needed each
(a) Non-conventional learning programmes
day for our inmost well-being. To connect to our deeper
iewj-heejbheefjkeâ DeefOeiece keâeÙe&›eâce self and receive its nourishment, our awareness needs to
touch deeper than our mind, vital energy and body. A 46. How can we realize the Divine Presence?
mere mental awareness cannot touch this inner-most ØelÙeskeâ JÙeefòeâ ceW efoJÙe GheefmLeefle keâes Gmekesâ Éeje osKee
space. Our efforts too can take us only upto a certain pee mekeâlee nw:
point. The true question is, how much do we really want (a) By searching for the divine
to connect with the divinity within us. If it is a sincere JÙeefòeâ Éeje efoJÙelee kesâ mJeÙeb DevegYeJe Éeje
inner urge, then at some point, we realize that there is a (b) By recognizing its presence within us
presence that lives within us and carries us forward. To
nceejs ceve kesâ YeJebj Éeje
(c) By reaching the innermost space/melener mJe: Éeje
recognize this presence when it reveals itself to us, we
(d) By making sincere efforts within one's own
can begin to know its nature. It exists quietly in the self/Gòesefpele ceve keâer Øeke=âefle keâes peeveves kesâ Éeje
background, often unnoticed by our surface self. When 47. The passage focuses on the
we are lost in the whirls of our mind, vital life energy ieÅeebMe efvecveefueefKele ceW mes Gme hej kesâefvõle nw
and body, we lose our connection with this presence.
(a) Need for body replenishment/Mejerj keâer mechetefle&
When we remember and sincerely seek to connect,
sooner or later, the presence makes itself felt.
keâer DeeJeMÙekeâlee hej yeewefækeâ efJeÛeejeW hej
efvecveefueefKele ieÅeebMe keâes OÙeevehetJe&keâ heefÌ{S SJeb Gmekesâ he§eeled (b) Intellectual thoughts/yeewefækeâ efJeÛeejeW hej
ØeMve mebKÙee 46 mes 50 lekeâ kesâ Gòej oerefpeS: (c) Importance of connect with the Divine
nceeje peerJeve meleled Deeoeve-Øeoeve SJeb mechetefle& keâer Øeef›eâÙee Éeje Presence
DeeqmlelJe ceW jnlee nw~ peerefJele jnves kesâ efueS Mejerj keâes Yeespeve keâer efoJÙe GheeqmLeefle kesâ meeLe mebyeæ nesves kesâ cenlJe hej
DeeJeMÙekeâlee nesleer nw~ nceejer pewJe Tpee&DeeW keâes mecheesef<ele yeveeS jKeves (d) Vital life energies/DeefveJeeÙe& pewJe Tpee&DeeW hej
keâer Âef„ mes cenòJehetCe& hees<eCe keâer Øeefleefove DeeJeMÙekeâlee nesleer nw~ nceejs 48. The Divine Presence in each individual can be
found through
ceeqmle<keâ keâes Øeefleefove ØeKej SJeb cesOeeJeer mJe™he osves keâs efueS %eeve ceW
efoJÙelee keâer GheefmLeefle keâe nce efkeâme Øekeâej mes DevegYeJe
Je=efæ nesvee Dehesef#ele nw~ hejbleg ceeveJe Deheves ceeqmle<keâ kesâ hees<eCe nsleg pewJe
keâj mekeâles nQ?
Tpee& leLee Mejerj mes ner peerefJele veneR jnlee efoJÙelee kesâ œeesleeW mes pegÌ[keâj
(a) One's own realization of divinity
pees mechees<eCe Øeehle keâjlee nw Gmemes Yeer peerefJele jnlee nw~ nceejs Debleefjce
efoJÙelee keâer Keespe Éeje
kegâMeue #esce kesâ efueS Øeefleefove ienve hees<eCe keâer DeeJeMÙekeâlee nesleer nw~
(b) The whirls of our mind
Deheves ienve ‘Deelce’ mes mebyeæ nesves leLee Gmekesâ efueS ÙeLes… hees<eCe nceejs Deboj Gmekeâer GheeqmLeefle keâer henÛeeve Éeje
Øeehle keâjves nsleg nceejer peeie®keâlee, nceejs ceve, DeefveJeeÙe& Tpee& leLee (c) The surface self
Mejerj mes DeefOekeâ ienve nesveer ÛeeefnS~ Devlejlece mLeeve hej Øeefleef›eâÙee keâjves kesâ Éeje
kesâJeue ceeveefmekeâ DeefYe%elee Gme Debleefjce mLeeve keâes veneR Út mekeâleer~ (d) Knowing the nature of agitated mind
Deheves mJe: kesâ Deboj efve§es„ ØeÙeeme keâjves kesâ Éeje
nceejs ØeÙeeme Yeer nceW kesâJeue efJeefMe„ mLeeve lekeâ ner ues pee mekeâles nQ~
49. Our innermost well-being depends upon
JeemleefJekeâ ØeMve lees Ùen nw efkeâ nce Deboj keâer efoJÙelee mes JeemleJe ceW nceeje Devlejlece kegâMeue#esce Fme hej efveYe&j neslee nw:
efkeâlevee meyebæ nes mekeâles nQ~ Ùeefo Ùen Skeâ efveMkeâheš Deebleefjkeâ FÛÚe nw (a) Sharper intellect/ØeKej ØeefleYee
(b) Nourishment of body and mind
lees Ùeoe keâoe nce mhe„ DevegYeJe keâjles nQ efkeâ nceejs Yeerlej keâesF& GheeqmLele
Mejerj leLee ceve keâe mechees<eCe
nw pees nceW Deeies yeÌ{ves keâe Dee£eve keâjlee nw~ peye nceW mJeÙeb keâes Ùen (c) Acceptance of life energies
DevegYeJe neslee nw lees Fme GheeqmLeefle keâer henÛeeve keâjves kesâ efueS nce pewJe Tpee&DeeW keâer mJeerkeâeÙe&lee
(d) Connect with supreme power
Gmekeâer cetue Øeke=âefle keâes peevevee DeejbYe keâjles nQ~ Ùen DevleJe&leer& #es$e ceW
hejce meòee kesâ meeLe mebyeæ nesvee
efve§es„ ™he mes efJeÅeceeve jnleer nw, pees ØeeÙe: nceejer melener mJe: Éeje 50. What is needed for the mind to be active?
ØeeÙe: Deueef#ele nesleer nw~ peye nce Deheves ceve, DeefveJeeÙe& pewJe-Tpee& leLee ceefmle<keâ keâes meef›eâÙe nesves kesâ efueS keäÙee DeeJeMÙekeâ nw?
Mejerj kesâ YebJej ceW Kees peeles nQ lees nce Gmekeâer GheeqmLeefle mes Dehevee (a) Life energy/pewJe-Tpee&
(b) Nourishment for body/Mejerj kesâ efueS mechees<eCe
mebÙeespeve Kees osles nQ~ peye nce mcejCe keâjles nQ Deewj efve<keâheš ™he mes
(c) More knowledge/DeefOekeâ %eeve
mebyeæ nesvee Ûeenles nQ lees keâYeer ve keâYeer Ùen GheeqmLeefle mJeÙeb nceW
(d) Constant replenishment of energy
DevegYeJe keâjJeeleer nw~
Tpee& keâer meleled mechetefle&
ANSWER
1. (d) 6. (b) 11. (d) 16. (c) 21. (c) 26. (c) 31. (a) 36. (d) 41. (b) 46. (a)
2. (c) 7. (a) 12. (b) 17. (b) 22. (a) 27. (a) 32. (a) 37. (a) 42. (c) 47. (c)
3. (a) 8. (c) 13. (d) 18. (d) 23. (a) 28. (b) 33. (c) 38. (a) 43. (d) 48. (d)
4. (c) 9. (d) 14. (b) 19. (a) 24. (c) 29. (b) 34. (a) 39. (c) 44. (c) 49. (d)
5. (c) 10. (d) 15. (d) 20. (a) 25. (b) 30. (d) 35. (d) 40. (d) 45. (c) 50. (c)
SOLUTION
1. (d) : yeuuesyeepe Éeje šer-20 cewÛeeW ceW vÙetpeeruewC[ kesâ efKeueeheâ 4. (c) : efoÙee ieÙee nw,
10 yeuuesyeepe Éeje heeefkeâmleeve kesâ efKeueeheâ šer-20 ceQÛeeW ceW
yeveeÙes ieÙes kegâue jve = × 2000 = 200
100 yeveeÙes ieÙes jve = 280
yeuuesyeepe Éeje Dees.[er.DeeF&. ceW heeefkeâmleeve kesâ efKeueeheâ Dele: yeuuesyeepe Éeje Mes<e osMeeW kesâ efKeueeheâ šer-20 cewÛeeW ceW
10.50 yeveeS ieS jve = 2000 – 280 = 1720
yeveeÙes ieÙes kegâue jve = × 2800 = 294
100 1720
Dele: DeYeer° ØeefleMele = × 100 = 86%
200 2000
5. (c) : yeuuesyeepe Éeje JesmšFb[erpe kesâ efKeueeheâ šer-20 cewÛeeW ceW
294
= 68.02% 68% (ueieYeie) yeveeÙes ieÙes jve =
18
× 2000 = 360
2. (c) : efJekeâuheeW keâes ›eâceJeej ieCevee keâjves hej– 100
yeuuesyeepe Éeje Deemš^sefueÙee kesâ efKeueeheâ Dees.[er.DeeF&. cewÛeeW
osMe Dees.[er.DeeF&. jve šer-20 jve Devlej
17.5
ßeeruebkeâe 9 12.50 2 ceW yeveeÙes ieÙes jve = × 2800 = 490
× 2800 × 2000 100
100 100
360
= 252 =250 Dele: DeYeer° ØeefleMele = × 100 = 73.46 73%
490
heeefkeâmleeve 10.50
× 2800
9.50
× 2000 = 190
104 6. (b) : keâLeve I kesâ efueÙes,
100 100 ›eâÙe cetuÙe = x
= 294 ueeYe % = 19%
oef#eCe Deøeâerkeâe 12.50
× 2800
16.50
× 2000
20 19 x
100 100 Dele: efJe›eâÙe cetuÙe = x + =119 x%
100
= 350 =330 keâLeve II kesâ efueÙes,
Jesmš Fb[erpe 14 18
× 2000 = 360
32
›eâÙe cetuÙe = x
× 2800
100 100 neefve % = 9%
= 392 9
Dele: otmeje meyemes keâce Dees.[er.DeeF&. Deewj šer-20 ceQÛeeW ceW yeves jveeW Dele: efJe›eâÙe cetuÙe = x – x = 91 x%
100
keâe Devlej oef#eCe Deøeâerkeâe kesâ efKeueeheâ nw~ Dele: oesveeW keâLeve ieuele nw~
3. (a) : (meYeer ieCevee ßeeruebkeâe kesâ efKeueeheâ Dees.[er.DeeF&. keâer nw~) 7. (a) : keâLeve I melÙe nw, ceewefuekeâ MeesOe ceW DevJes<eCe keâe GösMÙe
yeuuesyeepe Éeje Kesueer ieÙeer kegâue heeefjÙeeB = 14 hetJe&ceeve ceW nw~ Ùen efkeâmeer JÙeJeneefjkeâ ØeÙeesie kesâ efueS
yeuuesyeepe Éeje Kesueer ieÙeer kegâue veeyeeo (veeš-Dee@Gš) GheÙeesieer nes Yeer mekeâlee nw, veneR Yeer~
heeefjÙeeB = 5 keâLeve II Yeer melÙe nw ef›eâÙeelcekeâ MeesOe keâer DeeJeMÙekeâlee
mecemÙee keâes peeveves Deewj leer›elee Je ØeYeeJeer ™he mes otj keâjves
Dele: Jen heeefjÙeeB efpemeceW yeuuesyeepe DeeGš ngDee nw
ceW nQ~ ef›eâÙeelcekeâ MeesOe Meyo kegâš& uesefJeve Éeje 1940 F&. ceW
= 14 – 5 = 9
ØeÙeesie efkeâÙee ieÙee Lee~
keâgue jve
Dele: jvees keâe DeYeer° Deewmele = ef›eâÙeelcekeâ MeesOe Skeâ Ûe›eâerÙe Øeef›eâÙee nw pees efvecveJele nw –
9
9
× 2800
= 100
9
252
= = 28
9
8. (c) : Deblejeue ceeheveer Éeje FkeâeFÙeeW keâe JeieeakeâjCe ›eâce Deewj 14. (b) :
meceevelee megefveefMÛele nesleer nw~ Devlejeue ceeheveer Ùee A. NAD/SveS[er 3. meYeer Øekeâej kesâ Dekeâeoefcekeâ
mebKÙeelcekeâ ceeheveer ceW ceeheve keâer meceeve FkeâeFÙeeB nesleer nw, ØeeJeOeeve leLee meefš&efHeâkesâš,
ef[«eer Deeefo keâe 24²7
Dele: Ùen ve kesâJeue DeeBkeâÌ[eW kesâ mlej keâes peeveves ceW meneÙelee
Dee@veueeFve mšesj neGme~
keâjlee nw yeefukeâ yeerÛe ceW JÙeehle otefjÙeeW keâes peeveves ceW Yeer B. SWAYAM 1. je„êrÙe ÛewveueeWs kesâ ceeOÙece mes
meneÙekeâ nw~ PRABHA Mew#eefCekeâ F&-kebâšWš kesâ ØemeejCe
9. (d) : keâ#ee ceW ØeYeeJeer mecØes<eCe megjef#ele DeefOeiece heÙee&JejCe peeveves mJeÙeb ØeYee nsleg Ghe«en mebÛeej
Je Øeeslmeenve keâjves ceW meneÙelee Øeoeve keâjles nQ efpememes ØeewÅeesefieefkeâÙeeW keâe GheÙeesie~
efJeÅeeefLe&ÙeeW keâes meerKeves ceW meneÙelee efceueleer nw~ keâ#ee ceW C. NDL/Sve[erSue 2. meYeer ef[efpešue hegmlekeâeueÙe
ØeYeeJeer mecØes<eCe kesâ meneÙekeâ keâejkeâ nQ – pees efJeefYeVe Øekeâej kesâ
1. MeyoeW keâe mebÙeefcele ØeJeen~ ef[efpešue kebâšWš kesâ yeejs ceW
2. mebosMeeW keâe Ûe›eâerÙe ØeJeen~ peevekeâejer (hejeØeotle) meb«eefnle
3. Øeeflehegef„ keâe Dee@keâueve keâjves kesâ efueS lev$e keâjles nQ~
10. (d) : pees heo oesveeW JeekeäÙeeW ceW GheefmLele neslee nw, ceOÙe heo neslee D. SWAYAM/ mJeÙeb 4. mketâueer efMe#ee Deewj GÛÛe
nw~ efMe#ee nsleg efJeefYeVe Dee@veueeFve
ceOÙe heo keâer efJeefMe<eleeÙeW nQ– hee"Ÿe›eâce cegnwÙee keâjelee nw~
15. (d) : leeefke&âkeâ efJeMues<eCe keâer Øeef›eâÙee Éeje efÛeefvnle cegös, efpemes
1. Ùen ieewCe heoeW ceW GheefmLele nesvee ÛeeefnÙes~
mecemÙee keâne peeSiee, keâe ÛeÙeve keâjvee MeesOeeLeea keâe
2. Ùen Gve meYeer mekeâjelcekeâ Â°evleeW ceW GheefmLele nesvee DeejefcYekeâ ÛejCe neslee nw~ Fmekesâ heMÛeeled mecemÙee keâes
ÛeeefnÙes peneB meeOÙe heo GheefmLele nes~ heefjYeeef<ele SJeb meerceebefkeâle efkeâÙee peelee nw~ lelheMÛeeled, MeesOe
3. Ùen Gve meYeer vekeâjelcekeâ Â°evleeW ceW DevegheefmLele nesvee kesâ mece«e Deewj Gmekeâer efJeMes<eleeDeeW keâes heefjYeeef<ele efkeâÙee
ÛeeefnS peneB meeOÙe heo DevegheefmLele nes~ peelee nw~ Skeâ meeceevÙe MeesOe Øe›eâce ceW efvecveefueefKele ÛejCe
11. (d) : ceevee oes ›eâefcekeâ mebKÙeeÙes x Deewj (x + 1) nw~ nesles nQ~
ØeMveevegmeej,
(x + 1)2 – x2 = 35
Ùee, x2 + 2 x +1 – x2 = 35
Ùee, 2 x + 1 = 35
Ùee, 2 x = 35 – 1
Ùee, 2 x = 34
Ùee, x = 17
Dele: ueIeg mebKÙee 17 nw~
12. (b) : met$e mes, 16. (c) :Deevegheeeflekeâ, meesösMÙe Deewj mveesyee@ue ØeefleoMe& ØeefleÛeÙeve iewj-
mebYeeJÙelee DeeOeeefjle ØeefleoMe& ØeefleÛeÙeve ØeefJeefOeÙeeB nQ~ iewj-
11
keâesCe = × efceveš 30 × IeCše mecYeeJÙelee DeeOeeefjle ØeefleÛeÙeve ceW mece«e kesâ meYeer lelJeeW kesâ
2
ÛeÙeve keâer mebYeeJevee Skeâ meceeve veneR nesleer nw~ Fmekesâ
11
⇒ × 15 30 × 5 Devleie&le MeesOeeLeea Deheveer megefJeOee, MeesOe keâer DeeJeMÙekeâlee,
2
meceÙe leLee JÙeÙe Deeefo henuegDeeW hej efJeÛeej keâjkesâ ØeefleoMeeX
165
⇒ 150 keâe ÛeÙeve keâjlee nw~
2
17. (b) :YeC[ejCe kesâ Øeefle yeeFš keâercele kesâ DeeOeej hej efkeâmeer
135° 1° keâchÙetšj ceW Yeb[ejCe IeškeâeW keâe meJee&efOekeâ cebnies mes vÙetvelece
⇒ = 67
2 2 cebnies ›eâce efvecve nw –
13. (d) : keâLeve I DemelÙe nw~ CPU Cache
Jeu[& JeeF[ Jesye peevekeâejer Ùegòeâ hespeeW keâe efJeMeeue meb«en nw, ↓
pees Skeâ otmejs mes pegÌ[e nw Deewj pevelee keâer hengBÛe ceW nw~ DDR 4 RAM
↓
keâLeve II DemelÙe nw~ SSD
cee@[sce Skeâ Ùeb$e nw pees keâchÙetšj keâes šsueerheâesve ueeFveeW hej ↓
mebÛeej keâjves nsleg me#ece yeveelee nw~ HDD

18. (d) : efvejeefßele DeLeJee mJeleb$e ÛejeW ceW efveÙeb$eCe Deewj peesÌ[ leesÌ[ 26. (c) : keâLeve I mener nw, peyeefkeâ keâLeve II ieuele nw~ kesâJeue
ØeÙeesieelcekeâ Deewj keâeÙeexòej MeesOe ceW cenlJehetCe& Deblej neslee nw~ JÙeeflejskeâer ceW ceOÙe heo, he#e heo keâe efJeYesokeâ nw~
ØeÙeesieelcekeâ MeesOe ceW mJeleb$e Ûej ceW peesÌ[ leesÌ[ keâer peeleer nw kesâJeueevJeÙeer ceW ceOÙe heo, meeOÙe heo keâe kesâJeue mekeâejelcekeâ
™he neslee nw~
leLee Deeefßele Ûej hej Fmekesâ ØeYeeJe keâe heÙe&Jes#eCe efkeâÙee peelee
27. (a) : OJeefve keâer Øeyeuelee Deueie-Deueie nes mekeâleer nw, Ùen megveves
nw~ Jeeueer #ecelee kesâ Devegmeej Ùen yengle leer›e Ùee cevo nes mekeâleer
peyeefkeâ keâeÙeexòej MeesOe cetue™he mes efkeâmeer Iešvee kesâ ÛejeW ceW nw Deewj Ùen OJeefve keâer leer›elee hej efveYe&j keâjleer nw~ ßeeslee kesâ
efyevee peesÌ[-leesÌ[ kesâ pewmeer Iešvee Ieefšle ngF& nw Gmeer ™he ceW efueS, Meesj keâer efJeefYevve DeeJe=efòeÙeeB meowJe yejeyej Ùee meceeve
DevJes<eCe keâe ØeÙeeme keâjleer nw~ veneR nesleer nw~ Dele: keâLeve I Deewj keâLeve II oesveeW meceeve nw~
19. (a) : Debkegâj efheâefmebie mkewâce keâe efMekeâej yevee nw~ F&-cesue efheâefmebie 28. (b) : oer ieF& ßesCeer DeYeepÙe mebKÙeeDeeW keâe Deveg›eâce nw~ Dele: oer
Skeâ JewOe GÅece nesves keâe oeJee keâjkesâ GheÙeesiekeâlee& keâe veece, ngF& ßesCeer ceW 12 Demebiele nw ÛetBefkeâ 12 DeYeepÙe mebKÙee veneR
nw~
heemeJe[& Deewj ›esâef[š keâe[& keâe efJeJejCe Deeefo kesâ ™he ceW 29. (b) : Ghejesòeâ Øes<eCeeW keâe mener Deveg›eâce nw–
mebJesoveMeerue peevekeâejer Ûeesjer keâjvee neslee nw~ šsueer«eeheâ
20. (a) : ‘‘Deefive iece& veneR nw’ keäÙeeWefkeâ Ùen peue keâer lejn yeveleer nw’’ ↓
Ùen yeeefOele efJe<eÙe nslJeeYeeme keâe GoenjCe nw~ šsueerheâesve
21. (c) : Mewef#ekeâ GösMÙeeW kesâ DeefOe›eâce ceW meb%eeveelcekeâ JÙeJenejeW keâe ↓
mener ›eâce efvecve nw: yeÇe@[keâeefmšbie
↓
vewjeskeâeefmšbie
↓
hee@[keâeefmšbie
30. (d) : keâLeve I mener nw, keâchÙetšj DeeOeeefjle hejer#eCe JÙeJenej kesâ
efJeMJemeveerÙelee Deewj JewOelee hej DeeOeeefjle cetuÙeebkeâve kesâefvõle
Øeef›eâÙee keâer meerefcele hejer#eCe GheueyOe keâjelee nw~
31. (a) : YeejleerÙe vÙeeÙe leke&âMeeŒe ceW GheveÙe Dejmleg kesâ vÙeeÙe JeekeäÙe
kesâ meeOÙe Øeefle%eefhle keâes oMee&lee nw~
22. (a) : hesefjme mecePeewlee 2015 ceW DeefmlelJe ceW DeeÙee Lee~ Fmekeâe 32. (a) : mhe°, mebieef"le Deewj megmebjefÛele efJe<eÙe Jemleg efÛevleveMeerue
ue#Ùe nw efkeâ 21JeeR Meleeyoer kesâ Deewmele leeheceeve ceW hetJe& efMe#eCe keâer henÛeeve nw~ efÛevleveMeerue efMe#eCe keâes De«emeeefjle
keâjkesâ GÛÛe mlej hej ueeves kesâ efueS ØeÙeesie efkeâÙee peelee nw~
DeewÅeesefiekeâ Ùegie kesâ Deewmele leeheceeve kesâ mlej mes 2 ° C
Ùen kesâJeue DeJeOeejCeeDeeW kesâ mebmcejCe Deewj mecePe keâes veneR
DeefOekeâ Je=efæ veneR nesves oer peeSieer SJeb 1.5 ° C kesâ mlej yeleelee nw~ Ùen GÛÛeceeveefmekeâ Øeef›eâÙee pewmes leke&â, efJeÛeej,
lekeâ jKee peeSiee efkeâvleg ØelÙeskeâ osMe Éeje Ieesef<ele je°êrÙe ™he DeJeOeejCee keâe efJeMues<eCe, ienve meesÛe Deeefo keâer ceebie keâjlee
mes efveOee&efjle Ùeesieoeve (NDC) JewefMJekeâ leeheceeve ceW Je=efæ nw~
keâes hetJe&-DeewÅeesefiekeâ mlej mes 2 ° C DeefOekeâ lekeâ meerefcele jKeves 33. (c) : jsueJes mšsMeveeW hej jsueieeef[ Ì ÙeeW kesâ Deeieceve Deewj ØemLeeve keâer
kesâ efueS heÙee&hle veneR nw~ GodIees<eCee meeJe&peefvekeâ mebØes<eCe nw~ meeJe&peefvekeâ mecØes<eCe
23. (a) : efkeâmeer Yeer efJeMJeefJeÅeeueÙe keâe kegâueheefle Gmekeâe keâce&Ûeejer keâeÙe&›eâceeW, efJeÛeejeW, Iees<eCeeDeeW keâes Deecepeve lekeâ hengBÛeeves
keâer ØeefJeefOe nw~
ØecegKe neslee nw, Gmekesâ heeme ØeMeemeefvekeâ SJeb Dekeâeoefcekeâ
34. (a) : keâLeve I kesâ Devegmeej–
GòejoeefÙelJe neslee nw~ Deheves oeefÙelJe kesâ efveJe&nve nsleg
nskeämee[sefmeceue = (21)16
keâefjMceeF& iegCe pewmes mecØes<eCe #ecelee, ØeYeeJekeâejer JÙeefòeâlJe oMeceueJe kesâ efueS,
FlÙeeefo nesvee DeeJeMÙekeâ nw~ Dele: efkeâmeer kegâueheefle ceW ⇒ 2 ×161 +1 ×160
mebJÙeJenejelcekeâ Deewj ™heeblejkeâejer vesle=lJe #eceleeDeeW keâe nesvee ⇒ 2 ×16 + 1 ×1
pe™jer nw~ ⇒ 32 + 1
⇒ (33)10
24. (c) : peueeMeÙeeW kesâ Øeot<eCe kesâ Âef°keâesCe mes heeje, kewâ[efceÙece Deewj
Dele: keâLeve I mener nw~
MeerMee keâeheâer iecYeerj efÛevlee keâe efJe<eÙe nw~ Ùes OeelegSB Deveskeâ
keâLeve II kesâ Devegmeej–
Øekeâej kesâ ceeveJepeefvele ŒeesleeW mes heÙee&JejCe ceW Glmeefpe&le efkeâS
efÉDeeOeejer mebKÙee = (1110)2
peeles nQ~
oMeceueJe kesâ efueS,
25. (b) :
⇒ 1 ×23 + 1×22+ 1×21 + 0×20
ÛejCe I 1. Deeceb$eCe kesâ ceeOÙece mes cetuÙe meb«enCe ⇒ 1 × 8 + 1×4 + 1×2 + 0 × 1
ÛejCe II 2. Deebleefjkeâ cetuÙeebkeâve ⇒ 8+4+2+0
ÛejCe III 4. cetuÙe mebyebOeer mhe„erkeâjCe ⇒ (14)10
ÛejCe IV 3. cetuÙe meceskeâve Dele: keâLeve II mener nw~
35. (d) : veece SJeb Jemleg kesâ yeerÛe kesâ mecyevOe kesâ %eeve keâes efpeme veece 9 keâe efJeYeeefpelee keâe efveÙece–Deiej efkeâmeer mebKÙee kesâ DebkeâeW
mes efveefo&° efkeâÙee peelee nw, Gmes leguevee keânles nQ~ keâe Ùeesie 9 mes efJeYeepÙe vener nw lees Jen mebKÙee 9 mes efJeYeepÙe
36. (d) : Mew#eefCekeâ efmLeefle Deewj efMe#ee DeYÙeemekeâlee& ceW yesnlejer kesâ nesieer~ (keâLeve II DemelÙe nw)
efueS heefjJele&ve efMe#ee #es$e kesâ ef›eâÙeelcekeâ MeesOe keâes JeebÚveerÙe Dele: keâLeve I mener nw Deewj keâLeve II ieuele nw~
yeveelee nw~ efkeâmeer peejer Ùeespevee DeLeJee Øeespeskeäš ceW Deeves 43. (d) : mJeeleb$eÙeesòej Yeejle ceW otjmLe efMe#ee keâe GÆJe ngDee~ Ùen
Jeeueer mecemÙeeDeeW keâes henÛeeveves Deewj Gvekesâ efvejekeâjCe kesâ GÛÛe efMe#ee kesâ #es$e ceW DeYetlehetJe& Meg™Deele Leer~ meJe&ØeLece
efueS ef›eâÙeelcekeâ MeesOe mebÛeeefuele keâer peeleer nw~ efouueer efJeMJeefJeÅeeueÙe ceW he$eeÛeej hee"Ÿe›eâce Meg® efkeâÙee ieÙee
37. (a) : nefjkesâve Deewj šeFhetâve DeeJeMÙekeâ ™he mes G<Ce keâefšyebOeerÙe Lee~ yeeo ceW keâes"ejer DeeÙeesie (1964-66) Deewj veF& efMe#ee
Ûe›eâJeeleeW kesâ meceeve nesles nQ, kesâJeue Gûce #es$e Deueie nesles veerefle (1986) ves otjmLe efMe#ee hej DeefOekeâ peesj efoÙee~ [e.
nQ~ yeer.Deej. Decyes[keâj cegòeâ efJeMJeefJeÅeeueÙe, nwojeyeeo (1982)
G<CekeâefšyebOeerÙe Ûe›eâJeeleeW kesâ efvecee&Ce nsleg iece& G<Ce Deewj Fbefoje ieebOeer je°êrÙe cegòeâ efJeMJeefJeÅeeueÙe (1985) ceW
keâefšyebOeerÙe cenemeeiejeW Deewj Deeõ& JeeÙeg efheC[ keâe nesvee hetJe& ØeejcYe efkeâS ieS~
MeleX nQ~ 44. (c) : Yeejle ceW ‘mebmke=âle efJeÅeeheer"’ pewmeer GÛÛe efMe#eCe mebmLeeDeeW kesâ
38. (a) : ceeOÙece mes oer peeves Jeeueer efMe#ee ØeeÛÙe DeefOeiece keâeÙe&›eâce
A. Skeâ kebâheveer kesâ yee@me yeenj mes 4. DeveewheÛeeefjkeâ mebØes<eCe keâe GoenjCe nw~ Fmekeâer meneÙelee mes ØeeÛeerve %eeve SJeb Øe%ee
kegâÚ meneÙelee kesâ efueS Deheves keâes hegvepeeaefJele SJeb mebjef#ele keâjles nQ~
meefÛeJe keâes Heâesve keâjlee nw~ 45. (c) : keâLeve II DemelÙe nw keäÙeeWefkeâ Skeâ DeÛÚe Deewj mebØes<eCe
B. Skeâ kebâheveer Deheves keâce&ÛeeefjÙeeW 3. TOJee&Oej mebØes<eCe kegâMeue efMe#ekeâ efJeÅeeefLe&ÙeeW kesâ ceve ceW ØeMveeW keâes Göerhle
kesâ efueS efoMeeefveoxMeeW keâe keâjlee nw Deewj Gvekeâer efpe%eemeeDeeW keâes Meeble keâjlee nw~ Fme
heefjhe$e peejer keâjleer nw~ Øekeâej, mecØes<eCe kegâMeue neslee nw, ieg®-efMe<Ùe mebyebOe ØeieeÌ{
C. keâce&Ûeejer kegâÚ cegöeW hej 2. #eweflepe mebØes<eCe nesles nQ, efMe#eCe-DeefOeiece Øe›eâce efveyee&Oe ™he ceW Ûeuelee nw~
Deeheme ceW ÛeÛee& keâjles nQ~ 46. (a) : ØelÙeskeâ JÙeefòeâ ceW efoJÙe GheefmLeefle keâes JÙeefòeâ Éeje efoJÙelee kesâ
D. Skeâ kebâheveer Deheves Kegoje 1. efJeheCeve mebØes<eCe mJeÙeb DevegYeJe Éeje osKee pee mekeâlee nw~ Ùen DevleJe&leea #es$e
Deewj Leeskeâ efJe›esâleeDeeW keâes ceW efveMÛes° ™he ceW efJeÅeceeve jnleer nw pees ØeeÙe: nceejer melener
DeewheÛeeefjkeâ he$e Yespeleer nw~ mJe: Éeje Deueef#ele nesleer nw~
39. (c) : DeefOeiece heefjCeeceeW keâes F°lece yeveeves kesâ efueS efMe#ekeâ 47. (c) : Øemlegle ieÅeebMe efoJÙe GheefmLeefle kesâ meeLe mecyeæ nesves kesâ
mecyebefOele keâejkeâeW keâes JewefMJekeâ meboYe& ceW MeesOe mee#ÙeeW keâer cenlJe hej kesâefvõle nw~ efoJÙe GheefmLeefle nceejs Devle: keâuÙeeCe
Âef° mes meJee&efOekeâ ØeYeeJeer ceevee ieÙee nw~ kesâ efueS DeeJeMÙekeâ nesleer nw~
40. (d) : ØeYeeJeer ØeMeemeve megefveefMÛele keâjves nsleg JÙeefòeâÙeeW Deewj mecetneW 48. (d) : Deheves mJe: kesâ Deboj efveMÛes° ØeÙeeme keâjves kesâ Éeje nce efoJÙelee
kesâ JÙeJenej ceW heefjJeefle&le keâjvee meJee&efOekeâ keâef"ve nw~ keâer GheefmLeefle keâe DevegYeJe keâj mekeâles nQ~ pewmee efkeâ uesKekeâ
41. (b) : JeeÙegceC[ue ceW efvecveefueefKele «eerve neGme iewmeeW kesâ peerJevekeâeue efueKelee nQ Ùen Skeâ efve<keâheš Deebleefjkeâ FÛÚe nw pees Ùeoe keâoe
keâes DeJejesner ›eâce efvecve nw – nce DevegYeJe keâj mekeâles nQ efkeâ nceejs Yeerlej keâesF& GheefmLele nw pees
veeFš^me Dee@keämeeF[ > CFC-11> ceerLesve > Yet-he=‰erÙe Deespeesve nceW Deeies yeÌ{ves keâe Dee£eve keâjlee nw~
(298Je<e&) (55 Je<e&) (25Je<e&) (22 efove) 49. (d) : nceejs Devle: keâuÙeeCe (Devlejlece kegâMeue#esce) hejcemeòee kesâ
42. (c) : keâLeve I kesâ efueS– meeLe mecyeæ nesves hej efveYe&j neslee nw~ Ùen Jen ienve hees<eCe
3 keâe efJeYeeefpelee keâe efveÙece–Deiej efkeâmeer mebKÙee kesâ DebkeâeW nw pees efÉJÙelee kesâ ŒeesleeW mes pegÌ[keâj Øeehle neslee nw~
keâe Ùeesie 3 mes efJeYeepÙe nw lees Jen mebKÙee 3 mes efJeYeepÙe nesieer~ 50. (c) : ceefmle<keâ keâes meef›eâÙe nesves kesâ efueS DeefOekeâ %eeve DeeJeMÙekeâ
(keâLeve I melÙe nw) nw~ nceejs ceefmle<keâ keâes ØeKej SJeb cesOeeJeer mJe™he osves kesâ
keâLeve II kesâ efueS– efueS Øeefleefove %eeve ceW Je=efæ nesvee Dehesef#ele nw~
PRACTICE SET-12
Question Nos. (1 to 5): veerÛes oer ieF& leeefuekeâe kesâ Je<e& 2014 mes 2019 kesâ oewjeve
The table below embodies data on the number of
DeefYeÙeebef$ekeâer kesâ heebÛe efJe<eÙeeW (#es$eeW) ceW mee#eelkeâej kesâ efueS
candidates who appeared for an interview (I) and got
admission (A) in five engineering disciplines during GheeqmLele ngS Deewj oeefKeuee Øeehle efkeâS DeYÙeefLe&ÙeeW keâer mebKÙee
the year 2014 to 2019. In accordance with the table, mes mebyebefOele DeebkeâÌ[s efoS ieS nQ~ leeefuekeâe kesâ Devegmeej, ØeMve (1–
answer the questions 1-5: 5) kesâ Gòej oerefpeS:
Year wise number of candidates in different engineering disciplines
efJeefYeVe DeefYeÙeebef$ekeâer efJe<eÙeeW (#es$eeW) ceW DeYÙeeefLe&ÙeeW keâer Je<e&-Jeej mebKÙee:
Engineering Chemical Civil/efmeefJeue Aerospace Petroleum Electrical
Discipline kesâefcekeâue SÙejesmhesme hesšêsefueÙece Fuesefkeäš^keâue
DeefYeÙeebef$ekeâer efJe<eÙe
Year/Je<e& I A I A I A I A I A
2014 1274 1090 2108 2068 1180 1140 960 935 1216 1194
2015 1165 1065 2050 1980 1260 1180 1004 985 1132 1120
2016 1108 1024 1860 1815 1132 1040 870 855 1260 1246
2017 1230 1180 1996 1948 1060 980 1094 1070 1191 1170
2018 1492 1372 2530 2500 1465 1425 1160 1040 1242 1222
2019 982 930 3488 3448 1640 1590 1020 1010 1362 1342
1. What is the difference between the total (a) 8.1% (b) 91.68%
number of candidates who appeared for an (c) 8.8% (d) 91.86%
interview over the six years in Aerospace and 4. What is the average number of candidates who
Electrical Engineering disciplines? appeared for an interview in the year 2016 for
Ún Je<eeX kesâ oewjeve, SÙejesmhesme Deewj Fueseqkeäš^keâue a admission to all the five engineering
disciplines?
FbpeerefveÙeeEjie efJe<eÙeeW ceW mee#eelkeâej nsleg GheeqmLele ngS
Je<e& 2016 ceW DeefYeÙeebef$ekeâer kesâ meYeer heebÛe efJe<eÙeeW ceW
DeYÙeeefLe&ÙeeW keâer kegâue mebKÙee kesâ yeerÛe Deblej keäÙee nw?
ØeJesMe nsleg mee#eelkeâej kesâ efueS GheeqmLele ngS DeYÙeeefLe&ÙeeW
(a) 334 (b) 61
(c) 66 (d) 344
keâer Deewmele mebKÙee efkeâleveer nw?
2. What is the percentage increase/decrease in the (a) 1216 (b) 1314
number of candidates admitted in Civil (c) 1316 (d) 1246
Engineering discipline from the year 2015 to 2016? 5. The ratio of number of candidates who
appeared in an interview for admission to
efmeefJeue FbpeerefveÙeefjbie efJe<eÙe ceW oeefKeuee uesves Jeeues
Petroleum Engineering discipline in the year
DeYÙeeefLe&ÙeeW keâer mebKÙee ceW Je<e& 2015 keâer leguevee ceW Je<e& 2014 compared to the number of candidates
2016 ceW efkeâleves ØeefleMele keâer Je=efæ/keâceer ngF&? who got admission in Electrical Engineering
discipline in the year 2015, is:
(a) 9.09% (b) 8.43% Je<e& 2014 ceW hesšêsefueÙece FbpeerefveÙeeEjie efJe<eÙe ceW oeefKeuee
(c) 8.33% (d) 9.19%
nsleg mee#eelkeâej kesâ efueS GheeqmLele nesves Jeeues DeYÙeefLe&ÙeeW
3. What is the percentage of the total number of
candidates admitted to the total number of
keâer mebKÙee leLee Je<e& 2015 cesW Fueseqkeäš^keâue FbpeerefveÙeeEjie
candidates interviewed for all the years in
efJe<eÙe ceW oeefKeuee uesves Jeeues DeYÙeeefLe&ÙeeW keâer mebKÙee kesâ
Chemical Engineering discipline? yeerÛe keäÙee Devegheele nw?
kesâefcekeâue FbpeerefveÙeefjbie efJe<eÙe ceW meYeer Je<eeX kesâ oewjeve (a) 3 : 5 (b) 6 : 7
(c) 7 : 6 (d) 5 : 3
mee#eelkeâej nsleg GheeqmLele ngS DeYÙeeefLe&ÙeeW keâer kegâue 6. The goal of teaching as compared to training is
mebKÙee keâer leguevee ceW Gme DeJeefOe kesâ oewjeve oeefKeuee uesves to provide the opportunity of:
Jeeues DeYÙeeefLe&ÙeeW keâer kegâue mebKÙee keâe ØeefleMele efkeâlevee ØeefMe#eCe keâer leguevee ceW efMe#eCe keâe ue#Ùe efvecveefueefKele
nw? keâe DeJemej Øeoeve keâjvee nw~
(a) Promotion of organized ideas as a result of In the light of the above statement, choose the most
disciplined drill/DevegMeeefmele DeYÙeeme kesâ appropriate answer from the option given below.
heefjCeecemJe™he JÙeJeefmLele efJeÛeejeW keâe De«emejCe GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
(b) Sharing and caring leads to critical and mes meJee&efOekeâ GheÙegòeâ Gòej Ûegves~
creative reflection (a) Both statement I and statement II are correct
meePesoejer Deewj meeJeOeer meefnle ØeefleYeeie pees meceer#eelcekeâ keâLeve I Deewj II oesveeW mener nQ~
SJeb me=peveMeerue efJeceMe& keâer Deesj GvcegKe neslee nw (b) Both statement I and Statement II are
(c) Establishing beliefs and values which leads to incorrect/keâLeve I Deewj II oesveeW mener veneR nQ~
change in attitude/ceevÙeleeSB SJeb cetuÙeeW keâes mLeeefhele (c) Statement I is correct but Statement II is
keâjvee pees DeefYeJe=efòe heefjJele&ve keâer Deesj ues pee mekeWâ~ incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw~
(d) Associating ideas which are similar and (d) Statement I is incorrect but Statement II is
dissimilar/Gve efJeÛeejeW ceW menÛeÙe& yeveevee pees hejmhej correct/keâLeve I mener veneR nw efkeâvleg keâLeve II mener nw~
efYevvelee SJeb DeefYeVelee jKeles neW~ 10. Given below are two statements: One is labeled
7. In Gagne's Learning Hierarchy' which of the as Assertion (A) and the other is labeled as
learning types immediately precede' Concept Reason (R):
learning? veerÛes oes keâLeve efoÙes ieÙes nQ efpemeceW Skeâ keâes DeefYekeâLeve
iewves kesâ ‘DeefOeiece Deveg›eâce’ ceW keâewve-mee DeefOeiece Øekeâej A Deewj otmejs keâes leke&â R keâne ieÙee nw~
‘mebØelÙeÙe DeefOeiece’ kesâ legjble henues Deelee nw? Assertion/DeefYekeâLeve (A) :
(a) Signal learning/mebkesâle DeefOeiece For ensuring effective teaching learning system
(b) Stimulus-Response learning both Norm Referenced Testing (NRT) and
Göerhekeâ Devegef›eâÙee DeefOeiece Criterion Referenced Testing (CRT) procedures
should be synthesized in order to interpret the
(c) Chain learning/ëe=bKeuee DeefOeiece
scores./ØeYeeJeer efMe#eCe DeefOeiece ØeCeeueer megefveef§ele keâjves nsleg
(d) Discrimination learning/efJeYesove DeefOeiece
ØeehleebkeâeW kesâ efveJe&Ûeve ceW ceevekeâ meboefYe&le peebÛe (Sve.Deej.šer)
8. There is abundant scope for promoting concept
learning under which stage of development of
leLee efvekeâ<e meboefYe&le peebÛe oesveeW Øekeâej keâer heæefleÙeeW keâes
the learner? mebMuesef<ele keâjvee ÛeeefnS~
DeefOeiecekeâlee& kesâ efJekeâeme keâer keâewve-meer DeJemLee ceW Reason/leke&â (R) :
mebØelÙeÙe DeefOeiece kesâ mebJeOe&ve kesâ efueÙes heÙee&hle iegbpeeFMe Parents and education administrator along with the
jnleer nw? students themselves need to know the states of
accomplishment in terms of laid down criteria and
(a) During infancy/MewMeJeeJemLee kesâ oewjeve
relative positions of the participants vice-versa to
(b) During childhood/yeeuÙeeJemLee kesâ oewjeve that of others/DeefYeYeeJekeâ leLee Mewef#ekeâ ØeMeemekeâ meeLe ner
(c) During adolescence/efkeâMeesjeJemLee kesâ oewjeve
Úe$e, mJeÙeb Yeer GheueefyOe keâe mlej peevevee ÛeenWies pees efveOee&efjle
(d) During pre adolescence
hetJe&-efkeâMeesjeJemLee kesâ oewjeve efvekeâ<e kesâ Devegmeej leLee ØeefleYeeefieÙeeW keâer meehes#e efmLeefle keâer
9. Given below are two statements: leguevee ceW nesieer~
veerÛes oes keâLeve efoÙes ieÙes nQ: In the light of the above statement, choose the
Statement/keâLeve I : correct answer from the option given below.
Use of programmed instructional material as GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
supplement has the potential to optimise learning
outcomes/Skeâ hetjkeâ kesâ ™he ceW DeefYe›eâefcele DevegosMe meece«eer mes mener Gòej ÛegvesW~
keâe DevegØeÙeesie DeefOeiece heefjCeeceeW keâes F°lece yeveeves keâer (a) Both (A) and (R) are true and (R) is the
mebYeeJevee mes Yejhetj nw~ correct explanation of (A)/(A) Deewj (R) oesveeW
Statement/keâLeve II : mener nQ Deewj (R), (A) keâer mener JÙeeKÙee nw~
ICT, if used, judiciously will render teaching
(b) Both (A) and (R) are true and (R) is not the
learning systems effective and efficient/DeeF&.meer.šer.
keâe DevegØeÙeesie Ùeefo vÙeeÙemebiele kesâ ™he ceW efkeâÙee peeS lees correct explanation of (A)/(A) Deewj (R) oesveeW
efMe#eCe DeefOeiece ØeCeeefueÙeeB ØeYeeJeer Deewj kegâMeue yeve peeSieer~ mener nQ hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw~
Practice Set--12 139 YCT
(c) (A) is true but (R) is false 1. Null hypothesis is rejected
(A) mener nw hejvleg (R) mener veneR nw~ MetvÙe heefjkeâuhevee DemJeerkeâej keâer peeleer nw~
(d) (A) is false but (R) is true 2. Alternative hypothesis is accepted
A mener veneR nw hejvleg R mener nw~ Jewkeâequhekeâ heefjkeâuhevee mJeerkeâej keâer peeleer nw~
11. In which of the following methods of research,
3. Null hypothesis is accepted
hypotheses are usually implied rather than
being explicit?
MetvÙe heefjkeâuhevee mJeerkeâej keâer peeleer nw~
MeesOe keâer efvecveefueefKele ceW mes efkeâme efJeefOe ceW 4. Alternative hypothesis is rejected
heefjkeâuheveeSb Deeceleewj mes JÙeòeâ nesves keâer Dehes#ee DeJÙeòeâ Jewkeâequhekeâ heefjkeâuhevee DemJeerkeâej keâer peeleer nw~
™he ceW nesleer nw? 5. Null hypothesis along with the alternate
(a) Descriptive survey method hypothesis are accepted/MetvÙe heefjkeâuhevee kesâ meeLe-
efJeJejCeelcekeâ meJex#eCe efJeefOe meeLe Jewkeâequhekeâ heefjkeâuhevee Yeer mJeerkeâej keâer peeleer nw~
(b) Historical method/Ssefleneefmekeâ efJeefOe Choose the correct answer from the option
given below:
(c) Experimental method/ØeÙeesieelcekeâ efJeefOe
veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveÙes:
(d) Ex post facto method/keâeÙeexòej efJeefOe
(a) 2 and 3 only/kesâJeue 2 Deewj 3
12. Identify the features of qualitative research
from the following: (b) 3 and 4 only/kesâJeue 3 Deewj 4
efvecveefueefKele ceW mes iegCeelcekeâ MeesOe kesâ ue#eCeeW keâer (c) 4 and 5 only/kesâJeue 4 Deewj 5
henÛeeve keâerefpeS~ (d) 1 and 2 only/kesâJeue 1 Deewj 2
(A) Researcher becomes immersed in the 14. Given below are two statements: One is
situation present or past/MeesOekeâlee& Jele&ceeve labelled as Assertion (A) and the other is
labelled as Reason (R):
DeLeJee efJeiele keâer efmLeefleÙeeW ceW efveceive jnlee nw~
veerÛes oes keâLeve efoS ieS nQ efpeve ceW mes Skeâ keâes
(B) Researcher is detached from the study to
DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~
avoid bias/MeesOekeâlee& DeOÙeÙeve mes Demebueive
jnlee nw leeefkeâ Jen hetJee&«en mes yeÛe mekesâ~
Data must be authentic before it can be of any
(C) It develops context bound generalization
value in a historical research, yet proof of
meboYe& Ùegòeâ meeceevÙeerkeâjCe efJekeâefmele keâjlee nw authenticity does not establish its value, it must
(D) It is based on logical positivist philosophy also be accurate/Ssefleneefmekeâ MeesOe cesW Øeoòe efkeâmeer cenlJe
Ùen leeefke&âkeâ ØelÙe#eJeeoer oMe&ve hej DeeOeeefjle nw~ keâe nes Fmemes henues Jen ØeceeefCekeâ nesvee ÛeeefnS~ efHeâj Yeer
(E) It uses an emergent research design/Ùen Skeâ ØeeceeefCekeâlee keâe mee#Ùe Gmekesâ cenlJe keâes mLeeefhele veneR keâjlee
efJekeâemeMeerue MeesOe DeefYekeâuhe keâe DevegØeÙeesie keâjlee nw~ nw, Jen heefjMegæ Yeer nesvee ÛeeefnS~
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~ Reason/leke&â (R) :
(a) Only A, B and C/kesâJeue A, B Deewj C External criticism is, therefore, referred to as
(b) Only B, C and D/kesâJeue B, C Deewj D lower criticism of the data/FmeefueS yee¢e DeeueesÛevee keâes
(c) Only A, C and E/kesâJeue A, C Deewj E Øeoòe keâer efvecveslej meceer#ee keâne peelee nw~
(d) Only C, D and E/kesâJeue C, D Deewj E most appropriate answer from the options
13. When a particular 'statistics' in a research given below:
situation is evidently declared to be significant, GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
which of the following decisions will be mes meJee&efOekeâ GheÙegòeâ Gòej Ûegves:
considered tenable? (a) Both (A) and (R) are correct and (R) is the
Skeâ MeesOe heefjeqmLeefle ceW peye efkeâmeer efJeefMe„ ‘meebeqKÙekeâer’ correct explanation of (A)/(A) Deewj (R) oesveeW
mener nQ Deewj (R), (A) keâer mener JÙeeKÙee nw
keâes mhe„le: meeLe&keâ Ieesef<ele efkeâÙee peelee nw, lees
(b) Both (A) and (R) are correct and (R) is not
efvecveefueefKele ceW mes keâewve mee efveCe&Ùe leke&âmebiele ceevee the correct explanation of (A)/(A) Deewj (R) oesveeW
peeSiee? mener nQ hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw
(c) (A) is correct but (R) is not correct 1. Technology/lekeâveerkeâ
(A) mener nw hejvleg (R) mener veneR nw 2. Legalities/JewOeeefvekeâlee
(d) (A) is not correct but (R) is correct 3. Student community/Úe$e mecegoeÙe
(A) mener veneR nw hejvleg (R) mener nw 4. Culture/mebmke=âefle
5. Gender/efuebie
Statement/keâLeve (I) : given below:
Chance or accidental errors in research will cause veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveÙes:
obtained results to depart from the true value as
often in one direction or in another/MeesOe ceW mebÙeesefiekeâ
Ùee Deekeâeqmcekeâ $egefšÙeeb Øeehle heefjCeeceeW keâes mener ceeve mes Skeâ
(c) 2, 3 and 4 only/kesâJeue 2, 3 Deewj 4
Ùee otmejer efoMee ceW heefjJeefle&le keâjves ceW keâejkeâ nesieer~
(d) 3, 4 and 5 only/kesâJeue 3, 4 Deewj 5
Systematic error causes obtained results in veerÛes oes keâLeve efoS ieS nQ:
research to vary in a particular direction and is far
more likely to catch the researcher by surprise
than is chance error/JÙeJeeqmLele $egefšÙeeb MeesOe ceW Øeehle Aggressive and inflammatory statements by the
teacher make the classroom communication
heefjCeeceeW keâes efkeâmeer Skeâ efJeMes<e efoMee ceW heefjJeefle&le keâjleer nQ
academically effective/DeOÙeehekeâ Éeje efoS ieS
Deewj mebÙeesefiekeâ $egefšÙeeW kesâ meehes#e MeesOekeâlee& keâes keâeHeâer no lekeâ
Dee›eâecekeâ SJeb YeÌ[keâeT yeÙeeve keâ#ee ceW mecØes<eCe keâes Mew#eefCekeâ
Dee§eÙe&Ûeefkeâle keâjleer nQ~
™he mes ØeYeeJeer yeveeles nQ~
given below: Choice of appropriate words lends credence to
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW classroom communication processes/GefÛele MeyoeW keâe
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW: ÛeÙeve keâ#ee ceW mecØes<eCe Øeef›eâÙee keâes efJeÕeeme Øeoeve keâjlee nw~
(a) Both statement I and Statement II are correct In the light of the above statements, choose the
keâLeve I Deewj II oesveeW mener nQ most appropriate answer from the options
given below:
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW:
incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw (a) Both statement I and Statement II are correct/
(d) Statement I is incorrect but Statement II is keâLeve I Deewj II oesveeW mener nw
correct/keâLeve I mener veneR nw efkeâvleg keâLeve II mener nw (b) Both statement I and Statement II are
16. Cognitive dissonance in classroom incorrect/keâLeve I Deewj II oesveeW mener veneR nw
communication is the result of (c) Statement I is correct but Statement II is
keâ#ee mecØes<eCe ceW meb%eeveelcekeâ efJemJejlee Fmekeâe heefjCeece incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw
nw~ (d) Statement I is incorrect but Statement II is
(a) Filtering of message correct/keâLeve I mener veneR nw efkeâvleg keâLeve II mener nw
mebosMe keâe efvemhebove (efHeâušefjbie) keâjvee 19. Identify the correct sequence of the media
(b) Student interest/efJeÅeeLeea keâer ®efÛe production process
(c) Student-based interaction ceeref[Ùee Øees[keäMeve Øeef›eâÙee kesâ mener ›eâce keâer henÛeeve
efJeÅeeLeea DeeOeeefjle DevÙeesvÙeef›eâÙee keâerefpeS:
(d) Chaotic conditions/DeJÙeJeeqmLele heefjeqmLeefleÙeeB 1. Content Preparation/efJe<eÙe Jemleg keâer lewÙeejer
17. Which of the following can be the major 2. Planning/Ùeespevee
communication barriers to online teaching? 3. Production/Øemlegefle (Øees[keäMeve)
Dee@ve ueeFve efMe#eCe kesâ efvecveefueefKele keâewve mes ØecegKe 4. Transmission/ØemeejCe
DeJejesOe nw? 5. Feedback analysis/Øeeflehegef„ efJeMues<eCe
Choose the correct answer from the options Ûeueelee nw~ efyevog A mes efyevog C lekeâ Gmekeâer Ùee$ee keâer
given below: Deewmele ieefle nesieer:
veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveÙes: (a) 75 km/hr/75 efkeâceer. Øeefle Iebše
(a) 1, 2, 3, 4, 5 (b) 2, 3, 4, 1, 5 (b) 72 km/hr/72 efkeâceer. Øeefle Iebše
(c) 4, 3, 2, 5, 1 (d) 2, 1, 3, 4, 5 (c) 68 km/hr/68 efkeâceer. Øeefle Iebše
20. Match List-I with List-II.
(d) 78 km/hr/78 efkeâceer. Øeefle Iebše
metÛeer-I keâes metÛeer-II mes megcesefuele keâerefpeS :
23. A student scores 55, 60, 65 and 70 respectively
List/metÛeer-I List/metÛeer-II in English, Physics, Chemistry and
(Examples of (Types of Mathematics. If the credits assigned to English,
Communication Communication Physics, Chemistry and Mathematics are 2, 3, 3
mebÛeej kesâ GoenjCe) mebÛeej kesâ Øekeâej) and 4 respectively then what would be the
A. Sending e-mail 1. Semiotics average mark of the student?
F&-cesue Yespevee mebkesâle efJe%eeve mebyebOeer Skeâ efJeÅeeLeea FbeqiueMe, Yeeweflekeâer, jmeeÙeve efJe%eeve leLee
B. Verbal instruction 2. Transactional ieefCele ceWs ›eâceMe: 55, 60, 65 leLee 70 Debkeâ Øeehle
ceewefKekeâ DevegosMe mebJÙeJenej keâjlee nw~ Ùeefo FbeqiueMe, Yeeweflekeâer, jmeeÙeve efJe%eeve leLee
C. Exchange of 3. Formal/DeewheÛeeefjkeâ ieefCele keâe ßesÙe ›eâceMe: 2, 3, 3 leLee 4 nw lees efJeÅeeLeea
information between kesâ Deewmele Debkeâ keäÙee neWies?
two groups of people
(a) 62.50 (b) 63.75
JÙeefòeâÙeeW kesâ oes mecetneW kesâ
(c) 64.25 (d) 64.75
yeerÛe metÛevee keâe Deeoeve- 24. A clock takes 5 seconds to strike 5 times at 5
Øeoeve O'clock. How long will it take to strike 9 times
D. Traffic signals 4. Informal/DeveewheÛeeefjkeâ at 9O'clock?
ÙeeleeÙeele mebkesâle 5 yepes 5 yeej yepeves kesâ efueS Skeâ IeÌ[er keâes 5 mewkeWâ[me
Choose the correct answer from the options keâe meceÙe ueielee nw~ Gmekeâes 9 yepes 9 yeej yepeves ceW
given below: efkeâlevee meceÙe ueiesiee?
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegveW: (a) 9 seconds/9 meskeWâ[dme
A B C D
(b) 10 seconds/10 meskeWâ[dme
(a) 3 4 2 1
(c) 12 seconds/12 meskeWâ[dme
(b) 2 3 1 4
(c) 1 2 4 3 (d) 8 seconds/8 meskeWâ[dme
(d) 4 1 3 2 25. A shopkeeper sells an item at a discount of
21. The average of 70 numbers is 32. If each 40% on the item's listed price of Rs. 1500.00.
number is increased by 3, then the new average He still makes a profit of 20% on the original
will become cost of the item. What is the original cost of the
70 mebKÙeDeeW keâe Deewmele 32 nw~ Ùeefo ØelÙeskeâ mebKÙee 3 item?
lekeâ yeÌ{e oer peeleer nw lees veF& Deewmele Ùen nesieer: Skeâ ogkeâeveoej 1500.00 kesâ Debefkeâle cetuÙe hej 40
(a) 31 (b) 33 ØeefleMele keâer Útš kesâ meeLe Jemleg keâer efye›eâer keâjlee nw~
(c) 35 (d) 37
Jemleg kesâ cetue cetuÙe hej Jen DeYeer Yeer 20 ØeefleMele keâe
22. A person in a car drives along a straight road
from point A to point B at a speed of 60 ueeYe Øeehle keâjlee nw~ Jemleg keâe cetue cetuÙe keäÙee nw?
km/hour for 15 minutes and then from point B (a) Rs. 500 (b) Rs. 750
to point C at a speed of 90 km/hour for 10 (c) Rs. 600 (d) Rs. 1080
minutes. The average speed of his travel from 26. In terms of Indian logic, 'This hill has smoke
point A to C is which is invariably associated with fire', is
Skeâ JÙeefòeâ meerOeer meÌ[keâ hej efyevog A mes efyevog B lekeâ called:
15 efceveš kesâ efueS 60 efkeâceer. Øeefle Iebše keâer ieefle mes keâej YeejleerÙe leke&âMeeŒe kesâ meboYe& ceW, ‘Fme heneÌ[er ceW OegDeeB nw
Ûeueelee nw Deewj Gmekesâ he§eele 10 efceveš kesâ efueS efyevog pees DeheefjJele&veerÙe ™he mes Deeie mes pegÌ[e nw’, keâes keâne
B mes efyevog C lekeâ 90 efkeâceer. Øeefle Iebše keâer ieefle mes keâej peelee nw–
(a) Pratigya or proposition/Øeefle%ee DeLeJee Øeefle%eefhle 1. Ashrayasidha/DeeßeÙeefmeæ
(b) Universal concomitance together with an 2. Swarupasidha/mJe™heefmeæ
example/GoenjCe meefnle meeJe&Yeewce menJeefle&lee 3. Vyapyatvasidha/JÙeehÙelJeeefmeæ
(c) Upanaya - the application of the universal 4. Virudha/efJe®æ
concomitance to the present case
5. Badhita/yeeefOele
GheveÙe-efJeÅeceeve ceeceues ceW meeJe&Yeewce menJeefle&lee
Choose the correct answer from the given
(d) Conclusion or Nigamana drawn from the
below:
preceding proposition
veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveÙes:
hetJe&Jeleea Øeefle%eeqhle mes efve<keâ<e& DeLeJee efveieceve efvekeâeuevee
27. Identify the features of Aristotelian syllogism
from the following:
efvecveefueefKele ceW mes Dejmleg kesâ vÙeeÙeJeekeäÙe keâer efJeMes<elee (c) 1, 4 and 5 only/kesâJeue 2, 4 Deewj 5
keâer henÛeeve keâerefpeS: (d) 1, 3 and 4 only/kesâJeue 1, 3 Deewj 4
1. It is deductive - inductive and formal material 30. Given below are two statements:
Ùen efveieceveelcekeâ-Deeieceveelcekeâ Deewj ®heelcekeâ meece«eer nw~
2. It is only deductive and formal
Upamiti is defined as knowledge of the relation
Ùen kesâJeue efveieceveelcekeâ Deewj Deekeâeefjkeâ neslee nw~
between a word and its denotation
3. The major and minor terms stand apart in the
Gheefceefle keâes heo Deewj Gmekesâ DeLe& kesâ yeerÛe kesâ mebyebOe kesâ %eeve
premises/Øeefle%eeqhle kesâ meeOÙe Deewj he#e heo Deueie
kesâ ™he ceW heefjYeeef<ele efkeâÙee ieÙee nw~
Deueie nesles nQ~ Statement/keâLeve (II) :
4. It is verbalistic/Ùen JeeefÛekeâ neslee nw~ Verbal testimony is the statement of a trustworthy
5. Verbal form is not the essence of inference person and consists in understanding its meaning
JeeefÛekeâ ™he Devegefceefle keâe meej veneR neslee nw~ Meyo ØeceeCe efkeâmeer Deehle JÙeefòeâ keâe keâLeve neslee nw leLee Ùen
Choose the correct answer from the options Gmekesâ DeLe& kesâ DeJeyeesOe mes mebyebefOele nw~
given below: In the light of the above statements, choose the
veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveÙes: most appropriate answer from the options
(a) 1, 2 and 3 only/kesâJeue 1, 2 Deewj 3 given below:
(b) 1, 3 and 5 only/kesâJeue 1, 3 Deewj 5 GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
(c) 2, 3 and 4 only/kesâJeue 2, 3 Deewj 4 mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW:
(d) 1, 4 and 5 only/kesâJeue 1, 4 Deewj 5 (a) Both statement I and Statement II are correct
28. When the middle term is both positively and keâLeve I Deewj II oesveeW mener nQ
negatively related to the major term, the (b) Both statement I and Statement II are
inference is called : incorrect/keâLeve I Deewj II oesveeW mener veneR nQ
peye ceOÙe heo meeOÙe heo mes mekeâejelcekeâ Deewj (c) Statement I is correct but Statement II is
vekeâejelcekeâ oesveeW ™he ceW mebyebefOele neslee nw, lees Devegefceefle incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw
keânueeleer nw, correct/keâLeve I mener veneR nw efkeâvleg keâLeve II mener nw
(a) Based on uniformity of co-existence 31. Which of the following statements is true in
men-DeeqmlelJe keâer mece™helee hej DeeOeeefjle respect of computers?
(b) Kevalanavayi/kesâJeueevJeÙeer efvecveefueefKele ceW mes keâewve-mee keâLeve keâchÙetšjeW kesâ mebyebOe
(c) Kevala vyatireki/kesâJeue JÙeeflejskeâer ceW mener nw?
(a) Software is loaded into secondary storage
(d) Anavaya vyatireki/DevJeÙe JÙeeflejskeâer from RAM and is then executed by CPU
29. From the following identify those which mee@HeäšJesÙej keâes jwce (RAM) mes efÉleerÙekeâ mšesjspe ceW
illustrate the fallacy of the unproved middle?
efvecveefueefKele ceW mes Gvekeâer henÛeeve keâerefpeS, pees Deefmeæ uees[ efkeâÙee peelee nw Deewj lelhe§eeled meer heer Ùet Éeje
ceOÙe heo kesâ nslJeeYeeme keâes ØeoefMe&le keâjles nQ? ef›eâÙeeeqvJele efkeâÙee peelee nw~
(b) Software is loaded into RAM from secondary Assertion/DeefYekeâLeve (A) :
storage and is then executed by CPU Random Access Memory (RAM) is volatile and
mee@HeäšJesÙej keâes efÉleerÙekeâ mšesjspe mes jwce (RAM) ceW stores data/programs currently in use
uees[ efkeâÙee peelee nw Deewj lelhe§eeled meer heer Ùet Éeje jQ[ce Skeämesme cesceesjer (RAM) menpe heefjJele&veerÙe nesleer nw Deewj
FmeceW Jele&ceeve ceW ØeÙeesie efkeâS peeves Jeeues DeebkeâÌ[s Deewj Øees«eece
ef›eâÙeeeqvJele efkeâÙee peelee nw~ mšesj efkeâS peeles nQ~
(c) Software is loaded into RAM from secondary Reason/leke&â (R) :
storage and is then executed by motherboard
RAM is a storage medium that retains its contents
mee@HeäšJesÙej keâes efÉleerÙekeâ mšesjspe mes jwce (RAM) ceW
even after the supply of electricity has been turned
uees[ efkeâÙee peelee nw Deewj lelhe§eeled ceojyees[& Éeje off/jwce (RAM) Skeâ mšesjspe ceeOÙece nw efpemeceW Fmekesâ
ef›eâÙeeeqvJele efkeâÙee peelee nw~ efJe<eÙeJemleg efyepeueer Deehetefle& yeeefOele nes peeves kesâ yeeo Yeer yeves
(d) Software is loaded into secondary storage
jnles nQ~
from RAM and is then executed by
motherboard/mee@HeäšJesÙej keâes jwce (RAM) mes
efÉleerÙekeâ mšesjspe ceW uees[ efkeâÙee peelee nw Deewj lelhe§eeled given below:
ceojyees[& Éeje ef›eâÙeeeqvJele efkeâÙee peelee nw~ GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
32. Given below are two statements: mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW:
veerÛes oes keâLeve efoS ieS nQ: (a) Both (A) and (R) are correct and (R) is the
Statement/keâLeve (I) : correct explanation of (A)/(A) Deewj (R) oesveeW
'SWAYAM' an initiative of the Government of mener nw Deewj (R), (A) keâer mener JÙeeKÙee nw
India, aims at providing affordable and quality (b) Both (A) and (R) are correct and (R) is not
education to the citizens/‘mJeÙeced (SWAYAM)’ Yeejle the correct explanation of (A)/(A) Deewj (R) oesveeW
mejkeâej keâer Skeâ henue nw, efpemekeâe GösMÙe veeieefjkeâeW keâes mener nw hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw
meeceLÙe&veevegmeej Deewj iegCeJeòeehejkeâ efMe#ee cegnwÙee keâjevee nw~ (c) (A) is correct but (R) is not correct
Statement/keâLeve (II) : (A) mener nw hejvleg (R) mener veneR nw
'SWAYAM' aims at promoting the education and (d) (A) is not correct but (R) is correct
health of adolescent girls/‘mJeÙeced (SWAYAM)’ keâe (A) mener veneR nw hejvleg (R) mener nw
GösMÙe efkeâMeesefjÙeeW kesâ yeerÛe efMe#ee Deewj mJeemLÙe keâes yeÌ{eJee 34. Match List-I with List-II.
osvee nw~ metÛeer-I keâes metÛeer-II mes megcesefuele keâerefpeS :
In the light of the above statements, choose the List/metÛeer-I List/metÛeer-II
most appropriate answer from the options keâchÙetšj MeyoeJeueer JÙeeKÙee
given below:
(Computer (Explanation)
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW terminology)
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW: A. Operating System (OS) 1. A service that runs
(a) Both statement I and Statement II are correct Deehejsefšbie efmemšce (Dees Sme) on the internet
keâLeve I Deewj II oesveeW mener nw Fbšjvesš mes Ûeueves Jeeueer
(b) Both statement I and Statement II are Skeâ mesJee
incorrect/keâLeve I Deewj II oesveeW mener veneR nw B. WWW 2. Software that helps
(c) Statement I is correct but Statement II is [yuet. [yuet. [yuet. an OS to control a
incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw piece of hardware
(d) Statement I is incorrect but Statement II is mee@HeäšJesÙej pees efkeâmeer
33. Given below are two statements: One is
ne[&JesÙej keâes efveÙebef$ele
labelled as Assertion (A) and the other is keâjves ceW Dees Sme keâer
labelled as Reason (R): meneÙelee keâjlee nw~
veerÛes oes keâLeve efoS ieS nQ efpeve ceW mes Skeâ keâes C. Device Driver 3. Software that
DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~ ef[JeeFme [êFJej controls

peripherals and 36. Contamination of aquatic environment by
allocates memory Polychlorinated Biphenyls (PCBs) can
and processor time originate from
mee@HeäšJesÙej pees yee¢e hee@ueerkeäueesefjvesšs[ yeeFHesâveeFume Éeje peueerÙe heÙee&JejCe
GhekeâjCeeW keâes efveÙebef$ele keâe Øeot<eCe efvecveefueefKele ceW mes efkeâvekesâ Éeje Ieefšle nes
keâjlee nw leLee cesceesjer mekeâlee nw?
Deewj Øeesmesmej šeFce 1. Sewage effluent/meerJespe yeefnœeeJe
DeeJebefšle keâjlee nw 2. Waste incinerators/DeheefMe„ Yemcekeâ
D. IP/DeeF& heer 4. Defines network
3. Toxic dumps/efJe<eeòeâ keâÛeje
addresses and is
used for routing 4. Thermal power plants/leeheefJeÅegle mebÙeb$e
packets 5. Transport sector/heefjJenve #es$e
vesšJeke&â Ss[^smespe keâes Choose the most appropriate answer from the
heefjYeeef<ele keâjlee nw options given below:
Deewj Fmekeâe ØeÙeesie veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS:
‘hewkesâšdme’ keâes Yespeves kesâ (a) 1, 3, 5 only/kesâJeue 1, 3, 5
efueS efkeâÙee peelee nw~ (b) 1, 2, 4, 5 only/kesâJeue 1, 2, 4, 5
Choose the correct answer from the options (c) 2, 3, 4 only/kesâJeue 2, 3, 4
given below: (d) 1, 2, 3 only/kesâJeue 1, 2, 3
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegveW: 37. Given below are two statements:
A B C D veerÛes oes keâLeve efoS ieS nQ:
(a) 2 4 3 1
(b) 3 1 2 4
(c) 4 1 2 3 Emissions of hydrocarbons and carbon monoxide
(d) 3 4 2 1 are inherently very low from diesel
35. Wi-Fi is short for Wireless Fidelity and it is a vehicles/mJeeYeeefJekeâ ™he mes [erpeue JeenveeW mes neF[êskeâeye&veeW
set of...............for using short range................to Deewj keâeye&ve ceesvees Dee@keämeeF[ keâe Glmepe&ve keâeHeâer keâce neslee nw~
allow computing...............to connect to a LAN Statement/keâLeve (II) :
or to the internet.
Diesel driven vehicles are inherently more fuel
Wi-Fi, Wireless Fidelity keâe mebef#ehle veece nw leLee
efficient compared to petrol driven vehicles/[erpeue
Ùen LAN DeLeJee Fbšjvesš mes pegÌ[ves ceW heefjkeâueve...........
Ûeeefuele Jeenve mJeeYeeefJekeâ ™he mes hesšêsue Ûeeefuele Jeenve keâer
keâes me#ece yeveeves nsleg keâce otjer keâer............keâe ØeÙeesie
leguevee ceW DeefOekeâ FËOeve#ece nesles nQ~
keâjves Jeeues..............keâe Skeâ mecegÛÛeÙe nw~
Complete the above sentence by choosing the most appropriate answer from the options
correct words in order from the following list: given below:
efvecveefueefKele metÛeer ceW mes ›eâceevegmeej mener MeyoeW keâe GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
ÛeÙeve keâjkesâ GheÙeg&òeâ JeekeäÙe keâes hetje keâjW : mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW:
1. Standards/ceevekeâeW (a) Both Statement I and Statement II are correct
2. Waves/lejbieeW keâLeve I Deewj II oesveeW mener nQ
3. Devices/GhekeâjCeeW (b) Both Statement I and Statement II are
Choose the correct answer from the options incorrect/keâLeve I Deewj II oesveeW mener veneR nw
given below: (c) Statement I is correct but Statement II is
veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveS: incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw
(a) 3, 2, 1 (b) 3, 1, 2 (d) Statement I is incorrect but Statement II is
(c) 1, 3, 2 (d) 1, 2, 3 correct/keâLeve I mener veneR nw efkeâvleg keâLeve II mener nw
38. If the intensity of a given noise increases two- 43. Which of the following are indicators of
fold, the noise level in decibels (dB) increase by external accountability for an institution of
Ùeefo efkeâmeer oer ieF& OJeefve keâer leer›elee ceW oesiegvee keâer Je=efæ higher learning?
nesleer nw lees [sefmeyeue ceW OJeefve kesâ mlej ceW efkeâleveer Je=efæ efvecveefueefKele ceW mes keâewve-mes efkeâmeer GÛÛe DeefOeiece
nesieer: mebKÙee nsleg yee¢e efpeccesoejer kesâ mebmetÛekeâ nw?
(a) ~ 2 dB (b) ~ 3 dB 1. Provision for professional development of
(c) ~ 6 dB (d) ~ 10 dB teachers/efMe#ekeâeW kesâ JÙeeJemeeefÙekeâ efJekeâeme nsleg ØeeJeOeeve
39. Which of the following sources of energy on 2. Utilization pattern of library and technical
combustion produces maximum carbon dioxide resources/hegmlekeâeueÙe Deewj lekeâveerkeâer mebmeeOeveeW kesâ
per unit of energy output or heat content?
GheÙeesie keâer heæefle
efvecveefueefKele ceW mes efkeâme Tpee& œeesle kesâ onve hej Øeefle
3. Relevance of courses to the societal needs
FkeâeF& Tpee& DeeGšhegš DeLeJee T<cee keâer cee$ee hej
hee"Ÿe›eâceeW keâe meeceeefpekeâ pe™jleeW kesâ mebiele nesvee
keâeye&ve [eF&Dee@keämeeF[ keâe Glheeove DeefOekeâlece neslee nw?
4. Performance of students in public
(a) Coal (sub-bituminous)/keâesÙeuee (meye-efyešgefceveme)
examinations
(b) Natural gas/Øeeke=âeflekeâ iewme
meeJe&peefvekeâ hejer#eeDeeW ceW efJeÅeeefLe&ÙeeW keâe ØeoMe&ve
(c) Diesel fuel and heating oil
5. Employment pattern of pass-out students
[erpeue FËpeve Deewj nerefšbie Dee@Ùeue
GòeerCe& efJeÅeeefLe&ÙeeW keâer efveÙeespeve heæefle
(d) Gasoline (without ethanol)/iewmeesueerve (SLesvee@ue jefnle)
40. Formulation of long term–low emission
given below:
development strategies by each country was
veerÛes efoS ieS efJekeâuheeW mes mener Gòej ÛegefveÙes:
suggested under
(a) 1, 2, 3 only/kesâJeue 1, 2, 3
ØelÙeskeâ osMe Éeje oerIee&efJeefOe-keâce Glmepe&ve efJekeâeme
(b) 2, 3, 4 only/kesâJeue 2, 3, 4
jCeveerefleÙeeB yeveeS peeves keâe megPeeJe efvecveefueefKele ceW mes
(c) 3, 4, 5 only/kesâJeue 3, 4, 5
efkeâmekesâ Debleie&le efoÙee ieÙee
(d) 4, 5, 1 only/kesâJeue 4, 5, 1
(a) Paris Agreement/hesefjme mecePeewlee
44. Which statutory body of a University has the
(b) Montreal Protocol/cee@efš^Ùeue Øeesšeskeâe@ue
power to accord formal approval to the
(c) International solar alliance programmes and courses of studies?
FbšjvesMeveue meewj DeueeÙebme efkeâmeer efJeÕeefJeÅeeueÙe kesâ efkeâme meebefJeefOekeâ efvekeâeÙe kesâ
(d) Kyoto Protocol/keäÙeesšes Øeesšeskeâe@ue heeme DeOÙeÙeve keâeÙe&›eâceeW Deewj hee"Ÿe›eâceeW keâes
41. Ayurveda, which deals with indigenous system
DeewheÛeeefjkeâ Devegceesove osves keâer Meefòeâ nesleer nw?
of medicine, could be traced to:
(a) Senate/meervesš
DeeÙegJexo, pees mJeosMeer efÛeefkeâlmee ØeCeeueer nw, keâe JeCe&ve
(b) Syndicate/efmebef[kesâš
efvecveefueefKele ceW mes efkeâmeceW efceuelee nw? (c) Academic Council/efJeæsle heefj<eo
(a) Rigveda/$e+iJeso (b) Yajurveda/ÙepegJexo (d) Board of Studies/yees[& Dee@Heâ mš[erpe
(c) Samaveda/meeceJeso (d) Atharvaveda/DeLeJe&Jeso 45. Which of the following are objectives of a
42. Which of the following types of institutions performance appraisal system?
come under the ambit of National Board of efvecveefueefKele ceW mes keâewve-mes efve<heeove cetuÙeebkeâve ØeCeeueer
Accreditation (NBA)?
kesâ GösMÙe nQ?
efvecveefueefKele ceW mes efkeâme Øekeâej keâer mebmLeeSb je„êrÙe
1. To help an employee in finding out his/her
ØeceeCeve yees[& (Sve.yeer.S) kesâ #es$eeefOekeâej kesâ Debleie&le
own strengths and weaknesses
Deeleer nw? efkeâmeer keâce&Ûeejer keâes Gmekesâ mekeâejelcekeâ SJeb vekeâejelcekeâ
(a) Teacher education institutions
he#eeW keâe helee ueieeves ceW Gmekeâer meneÙelee keâjvee~
efMe#ekeâ efMe#eCe mebmLeeSb
2. To help in creating desirable organizational
(b) Technical institutions/lekeâveerkeâer mebmLeeSb
(c) Agriculture institutions/ke=âef<e mebmLeeSb ethos/JeebÚveerÙe mebie"veelcekeâ DeeÛeej kesâ me=peve ceW
(d) Medical institutions/efÛeefkeâlmee mebmLeeSb meneÙelee keâjvee~
3. To help in identifying people for the purpose Deheveer JewÙeefòeâkeâ Meefòeâ Kees osles nQ~ JewÙeefòeâkeâ Meefòeâ keâes heg®<e Deewj veejer
of motivating and training them for new roles Meefòeâ ™heeW keâer Deble:ef›eâÙee kesâ ØeefleHeâueve kesâ ™he ceW osKee pee mekeâlee
veF& YetefcekeâeDeeW nsleg Øesefjle Je ØeefMeef#ele keâjves kesâ ØeÙeespeveeLe& nw~ Meefòeâ kesâ Ùes oesveeW ™he heg®<e Deewj veejer oesveeW ceW meeLe-meeLe ceewpeto
ueesieeW keâer henÛeeve cesW meneÙelee keâjvee~
4. To help in distinguishing the non-performers
nes mekeâles nQ~ efJeÕe ces megboj GheeqmLeefle Deewj me=peve nsleg Meefòeâ kesâ heg®<e
from performers Deewj veejer lelJe oesveeW ™heeW keâe mecceeve nesvee ÛeeefnS Deewj Gvekeâer
"erkeâ mes keâece keâjves JeeueeW Deewj "erkeâ mes keâece veneR keâjves DeefYeJÙeefòeâ nesveer ÛeeefnS~ nceW Meefòeâ kesâ heg®<e Deewj veejer mJe™heeW keâer
JeeueeW kesâ yeerÛe efJeYeso keâjves ceW meneÙelee keâjvee~ efJeMes<eleeDeeW keâer Deewj ienjer mecePe neefmeue keâjveer ÛeeefnS~
5. To enable learners to understand the weakness 46. Relationships of different types of power
in the system/ØeefMe#egDeeW keâes JÙeJemLee keâer KeeefceÙeeW keâes among people will lead to
mecePeves ceW meceLe& yeveevee~ ueesieeW kesâ yeerÛe efJeefYeVe Øekeâej kesâ mebyebOeeW keâer heefjCeefle
Choose the correct answer from the option efvecveefueefKele ceW mes efkeâmeceW nesleer nw?
given below: (a) Social diversity/meeceeefpekeâ efJeefJeOelee
veerÛes efoS ieS efJekeâuheeW mes mener Gòej ÛegefveS: (b) Hierarchical structure/meesheeefvekeâ {ebÛee
(a) 1, 2, 3 only/kesâJeue 1, 2, 3 (c) Balance of power in society
(b) 2, 3, 4 only/kesâJeue 2, 3, 4 meceepe ceW Meefòeâ meblegueve
(c) 3, 4, 5 only/kesâJeue 3, 4, 5 (d) Subjugation of the weak and meek
(d) 5, 4, 1 only/kesâJeue 5, 4, 1 keâcepees j Deewj efJeveceü keâer DeOeervemLelee
Question Nos. (46-50): Read the passage carefully and 47. The power relations in a society tend to
answer questions from 46 to 50. efkeâmeer meceepe ceW Meefòeâ mebyebOeeW keâer ØeJe=efòe nesleer nw–
The true role of our energy is to gain personal power and (a) Hurt self accomplishments by people
operate from it at all times. Today, in any situations, ueesieeW Éeje mJe-GheueeqyOe keâes Ûeesš hengbÛeevee
people loose their personal power in relationships (b) Improve the people's abilities
between boss-subordinate, client-customer, colleague- ueesieeW keâer #eceleeDeeW ceW megOeej ueevee
colleague, teacher-student, husband-wife, parent-child, (c) Increase self-esteem/Deelce-mecceeve yeÌ{evee
Friend-Friend etc. Often in these relationships someone (d) Have more oppressors then the oppressed
plays the role of the oppressor while the other plays the heerefÌ[le keâer Dehes#ee DeefOekeâ mebKÙee ceW heerÌ[keâ keâe nesvee
role of the oppressed. But this is a great weakness in the
relationship and it undermines people capacity to be their 48. Loss of personal power in the society is
authentic sieves and accomplish what they want in their attributed to
lives. We need personal power to hold our self-esteem meceepe ceW JewÙeefòeâkeâ Meefòeâ keâer neefve keâe keâejCe nw–
and go forward to succeed in our pursuits. Human (a) Rigid human relations/DevecÙe ceeveJe mebyebOe
relationships often deteriorate through these power (b) Aggressiveness of the oppressors
struggles and ultimately both, whether they are playing heerÌ[keâ JÙeefòeâÙeeW keâer Dee›eâcekeâlee
role of an oppressor or the oppressed, lose their personal (c) Weakness of the oppressed
power. Personal power can be seen as the result of an heerefÌ[le JÙeefòeâ keâer keâcepeesjer
interplay between masculine and feminine forms of (d) Power struggle in society/meceepe ceW Meefòeâ mebIe<e&
power. Both these forms of power can co-exist in both
men and women. Both feminine and the masculine forms 49. Interplay of forms of power is
of power need to be honoured and expressed for a Meefòeâ kesâ ™heeW kesâ yeerÛe Deble:ef›eâÙee nw
beautiful presence and creation in the world. We have to (a) The essence of success in our pursuits
gain a deeper understanding of the characteristics of nceejs ue#ÙeeW ceW meHeâuelee keâe mlej
masculine and feminine forms of power. (b) Distinctly gender-based
efvecveefueefKele ieÅeebMe keâes heefÌ{S leLee Gmekesâ DeeOeej ØeMve mebKÙee efJeefMe„ ™he mes efuebie DeeOeeefjle
(46-50) keâe Gòej oerefpeS: (c) Nothing but assertion of power
kegâÚ veneR yeequkeâ Meefòeâ ØeoMe&ve
nceejer Tpee& keâer meÛÛeer Yetefcekeâe JewÙeefòeâkeâ Meefòeâ Øeehle keâjvee Deewj (d) Needed for the creation of world
ncesMee Fmemes keâeÙe& mebÛeeefuele keâjvee nw~ Deepe DeefOekeâejer DeOeervee efJeÕe kesâ me=peve nsleg DeeJeMÙekeâ
«eenkeâ-GheYeesòeâe, menkeâceea-menkeâceea, efMe#ekeâ-efJeÅeeLeea, heefle-helveer, ceelee 50. The passage focuses on the idea of
efhelee-mebleeve, efce$e-efce$e Deeefo mebyebOeeW ceW Deheveer JewÙeefòeâkeâ Meefòeâ Kees osles Fme ieÅeebMe keâe peesj efvecveefueefKele ceW mes efkeâme mebkeâuhevee
nQ~ ØeeÙe: Fve mebyebOeeW ceW Skeâ heerÌ[keâ keâer Yetefcekeâe efveYeelee nw lees otmejer hej nw?
(a) Importance of power struggle
heerefÌ[le keâer Yetefcekeâe ceW neslee nw~ uesefkeâve Ùen Fve mebyebOeeW keâer Skeâ yeÌ[er Meefòeâ mebIe<e& keâe cenlJe
keâcepeesjer nw Deewj Ùen ueesieeW keâer Gvekesâ JeemleefJekeâ mJe™he ceW yeves jnves (b) Different forms and structures of power
keâer #ecelee Deewj peerJeve ceW FÛÚevegmeej keâeÙe& keâjves keâer eqmLeefle keâes Meefòeâ kesâ efJeefYeVe ™he Deewj {ebÛes
vekeâejleer nw~ nceW Deheves Deelce-mecceeve keâe yeveeS jKeves Deewj Deheves (c) The need for power division in the society
ue#Ùe keâes neefmeue keâjves nsleg De«emej nesves kesâ efueS JewÙeefòeâkeâ Meefòeâ keâer meceepe ceW Meefòeâ efJeYeepeve keâer DeeJeMÙekeâlee
(d) Harnessing personal power in the interest of
pe™jle nesleer nw~ Fve Meefòeâ mebIe<eeX kesâ keâejCe ceeveJe mebyebOeeW ceW Dekeämej co-existence
efiejeJeš ner Deeleer nw leLee Deblele: oesveeW Ûeens Jen heerÌ[keâ nes Ùee heerefÌ[le, men-DeeqmlelJe kesâ efnle ceW JewÙeefòeâkeâ Meefòeâ keâe oesnve
ANSWER
1. (a) 6. (b) 11. (b) 16. (d) 21. (c) 26. (c) 31. (b) 36. (d) 41. (d) 46. (b)
2. (c) 7. (d) 12. (c) 17. (b) 22. (b) 27. (c) 32. (c) 37. (a) 42. (b) 47. (a)
3. (d) 8. (c) 13. (d) 18. (d) 23. (b) 28. (d) 33. (c) 38. (b) 43. (c) 48. (d)
4. (d) 9. (a) 14. (a) 19. (d) 24. (b) 29. (a) 34. (b) 39. (a) 44. (c) 49. (b)
5. (b) 10. (a) 15. (a) 20. (a) 25. (b) 30. (a) 35. (d) 40. (a) 45. (a) 50. (d)
SOLUTION
1. (a) : Ú: Je<eeX kesâ oewjeve SÙejesmhesme FbpeerefveÙeefjbie efJe<eÙeeW ceW 5. (b) : hesšêsefueÙece FbpeerefveÙeefjbie efJe<eÙe ceW Je<e& 2014 ceW mee#eelkeâej
mee#eelkeâej nsleg GheefmLele ngS DeYÙeeefLe&ÙeeW keâer kegâue mebKÙee nsleg GheefmLeefle DeYÙeeefLe&ÙeeW keâer kegâue mebKÙee = 960
· 1180 + 1260 + 1132 + 1060 + 1465 + Fuesefkeäš^keâue FbpeerefveÙeefjbie efJe<eÙe ceW Je<e& 2015 ceW oeefKeuee
1640 · 7737 Øeehle kegâue DeYÙeeefLe&ÙeeW keâer mebKÙee = 1120
Ú: Je<eeX kesâ oewjeve Fuesefkeäš^keâue FbpeerefveÙeefjbie efJe<eÙeeW ceW Dele: DeYeer° Devegheele = 960 : 1120 = 6 : 7
mee#eelkeâej nsleg GheefmLeefle ngS DeYÙeeefLe&ÙeeW keâer kegâue mebKÙee 6. (b) : ØeefMe#eCe keâer leguevee ceW efMe#eCe keâe ue#Ùe meePesoejer Deewj
· 1216 ± 1132 ± 1260 ± 1191 ± 1242 ± meeJeOeeveer meefnle ØeefleYeeie, pees meceer#eelcekeâ SJeb me=peveMeerue
1362 · 7403 efJeceMe& keâer Deesj GvcegKe neslee nw, keâe DeJemej Øeoeve keâjlee
Dele: DeYeer° Devlej · 7737 – 7403 · 334 nw~
2. (c) : Je<e& 2015 ceW efmeefJeue FbpeerefveÙeefjbie efJe<eÙe ceW oeefKeuee uesves 7. (d) : iewves kesâ ‘DeefOeiece Deveg›eâce’ ceW ‘efJeYesove DeefOeiece’ mebØelÙeÙe
Jeeues DeYÙeeefLe&ÙeeW keâer mebKÙee · 1980 DeefOeiece kesâ legjvle henues Deelee nw~
Je<e& 2016 ceW efmeefJeue FbpeerefveÙeefjbie efJe<eÙe ceW oeefKeuee uesves
Jeeues DeYÙeeeefLe&ÙeeW keâer mebKÙee · 1815
ÛetBefkeâ Ùen DeeBkeâÌ[s Je<e& 2015 mes 2016 ceW efmeefJeue
FbpeerefveÙeefjbie efJe<eÙe ceW oeefKeuee uesves Jeeues DeYÙeeefLe&ÙeeW keâer
mebKÙee ceW keâceer efoKee jne nw~
Dele: JÙeehle keâceer · 1980 – 1815 · 165
165
efkeâMeesjeJemLee keâs oewjeve DeefOeiecekeâlee& keâs mecØelÙeÙe mebJeæ&ve
8. (c) :
keâceer ØeefleMele · × 100 = 8.33% keâer heÙee&hle iegbpeeFMe jnleer nw~
1980
9. (a) : Ghejesòeâ oesveeW keâLeve melÙe nQ~ metÛevee SJeb mebÛeej ØeewÅeesefiekeâer
3. (d) : meYeer Je<eeX ceW kesâefcekeâue FbpeerefveÙeefjbie efJe<eÙe ceW mee#eelkeâej ceW DeeOeeefjle efMe#eCe-DeefOeiece DelÙeble cenlJehetCe& nQ keäÙeeWefkeâ
GheefmLele DeYÙeeefLe&ÙeeW keâer kegâue mebKÙee Fmemes meceÙe keâer yeÛele nesleer nw, meceÙe, mLeeve Deewj ieefle
= 1274 + 1165 + 1108 +1230 + 1492 + 982
= 7251
kesâ meboYe& ceW ueÛeerueeheve neslee nw Deewj cegKÙele: Ùen
meYeer Je<eeX ceW kesâefcekeâue FbpeerefveÙeefjbie efJe<eÙe ceW oeefKeuee uesves DeefOeiecekeâlee& kesâefvõle nesleer nw~
Jeeues DeYÙeeefLe&ÙeeW keâer kegâue mebKÙee = 1090 + 1065 + 10. (a) : ØeYeeJeer efMe#eCe DeefOeiece ØeCeeueer megefveef§ele keâjves nsleg
1024 +1180 + 1372 + 930 = 6661 ØeehleebkeâeW kesâ efveJe&Ûeve ceW ceevekeâ meboefYe&le peebÛe
6661 (Sve.Deej.šer) leLee efvekeâ<e meboefYe&le peebÛe oesveeW Øekeâej keâer
Dele: DeefYe° ØeefleMele = × 100 = 91.86%
7251
heæefleÙeeW keâes mebMuesef<ele keâjvee ÛeeefnS keäÙeeWefkeâ DeefYeYeeJekeâ
4. (d) : Je<e& 2016 ceW DeefYeÙeebef$ekeâer kesâ meYeer heebÛe efJe<eÙeeW ceW
mee#eelkeâej nsleg GheefmLele DeYÙeeefLe&ÙeeW keâer kegâue mebKÙee leLee Mewef#ekeâ ØeMeemekeâ meeLe ner Úe$e, mJeÙeb Yeer GheueefyOe
= 1108 + 1860 + 1132 + 870 +1260 = 6230 keâe mlej peevevee ÛeenWies pees efveOee&efjle efvekeâ<e kesâ Devegmeej
DeefYeÙeebef$ekeâer kesâ meYeer efJe<eÙeeW keâer mebKÙee 5 nw~ leLee ØeefleYeeefieÙeeW keâer meehes#e efmLeefle keâer leguevee ceW nesieer~
Dele: DeYeer° Deewmele =
6230
= 1246 Dele: keâLeve SJeb keâejCe oesveeW melÙe nQ leLee keâejCe keâLeve
5 keâer JÙeeKÙee keâjlee nw~
11. (b) : MeesOe keâer Ssefleneefmekeâ efJeefOe ceW heefjkeâuheveeSB Deeceleewj mes 17. (b) : Dee@veueeFve efMe#eCe ceW lekeâveerkeâ mebmke=âefle Deewj efuebie ØecegKe
DeJÙeòeâ ™he ceW nesleer nQ~ Ssefleneefmekeâ efJeefOe keâe DevegØeÙeesie mecØes<eCe DeJejesOe nw~
Feflenemekeâej Éeje Fefleneme efueKeves SJeb Yetlekeâeue kesâ efJe<eÙe 18. (d) : DeOÙeehekeâ Éeje efoS ieS Dee›eâecekeâ SJeb YeÌ[keâeT yeÙeeve
ceW keâer peeves Jeeues MeesOe ceW efkeâÙee peelee nw~ Ssefleneefmekeâ keâ#ee ceW mecØes<eCe keâes Mewef#ekeâ ™he mes DeØeYeeJeer Je
MeesOe keâeÙe& ceW leLÙeeW DeefYeuesKeeW SJeb ØeceeCeeW keâer Deebleefjkeâ leveeJehetCe& yeveeles nQ peyeefkeâ GefÛele MeyoeW keâe ÛeÙeve keâ#ee ceW
SJeb yee¢e meceer#ee keâer peeleer nw~ efpemekesâ he§eeled efve<keâ<e& keâes mecØes<eCe Øeef›eâÙee keâes efJeMJeeme Øeoeve keâjlee nw Deewj ØeYeeJeer
meceevÙeerke=âle keâjves keâe ØeÙeeme efkeâÙee peelee nw~ yeveelee nw~ Dele: keâLeve I mener veneR nw efkeâvleg keâLeve II
12. (c) : iegCeelcekeâ MeesOe ceW Deeieceveelcekeâ MeesOe ØeefJeefOe keâe GheÙeesie mener nw~
neslee nw~ Fme Øekeâej keâer MeesOe ceW MeesOeeLeea heÙe&Jes#eCe mes 19. (d) : ceeref[Ùee Øees[keäMeve Øeef›eâÙee kesâ heeBÛe meesheeve nesles nQ~ Fmekeâe
ØeejbYe keâjlee nw Deewj Deblele: Skeâ efmeæele ceW heefjCele neslee mener ›eâce efvecveJele nw~
nw~ MeesOekeâlee& Jele&ceeve leLee efJeiele keâer efmLeefleÙeeW ceW efveceive Ùeespevee
jnlee nw~ iegCeelcekeâ MeesOe ceW Skeâ efJekeâemeMeerue MeesOe efJe<eÙeJemleg keâer lewÙeejer
DeefYekeâuhe keâe DevegØeÙeesie efkeâÙee peelee nw~ Ùen meboYe& Ùegòeâ Øemlegefle
meeceevÙeerkeâjCe efJekeâefmele keâjlee nw~ ØemeejCe
13. (d) : Skeâ MeesOe heefjefmLeefle ceW peye efkeâmeer efJeefMe° meebefKÙekeâer keâes Øeeflehegef° efJeMues<eCe
mhe° meeLe&keâ Ieesef<ele efkeâÙee peelee nw, DeLee&led MetvÙe 20. (a) :
heefjkeâuhevee keâes DemJeerke=âle efkeâÙee ieÙee nw SJeb Jewkeâefuhekeâ F& cesue Yespevee
a. iii. DeewheÛeeefjkeâ
heefjkeâuhevee keâes mJeerke=âle efkeâÙee ieÙee nw~ b. ceewefKekeâ DevegosMe iv. DeveewheÛeeefjkeâ
14. (a) : Ssefleneefmekeâ MeesOe lekeâveerkeâeW Deewj efoMee efveoxMeeW keâe meb«en nw c. JÙeefòeâÙeeW kesâ oes mecetneW kesâ ii. mebJÙeJenej
pees MeesOekeâlee& Deleerle kesâ Fefleneme hej MeesOe keâjves kesâ efueS yeerÛe metÛevee keâe Deeoeve-
ØeÙeesie keâjles nQ~ FmeceW JÙeJeefmLele meb«en Deewj Deleerle mes Øeoeve
mebyebefOele [sše keâe Skeâ cenlJehetCe& cetuÙeebkeâve efkeâÙee peelee nw~ d. ÙeeleeÙeele mebkesâle i. mebkesâle efJe%eeve mebyebOeer
Dele: ØeceeefCekeâ heefjCeece Øeehle keâjves kesâ efueS DeeBkeâÌ[eW keâes 21. (c) : Ùeefo DeeBkeâÌ[eW keâer ØelÙeskeâ mebKÙee ceW Skeâ efveefMÛele meceeve
ØeceeefCekeâ Deewj mešerkeâ nesvee ÛeeefnS~ Dele: Deieues heo ceW mebKÙee keâer Je=efæ keâer peeleer nw lees DeeBkeâÌ[eW kesâ Deewmele mebKÙee
Skeâef$ele DeeBkeâÌ[eW keâer meceer#ee keâer peeleer nw~ Deiej DeeBkeâÌ[eW ceW Yeer Gleveer ner mebKÙee keâer Je=efæ nes peeleer nw~
keâer ØeceeefCekeâlee Gmekesâ cenlJe keâes efveOee&efjle veneR keâjleer nw Dele: Ùeefo 70 mebKÙeeDeeW keâe Deewmele 32 nw Deewj ØelÙeskeâ
lees yee¢e DeeueesÛevee keâes DeeBkeâÌ[eW keâer efvecveslej meceer#ee keâne mebKÙee ceW Skeâ meceeve Debkeâ 3 keâer Je=efæ keâer peeleer nw lees veÙee
peelee nw~ Deewmele · 32 ± 3
15. (a) : mebÙeesefiekeâ Ùee Deekeâefmcekeâ $egefš kesâ efveOee&jCe ceW heefjMegælee · 35 (efpemeceW 3 keâer Je=efæ ngF& nw)
keâer meercee keâe ØeefleefveefOelJe keâjlee nw~ Dele: Ùen MeesOe ceW 22. (b) : efyevog A mes efyevog B kesâ yeerÛe keâer otjer = 60 efkeâceer./IeCše
Øeehle heefjCeeceeW keâes mener ceeve mes Skeâ Ùee otmejer efoMee ceW
× 15 efceveš
heefjJeefle&le keâjves ceW keâejkeâ nesieer~
JÙeJeefmLele $egefš Skeâ iewj-MetvÙe ceeOÙe $egefš nw~ Dele: Ùen 60 efkeâceer.
=
60 efceveš
× 15 efceveš {Q1 IeCše = 60 efceveš}
MeesOe ceW Øeehle heefjCeeceeW keâes efkeâmeer Skeâ efJeMes<e efoMee ceW
heefjJeefle&le keâjleer nw Deewj mebÙeesefiekeâ ieefle kesâ meehes#e MeesOekeâlee& = 15 efkeâceer.
keâes keâeheâer no lekeâ DeeMÛeÙe&Ûeefkeâle keâjleer nw~ Deewj efyevog B mes efyevog C kesâ yeerÛe keâer otjer
16. (d) : DeJÙeJeefmLele heefjefmLeefleÙeeB keâ#ee mecØes<eCe ceW meb%eeveelcekeâ = 90 efkeâceer./IeCše × 10 efceveš
efJemJejlee keâe heefjCeece nw~ meb%eeveelcekeâ efJemJejlee Demebiele 90 efkeâceer.
efJeÛeejeW efJeMJeemeeW Ùee Âef°keâesCeeW keâer efmLeefle, efJeMes<e ™he mes = × 10 efceveš
60 efceveš
JÙeJenej mecyevOeer efveCe&ÙeeW Deewj Âef°keâesCe heefjJele&ve mes
mebyebefOele nw~ = 15 efkeâceer.

ÛegBefkeâ oesveeW otefjÙeeB meceeve nw~ Dele: efyevog A mes efyevog C 29. (a) : GheÙeg&òeâ ceW mes Deefmeæ ceOÙe heo kesâ nslJeeYeeme keâes ØeoefMe&le
2 × 60 × 90 keâjves Jeeues efvecve nQ–
lekeâ Ùee$ee keâer Deewmele ieefle = efkeâceer.
60 + 90 1. DeeßeÙeefmeæ
10800 mJe™heefmeæ
= efkeâceer. 2.
150
3. JÙeehÙelJeefmeæ
= 72 efkeâceer. Øeefle IeCše
30. (a) : keâLeve I Deewj II oesveeW mener nQ–
∑(Debkeâ × ßesÙe)
23. (b) : efJeÅeeefLe&ÙeeW keâe Deewmele Debkeâ = I. Gheefceefle keâes heo Deewj Gmekesâ DeLe& kesâ yeerÛe kesâ mebyebOe
keâgue ßesÙe
kesâ %eeve kesâ ™he ceW heefjYeeef<ele efkeâÙee ieÙee nw~
55 × 2 + 60 × 3 + 65 × 3 + 70 × 4 765
= = · 63.75 Meyo ØeceeCe efkeâmeer Deehle JÙeefòeâ keâe keâLeve neslee nw,
2 + 3+ 3+ 4 12 II.
24. (b) : 5 yepes 5 yeej yepeves kesâ efueS 4 meceÙe Devlejeue Deelee nw~ leLee Gmekesâ DeLe& kesâ DeJeyeesOe mes mebyebefOele nw~
5 31. (b) : keâchÙetšj kesâ mebyebOe ceW efvecve keâLeve melÙe nw–
Dele: ØelÙeskeâ Devlejeue ceW ueieves Jeeuee meceÙe ·
4 mee@heäšJesÙej keâes efÉleerÙekeâ mšesjspe mes jwce (RAM) ceW uees[
5 efkeâÙee peelee nw Deewj lelheMÛeeled meer.heer.Ùet. Éeje ef›eâÙeeefvJele
9 yepes 9 yeej yepeves ceW ueiee meceÙe · ×8
4
efkeâÙee peelee nw~
· 10 meskesâC[
32. (c) : I. mJeÙeced (SWAYAM) Yeejle mejkeâej keâer Skeâ henue
25. (b) : efoÙee nw,
Debefkeâle cetuÙe = ` 1500.00 nw efpemekeâe GösMÙe veeieefjkeâeW keâes meecLÙe&veevegmeej Deewj
60
iegCeJeòeehejkeâ efMe#ee cegnwÙee keâjvee nw~ Dele: keâLeve– I
40% Útš kesâ yeeo efJe›eâÙe cetuÙe = 1500 ×
100 melÙe nw~
= ` 900 II. mJeÙeced (SWAYAM) keâe GösMÙe kesâJeue efMe#ee keâes
ceevee ›eâÙe cetuÙe x nw~ Dele: 20% ueeYe kesâ meeLe efJe›eâÙe yeÌ{eJee osvee nw efkeâMeesefjÙeeW kesâ mJeemLÙe keâes yeÌ{eJee osvee
20 x veneR Dele: keâLeve II DemelÙe nw~ mJeÙeced Yeejle mejkeâej
cetuÙe · x + = 900
100
Éeje ÛeueeS peeves Jeeuee meyemes efJemle=le Dee@ve-ueeFve
120
Dele: x = 900 keâeÙe&›eâce nw efpemekesâ Devleie&le keâ#ee 9 mes hejemveelekeâ
100
100 lekeâ kesâ yeÛÛeeW keâes efJeefYeVe efJe<eÙeeW ceW %eeve Øeoeve efkeâÙee
⇒ x = 900 ×
120 peelee nw~ mJeÙeced heesš&ue kesâ Devleie&le Jele&ceeve ceW 8
⇒ x = ` 750 keâes-Dee@ef[&vesšj nQ pees meeceeefpekeâ efJe%eeve, efJe%eeve,
26. (c) : YeejleerÙe leke&âMeeŒe kesâ mecyevOe ceW, ‘‘Fme heneÌ[er ceW OegDeeB nw efMe#ee MeeŒe, MeesOe DeeOeeefjle, cesef[keâue, FbpeerefveÙeefjbie
pees DeheefjJele&veerÙe ™he mes Deeie mes pegÌ[e nw’’ keâes GheveÙe kesâ Deefleefjòeâ 9 mes 12 lekeâ keâer efvecve keâ#eeDeeW kesâ
efJeÅeceeve ceeceues ceW meeJe&Yeewce menJeefle&lee keâne peelee nw~ efJe<eÙeeW keâer Dee@ve-ueeFve meece«eer Yeer GheueyOe keâjeles nQ~
27. (c) : Dejmlet kesâ vÙeeÙeJeekeäÙe keâer efJeMes<elee efvecve nw – 33. (c) : (A) mener nw hejvleg (R) mener veneR nw~
1. Ùen kesâJeue efveieceveelcekeâ Deewj Deekeâeefjkeâ neslee nw~
RAM menpe heefjJele&veerÙe neslee nw Deewj FmeceW Jele&ceeve ceW
2. Øeefle%eefhle kesâ meeOÙe Deewj he#e heo Deueie Deueie nesles nQ~
ØeÙeesie efkeâS peeves Jeeues DeebkeâÌ[s Deewj Øees«eece mšesj efkeâS
3. Ùen JeeefÛekeâ neslee nw~
peeles nQ~
28. (d) : peye ceOÙe heo meeOÙe heo mes mekeâejelcekeâ Deewj vekeâejelcekeâ oesveeW
RAM Skeâ mšesjspe ceeeOÙece nw efpemeceW Fmekesâ efJe<eÙeJemleg
™he ceW mebyebefOele neslee nw lees DevJeÙe JÙeeflejskeâer Devegefceefle keânueeleer
efyepeueer Deehetefle& yeeefOele nesves hej Yeer yevee jnlee nw~
nw~
34. (b) : yengØeKÙeele meneÙekeâ lelJe keâeye&ve[eF& Dee@keämeeF[ nw pees
A. Dee@hejsefšbie iii. mee@heäšJesÙej pees Jee¢e GhekeâjCeeW keâes efkeâmeer #es$e mes 65.8% keâeye&ve[eF& Dee@keämeeF[ Glmepe&ve kesâ
efmemšce efveÙebef$ele keâjlee nw leLee cesceesjer Deewj efueS GòejoeÙeer nw~
(DeesSme) Øeesmesmej šeFce DeeJebefšle keâjlee nw~ 40. (a) : ØelÙeskeâ osMe Éeje oerIee&efJeefOe keâce Glmepe&ve efJekeâeme jCeveerefle
B. [yuet. [yuet. i. Fbšjvesš mes Ûeueves Jeeueer Skeâ yeveeÙes peeves keâe megPeeJe hesefjme mecePeewles kesâ Devleie&le efoÙee
[yuet (www) mesJee ieÙee~ hesefjme mecePeewles hej 2016 ceW mebÙegòeâ je°^ keâer
C. ef[JeeFme [êFJej ii. mee@heäšJesÙej pees efkeâmeer ne[&JesÙej ™hejsKee ceW peueJeeÙeg heefjJele&ve hej nmlee#ej ngDee~
keâes efveÙebef$ele keâjves ceW Dees Sme 41. (d) : DeeÙegJexo pees mJeosMeer efÛeefkeâlmee ØeCeeueer nw, keâe JeCe&ve
keâer meneÙelee keâjlee nw~ DeLeJe&Jeso ceW efceuelee nw~
D. DeeF& heer (I.P.) iv. vesšJeke&â Ss[^smespe keâes heefjYeeef<ele 42. (b) : je°êrÙe ØeceeCeve yees[& (Sve.yeer.S.) kesâ #es$eeefOekeâej kesâ Debleie&le
keâjlee nw Deewj Fmekeâe ØeÙeesie lekeâveerefkeâ mebmLeeSb Deeleer nQ~
‘hewkesâšdme’ keâes Yespeves kesâ efueS 43. (c) : efkeâmeer GÛÛe DeefOeiece mebmLee nsleg yee¢e efpeccesoejer kesâ
efkeâÙee peelee nw~ mebmetÛekeâ efvecve nQ-
35. (d) : Wi-Fi, wireless fidelety keâe mebef#ehle veece nw leLee Ùen 1. hee"Ÿe›eâceeW keâe meeceeefpekeâ pe™jleeW kesâ mebiele nesvee~
LAN DeLeJee Fbšjvesš mes pegÌ[ves ceW heefjkeâueve ceevekeâeW keâes 2. meeJe&peefvekeâ hejer#eeDeeW ceW efJeOeeefLe&ÙeeW keâe ØeoMe&ve~
me#ece yeveeves nsleg keâce otjer keâer lejbieeW keâe ØeÙeesie keâjves Jeeues 3. GòeerCe& efJeÅeeefLe&ÙeeW keâer efveÙeespeve heæefle~
GhekeâjCeeW keâe Skeâ mecegÛÛÙe nw~ 44. (c) : efkeâmeer efJeMJeefJeÅeeueÙe kesâ DeOÙeÙeve keâeÙe&›eâceeW Deewj
36. (d) : hee@ueerkeäueesefjvesšs[ yeeFhesâveeFume (PCBs) Éeje peueerÙe hee"Ÿe›eâceeW keâes DeewheÛeeefjkeâ Devegceesove osves keâer Meefòeâ efJeæsle
heÙee&JejCe keâe Øeot<eCe meerJespe yeefnŒeeJe, DeheefMe° Yemcekeâ heefj<eo (Academic Council) kesâ heeme nesleer nw~
Deewj efJe<eeòeâ keâÛejs Éeje Ieefšle nes mekeâlee nw~ 45. (a) : efve<heeove cetuÙeebkeâve ØeCeeueer kesâ GösMÙe efvecve nQ-
37. (a) : mJeYeeefJekeâ ™he mes [erpeue JeenveeW ceW neF[êskeâeye&veeW Deewj 1. efkeâmeer keâce&Ûeejer keâes Gmekesâ mekeâejelcekeâ SJeb vekeâejelcekeâ
keâeye&ve ceesvees Dee@keämeeF[ keâe Glmepe&ve keâeheâer keâce neslee nw he#eeW keâe helee ueieeves ceW Gmekeâer meneÙelee keâjvee~
keäÙeeWefkeâ [erpeue Ûeefuele Jeenve mJeeYeeefJekeâ ™he mes hesšêsue 2. JeebÚveerÙe mebie"veelcekeâ DeeÛeej kesâ me=peve ceW meneÙelee
Ûeefuele Jeenve keâer leguevee ceW DeefOekeâ F&Oeve#ece nesles nQ~ Dele: keâjvee~
oesveeW keâLeve mener nQ~ 3. veF& YetefcekeâeDeeW nsleg Øesefjle Je ØeefMeef#ele keâjves kesâ
I ØeÙeespeveeLe& ueesieeW keâer henÛeeve ceW meneÙelee keâjvee~
38. (b) : met$e, β =10 log
I0 46. (b) : ueesieeW kesâ yeerÛe efJeefYevve Øekeâej kesâ mebyebOeeW keâer heefjCeefle
ÛetBefkeâ, I = 2 I0 (efoÙee nw) meesheeefvekeâ {ebÛee ceW nw~
 2I0  47. (a) : efkeâmeer meeceepe kesâ Meefòeâ mebyebOeeW keâer ØeJe=efòe ueesieeW Éeje mJe-
Dele: β = 10 log  
 I0  GheueefyOe keâes Ûeesš hengBÛeevee~
Ùee, β = 10 log 2 48. (d) : meceepe ceW JewÙeefòeâkeâ Meefòeâ keâer neefve keâe keâejCe meceepe ceW
Ùee, β = 10 × 0.3010 (Q log2 = 0.3010) Meefòeâ mebIe<e& nw~
β = 3.010  3dB 49. (b) : Meefòeâ kesâ ™heeW kesâ yeerÛe Deble: ef›eâÙee efJeefMe° ™he mes efuebie
39. (a) : meYeer Tpee& ŒeesleeW ceW mes keâesÙeuee kesâ onve hej Øeefle FkeâeF& DeeOeeefjle nw~
Tpee& DeeGšhegš leLee T<cee keâer cee$ee hej keâeye&ve [eF& 50. (d) : Fme ieÅeebMe keâe peesj men-DeefmlelJe kesâ efnle ceW JewÙeefòeâkeâ
Dee@keämeeF[ keâe Glheeove DeefOekeâlece neslee nw~ keâesÙeuee keâe Meefòeâ keâe oesnve keâer mebkeâuhevee hej nw~

PRACTICE SET-13
The Following table shows total number of students (a) 311:270 (b) 329:261
in the Department of an Institute along with (c) 411:469 (d) 311:269
percentage of Female and Male students. Answer the 5. What is the average percentage of female
question 1 to 5 based on the data given below. students in the whole Institute?
efvecveebefkeâle leeefuekeâe ceW efkeâmeer mebmLeeve kesâ efJeYeeie ceW efJeÅeeefLe&ÙeeW hetjs mebmLeeve ceW Úe$eeDeeW keâe Deewmele ØeefleMele efkeâlevee nw?
keâer kegâue mebKÙee Úe$eeDeeW Deewj Úe$eeW kesâ ØeefleMele kesâ meeLe oMee&F& (a) 42.0% (b) 41.0%
ieF& nw~ veerÛes efoS DeekeâÌ[eW kesâ DeeOeej hej ØeMveeW 1-5 kesâ Gòej oW (c) 43.0% (d) 41.5%
Department Total No. of Percentage Percentage 6. Which of the following teacher competency
efJeYeeie Students of female of Male belongs to the domain of personality and
efJeÅeeefLe&ÙeeW keâer Úe$eeDeeW keâe Úe$eeW keâe attitude?
kegâue mebKÙee ØeefleMele ØeefleMele efvecveefueefKele ceW mes keâewve- keâewve meer DeOÙeehekeâ’ ØeJeerCelee
Computer 840 45 55 JÙeefòeâlJe Deewj DeefYeJe=efòe kesâ Deveg#es$e mes mebyebefOele nw?
keâchÙetšj (a) Locus of control and self-efficacy
Civil/efmeefJeue 220 35 65 efveÙeb$eCe Deewj Deelcee’ meeceLÙe& keâer mebefmLeefle
Mech.ceskewâefvekeâue 900 23 77 (b) Managing and Monitoring/ØeyebOeve Deewj DevegßeJeCe
Electrical 360 65 35 (c) Planning and instructing/efveÙeespeve Deewj DevegosMeve
Fuesefkeäš^keâue (d) Personalising and contextualizing
Electronics 450 44 56 efvepelJe Deewj meboYeeakeâjCe
Fueskeäšêefvekeäme 7. Identify the teaching strategies which are
Mining/ceeFefvebie 540 40 60 employed during indirect instruction
1. What is the respective ratio of the number of Gve efMe#eCe keâeÙe&veerefleÙeeW keâer henÛeeve keâerefpeS pees
females in Mechanical Department to the DeØelÙe#e DevegosMe ceW DeheveeÙeer peeleer nw?
number of females in Electronics Department? (a) Emphasizing direct and indirect exemplars
ceskewâefvekeâue efJeYeeie ceW Úe$eeDeeW keâer mebKÙee keâe ØelÙe#e Deewj hejes#e Â°ebleeW hej yeue osvee
Fueskeäšêefvekeäme efJeYeeie ceW Úe$eeDeeW keâer mebKÙee kesâ meeLe (b) Presenting the stimulus material
›eâefcekeâ Devegheele keäÙee nw? Göerheve meece«eer Øemlegle keâjvee
(a) 4:3 (b) 23:22 (c) Inquiry based question answer session
(c) 24:21 (d) 23:21 hetÚleeÚ DeeOeeefjle ØeMve-Gòej me$e
2. What is the total number of students in all the (d) Asking presentation question and providing
Departments? feedback
meYeer efJeYeeieeW ceW efJeÅeeefLe&ÙeeW keâer kegâue mebKÙee efkeâleveer nw? ØemlegeflekeâjCe, ØeMve hetÚvee SJeb Øeeflehegef° Øeoeve keâjvee
(a) 2210 (b) 3210 (e) Promoting problem solving approach
(c) 3400 (d) 3310 mecemÙee- meceeOeeve Gheeiece keâes yeÌ{eJee osvee
3. What is the total number of male students in Choose the correct answer from the options
Computer and Mining Department together? given below:
keâchÙetšj Deewj ceeFefvebie efJeYeeie keâes efceueekeâj Úe$eeW keâer veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes :
kegâue mebKÙee efkeâleveer nw? (a) (a), (b) and (c) only/kesâJeue (a),(b)Deewj (c)
(a) 266 (b) 886 (b) (b), (c) and (d) only/kesâJeue (b),(c)Deewj (d)
(c) 786 (d) 686 (c) (c), (d) and (e) only/kesâJeue (c),(d)Deewj (e)
4. What is the ratio of the number of females in
(d) (a), (c) and (e) only/kesâJeue (a),(c)Deewj (e)
Civil and Electrical departments together to
the number of males in the same Departments 8. In which level of teaching, the teacher's role is
together? more active rather than being interactive?
efmeefJeue Deewj Fuesefkeäš^keâue efJeYeeieeW keâes efceueekeâj efMe#eCe kesâ keâewve-mes mlej hej DeOÙeehekeâ keâer Yetefcekeâe
Úe$eeDeeW keâer mebKÙee Deewj GvneR efJeYeeieeW keâes efceueekeâj Devle: ef›eâÙeelcekeâ nesves kesâ yepeeÙe DeefOekeâ meef›eâÙe nesleer
Úe$eeW keâer mebKÙee kesâ yeerÛe Devegheele keäÙee nw? nw?
(a) Memory level/mce=efle mlej GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
(b) Understanding level/DeJeyeesOe mlej mes mener Gòej ÛegveW Š
(c) Reflective level/efJeceMeea- efÛelebve mlej (a) Both Statement I and Statement II are true
(d) Autonomous development level keâLeve (I) Deewj (II) oesveeW mener nQ
mJeeÙeòe efJekeâeme mlej (b) Both Statement I and Statement II are false
keâLeve (I) Deewj (II) oesveeW ieuele nQ
9. Match List I with List II.
(c) Statement I is correct but Statement II is false
metÛeer- (I) keâes metÛeer-(II) kesâ meeLe megcesefuele keâerefpeS keâLeve (I) melÙe nw efkebâleg keâLeve (II) ieuele nw
List/metÛeer-I List/metÛeer-II (d) Statement I is incorrect but Statement II is true
(Scale of (Description of properties) keâLeve (I) DemelÙe nw efkebâleg keâLeve (II) mener nw
measurement) efJeMes<eleeDeeW keâes efÛe$eCe 11. Given below are two statements:
ceehe keâe hewceevee veerÛes oes keâLeve efoS ieS nQ–
(A) Nominal (I) Classification and order Statement/keâLeve I :
veeefcele JeieeakeâjCe Deewj ›eâce Institutional autonomy guarantees academic
(B) Ordinal (II) Classification/ JeieeakeâjCe freedom
›eâefcekeâ mebmLeeiele mJeeÙeòelee, Mew#eefCekeâ mJeleb$elee keâer ieejbšer osleer nw~
Statement/keâLeve II :
(C) Interval (III) Classification, order and
Academic freedom is not possible without
Deblejeue equal units
institutional autonomy/mebmLeeiele mJeeÙeòelee kesâ efyevee
JeieeakeâjCe ›eâce Deewj FkeâeFÙeeW keâer
Mew#eefCekeâ mJeleb$elee mebYeJe veneR nw~
meceevelee
(D) Ratio (IV) Classification order, equal most appropriate answer from the options
Devegheele units and Absolute Zero given below:
JeieeakeâjCe, ›eâce, FkeâeFÙeeW keâer GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
meceevelee Deewj efvejhes#e MetvÙe mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW–
Choose the correct answer from the options (a) Both Statement I and Statement II are correct
given below: keâLeve I Deewj II oesveeW mener nQ~
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS– (b) Both Statement I and Statement II are
(a) (A)-(IV),(B)-(III)-(C)-(II), (D)-(I) incorrect/keâLeve I Deewj II oesveeW mener veneR nQ~
(b) (A)-(II), (B)-(I)- (C)-(III),(D)-(IV) (c) Statement I is correct but Statement II is
(c) (A)-(I), (B)-(II)- (C)-(IV),(D)-(III) incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw~
(d) (A)-(III),(B)-(IV)-(C)-(I), (D)-(II) (d) Statement I is incorrect but Statement II is
10. Given below are two statements: correct/keâLeve I mener veneR nw efkeâvleg keâLeve II mener nw~
veerÛes oes keâLeve efoS ieS nw Š 12. The open university system needs to be
Statement/keâLeve (I) : introduced in order to expand opportunity of
Indirect instruction is an approach of teaching and access to higher education It was emphasized
learning in which the process is inquiry, the by :
content involves concept and the context is a GÛÛelej efMe#ee lekeâ hengBÛe kesâ DeJemej efJemleeefjle keâjves kesâ
problem/DeØelÙe#e DevegosMeve efMe#eCe Deewj DeefOeiece keâe Jen efueS cegòeâ efJeÕeefJeÅeeueÙe ØeCeeueer keâe DeejbYe keâjves keâer
Gheeiece nw efpemeceW Øeef›eâÙee hetÚleeÚ nw, efJe<eÙe-Jemleg mebØelÙeÙe DeeJeMÙekeâlee nw~ efvecveefueefKele ceW mes efkeâmekesâ Éeje Gme hej
DeeOeeefjle nw Deewj meboYe& keâesF& mecemÙee nesleer nw~ yeue efoÙee ieÙee–
Statement/keâLeve (II) : (a) The University Education Commission
In NRT test it tell us about a students' level of (1948-49)/efJeÕeefJeÅeeueÙe efMe#ee DeeÙeesie (1948-49)
proficiency in mastery of some skills or set of (b) The Education commission (1964-66)
skills/ceevekeâ meboefYe&le hejer#eCe ceW, hejer#eCe kesâ Øeoòe efJeÅeeLeea efMe#ee DeeÙeesie (1964-66)
keâer efkeâmeer ØeJeerCelee Ùee ØeJeerCelee mecegÛÛeÙe hej Deefpe&le DeefOekeâej (c) The National Policy on Education (1968)
mebyebOeer o#elee kesâ mlej yeveeles nQ efMe#ee hej je°êrÙe veerefle (1968)
In the light of the above statements, choose the (d) The National Policy on Education (1986)
correct answer from the options given below: efMe#ee hej je°êrÙe veerefle (1986)
13. Which of the following are true in respect of (a) (A), (B), (C), (E) only/kesâJeue (A), (B), (C), (E)
communication? it is a (b) (A), (C), (D), (E) only/kesâJeue (A), (C), (D), (E)
mecØes<eCe kesâ mebyebOe ceW efvecveefueefKele ceW mes keâewve-mes mener (c) (A), (C), (E) only/kesâJeue (A), (C), (E)
nQ ? Ùen Skeâ– (d) (B), (C), (D), (E) only/kesâJeue (B), (C), (D), (E)
A. Filtering process/Úveve Øeef›eâÙee nw~ 16. The scope for 'creativity' and 'imagination' is
B. Barrierless process/DeJejesOe jefnle Øeef›eâÙee nw~ largest in which of the following steps of
C. Life long process/peerJeve heÙe&vle Øeef›eâÙee nw~ research?
D. Universal process/meeJe&Yeewefcekeâ Øeef›eâÙee nw~ `MeesOe kesâ efvecveefueefKele meesheeveeW ceW mes efkeâmekesâ
E. Collective process/meecetefnkeâ Øeef›eâÙee nw~ ‘me=peveMeeruelee’ Deewj ‘keâuhevee’ keâer heefjefOe meyemes yeÌ[er
Choose the correct answer from the options nesleer nw ?
given below: (a) Defining and deciding the procedures for
veerÛes efoS ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes– sampling/ØeefleoMe& ØeefleÛeÙeve keâer heæefleÙeeW keâes
(a) (A), (B) and (C) only/kesâJeue (A), (B) Deewj (C) heefjYeeef<ele keâjvee Deewj Gvekeâe efveOee&jCe keâjvee~
(b) (B), (C) and (D) only/kesâJeue (B), (C) Deewj (D) (b) Identifying and defining the research
(c) (C), (D) and (E) only/kesâJeue (C), (D) Deewj (E) problem/MeesOe mecemÙee keâer henÛeeve keâjvee Deewj Gmes
(d) (D), (E) and (A) only/kesâJeue (D), (E) Deewj (A) heefjYeeef<ele keâjvee~
14. In a city the noise levels represented by (c) Data analysis using quantitative methods and
equivalent sound pressure level over 8 hours interpretation/heefjceeCeelcekeâ efJeefOeÙeeW keâe GheÙeesie keâjles
period were reported as 80 dB (A). What does ngS Øeoòe efJeMues<eCe Deewj efveJe&Ûeve~
'A' Refer to (d) Hypothesis making and hypothesis testing
efkeâmeer Menj ceW 8 IebšeW kesâ oewjeve Gmekesâ Meesj mlejeW keâes heefjkeâuhevee efvecee&Ce Deewj heefjkeâuhevee hejer#eCe~
mecekeâ#e OJeefve oeye mlej kesâ ceeOÙece mes 80 [sefmeyeue (A) 17. Identify the correct sequence of mass media
yeleeÙee ieÙee~ ÙeneB (A) efkeâmekeâes meboefYe&le keâjlee nw ? functions:
(a) A type of amplifier used in the measurement peve mebheke&â ceeOÙece kesâ HeâueveeW kesâ mener ›eâce keâer henÛeeve
ceehe ceW ØeÙegòeâ nesvesJeeues Skeâ Øekeâej kesâ ØeJeOe&keâ keâes keâerefpeS–
(b) A type of microphone used in the A. Entertainment/ceveesjbpeve
measurement B. Information/metÛevee
ceehe ceW ØeÙegòeâ nesvesJeeues Skeâ Øekeâej kesâ ceeF›eâesHeâesve keâes C. Transmission of culture/mebmke=âefle keâe ØemeejCe
(c) The measurements of day time
D. Social integration/meeceeefpekeâ SkeâerkeâjCe
efove keâer DeJeefOe keâer ceehe keâes
E. Education/efMe#ee
(d) A type of weighing used in the measurement
ceehe ceW ØeÙegòeâ nesvesJeeues Skeâ Øekeâej kesâ Yeej keâes given below:
15. The aims and objectives of which of the veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveÙes–
following have co-benefits with Sustainable
(a) (A), (C), (D), (E), (B)
Development Goals?
(b) (B), (C), (E), (D), (A)
efvecveefueefKele ceW mes efkeâvekesâ ue#ÙeeW Deewj GösMÙeeW kesâ meleled (c) (B), (E), (A), (C), (D)
efJekeâeme ue#ÙeeW kesâ meeLe men-ueeYe nQ ? (d) (C), (D), (E), (A), (B)
A. International Solar Alliance 18. Given below are two statements:
FbšjvesMeveue meesuej DeueeÙebme veerÛes oes keâLeve efoS ieS nQ–
Statement/keâLeve I :
B. Montreal Protocol/cee@efvš^Ùeue Øeesšeskeâe@ue
Diesel Vehicles emit excessive amounts of oxides
C. Paris Agreement/ hesefjme mecePeewlee of nitrogen and fine particulate matter
D. Convention on Biodiversity [erpeue Jeenve DelÙeefOekeâ cee$ee ceW veeFšêspeve kesâ Dee@keämeeF[ Deewj
pewJe efJeefJeOelee mebyebOeer DeefYemeceÙe met#ce keâCe (HeâeFve heeefš&kegâuesš cewšj) Glmeefpe&le keâjles nQ~
E. National Action Plan on Climate Change Statement/keâLeve II :
je°êrÙe peueJeeÙeg heefjJele&ve mebyebOeer DeefYemeceÙe The diesel engines run with rich mixtures having
Choose the most appropriate answer from the high air to fuel ratio/[erpeue Fbpeve GÛÛe JeeÙeg FËOeve
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS– Devegheele Jeeues meebõ efceßeCe mes Ûeueles nQ~

In the light of the above statements choose the List/metÛeer-I List/metÛeer-II
most appropriate answer from the options (Examples of (Types of
given below: communication barrier communication
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW mebÛeej DeJejesOe kesâ barrier
mes mener meJee&efOekeâ GheÙegòeâ Gòej ÛegveW– GoenjCe) mebÛeej DeJejesOe kesâ Øekeâej)
(a) Both statements I and statements II are A. Unclear printing in a I. Psychological noise
correct/keâLeve I Deewj II oesveeW mener nQ~ newspaper ceveesJew%eeefvekeâ OJeefve
(b) Both statements I and statements II are meceeÛeej he$e ceW Demhe°
incorrect/keâLeve I Deewj II oesveeW mener veneR nQ~ ÚheeF&
(c) Statements I is correct but statements II is B. Different II. Cultural
incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw~ understanding of the stereotyping
(d) Statements I is incorrect but statements II is message meebmke=âeflekeâ
correct/keâLeve I mener veneR nw efkeâvleg keâLeve II mener nw~ mebosMe keâer efJeefYeVe mecePe mšerefjÙeesšeFefhebie
19. Arrange the following fuels in decreasing order C. Passive audience III. Physical noise
in terms of the amount of carbon dioxide reception of the Yeeweflekeâ OJeefve
emitted per unit of energy output from their message
combustion:
mebosMe keâe efveef<›eâÙe ßeeslee
efvecveefueefKele FËOeveeW keâes Gvekesâ onve hej Øeefle FkeâeF&
DeefYe«enCe
Tpee& Øeeefhle hej Glmeefpe&le nesvesJeeueer keâeye&ve [eF&-
D. Prejudice against IV. Semantic noise
Dee@keämeeF[ keâer cee$ee kesâ meboYe& ceW DeJejesner ceW JÙeJeefmLele certain ethnic groups DeefLe&ce OJeefve
keâjW– kegâÚ mepeeleerÙe mecetneW kesâ
(A) Natural gas/Øeeke=âeflekeâ iewme Øeefle hetJee&«en
(B) Coal (lignite)/keâesÙeuee (efueiveeFš) Choose the correct answer from the options
(C) Gasoline (without ethanol) given below:
iewmeesefueve (SLesvee@ue jefnle) veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveS–
(D) Propane/Øeeshesve (A) (A)-(IV), (B)-(III), (C)-(I), (D)-(II)
Choose the correct answer from the options (B) (A)-(II), (B)-(I), (C)-(IV), (D)-(III)
given below: (C) (A)-(III), (B)-(IV), (C)-(I), (D)-(II)
veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveS– (D) (A)-(I), (B)-(II), (C)-(III), (D)-(IV)
(a) (A) > (B) > (D) > (C) 22. Given below are two statements.
(b) (B) > (A) > (C) > (D) veerÛes oes keâLeve efoS ieS nQ–
(c) (B) > (C) > (D) > (A) Statement/keâLeve I :
(d) (D) > (B) > (C) > (A) Use of support materials during teaching can
20. A teacher consistently makes an effort to replace teaching act if used carefully/Ùeefo efMe#eCe kesâ
improve the quality of learning through use of oewjeve meneÙekeâ meece«eer keâe meeJeOeeveer hetJe&keâ GheÙeesie efkeâÙee
various interventions. The approach adopted
peeS lees Ùen efMe#eCe keâeÙe& keâe mLeeveeheVe nes mekeâlee nw~
by him/her can be in the ambit of which type of
research?
Skeâ efMe#ekeâ efJeefYeVe GheeÙeeW kesâ ceeOÙece mes DeefOeiece keâer Online methods are effective supplements for
improving quality of teaching and learning
iegCeJeòee ceW megOeej keâjves kesâ efueS ueieeleej ØeÙeeme keâjlee
Dee@ve ueeFve efJeefOeÙeeB efMe#eCe Deewj DeefOeiece keâer iegCeJeòee ceW
nw~ Gmekesâ Éeje DeheveeÙee ieÙee Gheeiece efkeâme Øekeâej kesâ megOeej keâjves kesâ efueS ØeYeeJeer Deveghetjkeâ nQ~
MeesOe kesâ oeÙejs ceW Dee mekeâlee nw ? In the light of the above statements, choose the
(a) Fundamental research/ceewefuekeâ MeesOe correct answer from the options given below:
(b) Applied research/JÙeJeùle MeesOe GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
(c) Action research/ef›eâÙeelcekeâ MeesOe
mes mener Gòej ÛegveW–
(d) Evaluative research/cetuÙeebkeâveelcekeâ MeesOe
21. Match List I with List II (b) Both Statement I and Statement II are false
metÛeer-I keâes metÛeer-II mes megcesefuele keâerpeS– keâLeve I Deewj II oesveeW ieuele nQ~
(c) Statement I is correct but Statement II is false (A) Long/uecyeer (B) Low/efvecve
keâLeve I melÙe nw efkeâvleg keâLeve II ieuele nw~ (C) Short/Úesšer (D) High/GÛÛe
(d) Statement I is incorrect but Statement II is Choose the correct answer from the options
true/keâLeve I DemelÙe nw efkeâvleg keâLeve II mener nw~ given below.
23. To differentiate a primary storage from a veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej keâe ÛeÙeve
secondary storage in a computer system. which keâjW–
of the following statement is correct?
(a) (A), (D), (C), (B) (b) (C), (D), (A), (B)
kebâhÙetšj efmemšce ceW ØeeLeefcekeâ mšesjspe Deewj efÉleerÙekeâ (c) (C), (B), (A), (D) (d) (A), (B), (C), (D)
mšesjspe ceW Yeso keâjves kesâ efueS efvecveefueefKele ceW mes keâewve- 26. In Indian logic, the presence of the middle term
mee keâLeve mener nw ? in the minor term is called,
(a) Primary storage is slower, more expensive YeejleerÙe leke&âMeeŒe ceW ueIeg heo ceW ceOÙe heo keâer
and persistent/ØeeLeefcekeâ mšesjspe Oeercee, DeefOekeâ GheefmLeefle keâes keâne peelee nw–
KeÛeeauee Deewj DeveJejle neslee nw~ (a) Vyapti/JÙeeefhle
(b) Primary storage is faster, more expensive and (b) Paksha dharmita/he#e-Oeefce&lee
persistent/ØeeLeefcekeâ mšesjspe lespe, DeefOekeâ KeÛeeauee Deewj (c) Linga/efuebie
DeveJejle neslee nw~ (d) Paramarsha/hejeceMe&
(c) Primary storage is faster, less expensive and 27. Which of the following 'Four Pillars of
non persistent/ØeeLeefcekeâ mšesjspe lespe SJeb keâce KeÛeeauee Education' mentioned in Delors Commission
neslee nw Deewj DeveJejle veneR neslee nw~ report reflect the Indian value of "Vasudhaiva
(d) Primary storage is faster, more expensive and Kutumbakam"
non persistent/ØeeLeefcekeâ mšesjspe lespe SJeb DeefOekeâ [wueme& DeeÙeesie keâer efjheesš& ceW JeefCe&le ‘efMe#ee kesâ Ûeej
KeÛeeauee neslee nw Deewj DeveJejle veneR neslee nw~ mlecYeeW’ ceW mes efvecveefueefKele keâewve-mee ‘‘JemegOewJe
24. If 5472 →9, 6342→6, 7584→6 and 9237→P, kegâšgcyekeâce’’ kesâ YeejleerÙe cetuÙe keâes oMee&lee nw ?
then P is (→ means implies) (a) Learning to know/peeveves kesâ efueS DeefOeiece
Ùeefo 5472 → 9, 6342 → 6. 7584 → 6 Deewj 9237 → (b) Learning to do/keâjves kesâ efueS DeefOeiece
P nw lees P nw : (→ keâe DeLe& Gheueef#ele keâjvee nw) (c) Learning to be/nesves kesâ efueS DeefOeiece
(a) 2 (b) 3 (d) Learning to live together/menÙeesie kesâ meeLe peerves kesâ
(c) 4 (d) 5 efueS DeefOeiece
25. Consider the following incomplete sentence. 28. Given below are two statements:
efvecveefueefKele DeOetjs JeekeäÙe hej efJeÛeej keâjW– veerÛes oes keâLeve efoS ieS nQ–
3G is a.............range wireless technology. Some Statement/keâLeve I : Search engines are also
activities that require.............bandwidth cannot known as web browsers/meÛe& Fbpeve keâes Jesye yeÇeGpej
be carried out by using 3G kesâ ™he ceW Yeer peevee peelee nw~
Bluetooth is a............range wireless technology
which is used to connect devices together for
189, 365, 250.2 is an example of a valid IP
data transfer. Bluetooth is a...........cost means
address/189, 365, 250.2 Skeâ JewOe DeeF&.heer. Ss[^sme keâe
of data transfer.
3peer Skeâ...............jWpe keâer yesleej ØeewÅeesefiekeâer nw~ kegâÚ
GoenjCe nw~
ef›eâÙeekeâueeheeW kesâ efueS..............yeW[efJeLe keâer DeeJeMÙekeâlee correct answer from the option given below:
nesleer nw efpevnW 3peer Éeje veneR efkeâÙee pee mekeâlee nw~ GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
yuetštLe Skeâ.............jWpe keâer yesleej ØeewÅeesefiekeâer nw efpemekeâe mes mener Gòej ÛegveW–
GheÙeesie [sše šêbmeHeâj kesâ efueS ef[JeeFmeeW keâes Deeheme ceW (a) Both Statement I and Statement II are true
peesÌ[ves kesâ efueS efkeâÙee peelee nw~ yuetštLe [sše šêbmeHeâj keâe keâLeve I Deewj II oesveeW mener nQ~
............. keâercele Jeeuee meeOeve nw~
keâLeve I Deewj II oesveeW ieuele nQ~
Complete the above sentences by choosing the
correct words in order from the following list:
veerÛes oer ieF& metÛeer mes ›eâce ceW mener Meyo Ûegvekeâj GheÙeg&òeâ keâLeve I melÙe nw efkeâvleg keâLeve II ieuele nw~
JeekeäÙeeW keâes hetje keâjW–
29. Which of the following has been the main aim hejer#eCe Skeâ Øeef›eâÙee nw efpemeceW ceevekeâerke=âle Øeef›eâÙeeke=âle
of education during Ancient India? Øeef›eâÙeeDeeW keâe GheÙeesie keâjles ngS efkeâmeer JÙeefòeâ kesâ JÙeJenej keâe
ØeeÛeerve Yeejle ceW efvecveefueefKele ceW mes efMe#ee keâe ØecegKe ØeefleoMe& Øeehle efkeâÙee peelee nw, cetuÙeebkeâve efkeâÙee peelee nw Deewj
ue#Ùe keäÙee Lee ? Gmes Debkeâ Øeoeve efkeâS peeles nQ~
(a) Emanicipation or liberation/cegefòeâ DeLeJee Gæej In the light of the above statements, choose the
(b) Material development/Meejerefjkeâ efJekeâeme correct answer from the options given below.
(c) Fulfillment of vocational needs GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
JÙeeJemeeefÙekeâ DeeJeMÙekeâleeDeeW keâer hetefle& mes mener Gòej ÛegveW–
(d) Inculcation of social values (a) Both statements I and statements II are true
meeceeefpekeâ cetuÙeeW keâe Devleefve&Jes°erkeâjCe keâLeve I Deewj II oesveeW mener nQ~
30. Given below are two statements: One is (b) Both statements I and statements II are false
labelled as Assertion (A) and the other is keâLeve I Deewj II oesveeW ieuele nQ~
labelled as Reason (R): (c) Satements I is correct but statements II is
veerÛes oes keâLeve efoS ieS nQ, efpeveceW mes Skeâ keâes false/keâLeve I melÙe nw efkeâvleg keâLeve II ieuele nw~
DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~ (d) Satements I is incorrect but statements II is
Assertion/DeefYekeâLeve (A) : true/keâLeve I DemelÙe nw efkeâvleg keâLeve II mener nw~
MeesOe ceW DeeF&.meer.šer. kesâ GheÙeesie mes MeesOe heefjCeeceeW keâer 32. Match List I with List II:
DeefYeiecÙelee Deewj heefjMegælee mejue nes peeleer nw~ metÛeer-I keâes metÛeer-II mes megcesefuele keâerpeS–
Reason/leke&â (R) : List/metÛeer-I List/metÛeer-II
Skeâ MeesOekeâlee& keâes MeesOe-ØeyevOe uesKeve ceW meboYeeakeâjCe Deewj (Computer (Description/JeCe&ve)
Øee™he keâer efJeefYeVe MewefueÙeeW keâe Devegheeueve keâjvee heÌ[lee nw components/
leeefkeâ DeeF&.meer.šer keâe DevegØeÙeesie efkeâÙee pee mekesâ~ keâchÙetšj keâecheesvesvš)
In the light of the above statements, choose the A. RAM I. Brain of the Computer
most appropriate answer from the options jwce (Deej S Sce) keâchÙetšj keâe ceefmle<keâ
given below: B. DVD-ROM II. Performs all
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW [er.Jeer.[er.–jesce (Deej Dees computations and
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW– Sce) comparison operations
(a) Both A and R are correct and R is the correct
ieCevee Deewj leguevee mebyebOeer
explanation of A/(A) Deewj (R) oesveeW mener nQ Deewj mebef›eâÙeeSb keâjlee nw~
(R), (A) keâer mener JÙeeKÙee nw~ C. ALU/S Sue Ùet III. Can be written only
oncekesâJeue Skeâ yeej efueKee
(b) Both A and R are correct and R is not the
correct explanation of A/(A) Deewj (R) oesveeW mener pee mekeâlee nw~
nQ hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw~ D. CPU/meer heer Ùet IV. Holds programmes
(c) A is correct but R is not correct currently being run on
(A) mener nw hejvleg (R) mener veneR nw~ the computer/kebâhÙetšj hej
(d) A is not correct but R is correct Jele&ceeve ceW Ûeue jns Øees«eece
(A) mener veneR nw hejvleg (R) mener nw~ keâes Ûeeuet jKelee nw~
veerÛes oes keâLeve efoS ieS nQ–
given below
veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveS–
Measurement is a set of rules for assigning
numbers to represent object traits, attributes and (A) (A)-(II), (B)-(IV), (C)-(I), (D)-(III)
behaviours (B) (A)-(I), (B)-(IV), (C)-(II), (D)-(III)
ceeheve JemlegDeeW, ue#eCeeW, iegCeeW Deewj JÙeJenejeW keâes ØeoefMe&le keâjves (C) (A)-(IV), (B)-(III), (C)-(II), (D)-(I)
kesâ efueS mebKÙeeSb Øeoeve keâjves nsleg efveÙeceeW keâe mecegÛÛeÙe nw~ (D) (A)-(III), (B)-(IV), (C)-(II), (D)-(I)
Statement/keâLeve II : 33. List I mentions the four valid means of
A test is a procedure in which a sample of an knowledge as given by Gautama while List II
individual's behaviour is obtained, evaluated and gives their description. Match List I with List
scored using standardized procedures II

metÛeer-I keâes metÛeer-II mes megcesefuele keâerpeS : metÛeer-I (a) Perception and inference (Pratyaksha and
ieewlece Éeje efoS ieS %eeve kesâ Ûeej ceeOÙeceeW keâes JeCe&ve Anuman)/yeesOe SJeb Devegceeve (ØelÙe#e SJeb Devegceeve)
keâjlee nw peyeefkeâ metÛeer-II Gvekesâ efJeJejCe osleer nw~ (b) Comparison (Upmana)/leguevee (Gheceeve)
List/metÛeer-I List/metÛeer-II (c) Verbal testimony (Shabda)/Meyo ØeceeCe
(Valid means of (Description/efJeJejCe) (d) Implication (Arthapatti)/DeLee&heefòe
knowledge/%eeve kesâ 35. Given below are two statements:
ceeOÙece) veerÛes oes keâLeve efoS ieS nQ–
A. Perception I. Cognition which
yeesOe (ØelÙe#eerkeâjCe) presupposes some 'SWAYAM', an initiative of Government of India,
other cognition aims at promoting the self-help groups in rural
meb%eeve pees efkeâmeer DevÙe areas/‘mJeÙeced’ Yeejle mejkeâej keâer Skeâ henue nw efpemekeâe
meb%eeve keâes ceevelee nw~ GösMÙe «eeceerCe #es$eeW ceW mJe-meneÙelee mecetneW keâes yeÌ{eJee osvee nw~
B. Inference II. Knowledge of the Statement/keâLeve II :
Devegceeve relation between a 'E-Tantra' is an initiative to spread education in
word and its Embedded systems and Robotics by IIT, Mumbai
denotation through MHRD-NMECIT/‘F&-leb$e’ DeeF& DeeF& šer cegcyeF&
Meyo SJeb Gmekesâ mebkesâleeW kesâ Éeje Sce SÛe Deej [er – Sve Sce F& meer DeeF& šer kesâ ceeOÙece
yeerÛe mebyebOe keâe %eeve~ mes ‘Fcyesef[[ efmemšcme Sb[ jesyeesefškeäme’ ceW efMe#ee kesâ Øemeej kesâ
C. Comparison III. Statements of a efueS Skeâ henue nw~
leguevee trustworthy person and In the light of the above statements, choose the
consists in correct answer from the options given below:
understanding its GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
meaning
mes mener Gòej ÛegveW–
efJeÕeemehee$e JÙeefòeâ keâe keâLeve
leLee Gmekesâ DeefYeØeeÙe keâes
mecePeves ceW megmebiele~ (b) Both Statement I and Statement II are false
D. Verbal testimony IV. Non-erroneous keâLeve I Deewj II oesveeW ieuele nQ~
Meyo cognition produced by
(c) Statement I is correct and Statement II is
the interaction of sense
false/keâLeve I melÙe nw efkeâvleg keâLeve II ieuele nw~
organs with the objects
(d) Statement I is incorrect and Statement II is
JemlegDeeW kesâ meeLe kegâÚ
DeJeÙeJeeW kesâ hejmhej JÙeJenej
36. Online platforms make teaching and learning a
Éeje GlheVe Megæ meb%eeve~ sub-type of:
Choose the correct answer from the option Dee@veueeFve huesšHeâece& efMe#eCe SJeb DeefOeiece keâes
given below
efvecveefueefKele ceW mes efkeâmekeâe Ghe-Øekeâej yeveelee nw–
veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveS–
(a) Technology induced diversion
(A) (A)-(I), (B)-(IV), (C)-(III), (D)-(II)
(B) (A)-(IV), (B)-(I), (C)-(II), (D)-(III)
lekeâveerkeâ-GlØesefjle efJeheLeve
(C) (A)-(III), (B)-(II), (C)-(I), (D)-(IV) (b) Complex learning culture/peefšue DeefOeiece mebmke=âefle
(D) (A)-(II), (B)-(III), (C)-(IV), (D)-(I) (c) Commercial collaboration/JeeefCeefpÙekeâ menÙeesie
34. Alive Devadatta is either in his house or (d) Alternative education/Jewkeâefuhekeâ efMe#ee
elsewhere, Alive Devadatta is not in his house. 37. Given below are two statements:
Therefore alive devadatta is elsewhere. veerÛes oes keâLeve efoS ieS nQ–
The above is an example of which kind of Statement/keâLeve I :
pramana? In order to ensure authenticity, a researcher has to
peerefJele osJeoòe Ùee lees Deheves Iej ceW nw DeLeJee peerefJele indicate original sources from which data are
osJeoòe Deheves Iej ceW veneR nw– culled
Dele: peerefJele osJeoòe keâneR Deewj nw~ ØeeceeefCekeâlee megefveef§ele keâjves nsleg MeesOekeâlee& keâes Gve cetue œeesleeW
Ghejesòeâ efkeâme ØeceeCe keâe GoenjCe nw ? keâes Fbefiele keâjvee neslee nw peneB mes Øeoòe efueS ieS nQ~
Statement/keâLeve II : A society garners commonality through its
In data analysis and interpretation the researcher language, customs, history and geography
has to evince necessary rigour and appropriateness Skeâ meceepe Gve meeOeejCe keâes Fmekeâer Yee<ee, efjJeepeeW, Fefleneme
of procedures/Øeoòe efJeMues<eCe Deewj efveJe&Ûeve ceW MeesOekeâlee& leLee Yetieesue Éeje Skeâ$e keâjlee nw~
keâes ØeÙegòeâ heæefleÙeeW keâes Dehesef#ele keâ"esjlee Deewj GheÙegòeâlee keâe Reason/leke&â (R) :
ØeoMe&ve keâjvee heÌ[lee nw~ A society's unity through commonality is
In the light of the above statements, choose the facilitated by its communication system and
correct answer from the options given below: culture
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW pevemeeOeejCe Éeje meceepe keâer Skeâlee Gmekeâer mecØes<eCe ØeCeeueer
mes mener Gòej ÛegveW– leLee mebmke=âefle Éeje megHeâj yeveleer nw~
(a) Both Statement I and Statement II are true In the light of the above statements, choose the
keâLeve I Deewj II oesveeW mener nQ~ most appropriate answer from the options
(b) Both Statement I and Statement II are false given below:
keâLeve I Deewj II oesveeW mener veneR nQ~ GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
(c) Statement I is correct and Statement II is false mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW–
keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw~ (a) Both A and R are correct and R is the correct
(d) Statement I is incorrect and Statement II is explanation of A/(A) Deewj (R) oesveeW mener nQ Deewj
true/keâLeve I mener veneR nw efkeâvleg keâLeve II mener nw~
(R), (A) keâer mener JÙeeKÙee nw~
38. Which of the following will be considered
(b) Both A and R are correct and R is not the
'correct' when T-L model is adhered to?
peye ‘šer-Sue’ cee@[ue DeheveeÙee peelee nw, lees correct explanation of A/(A) Deewj (R) oesveeW mener
efvecveefueefKele ceW mes efkeâmes ‘mener’ ceevee peeSiee ? nQ hejvleg (R), (A) keâer mener JÙeeKÙee veneR nw~
(a) Teaching and learning are independent acts (c) A is correct but R is not correct
efMe#eCe Deewj DeefOeiece mJeleb$e keâeÙe& nw~ (A) mener nw hejvleg (R) mener veneR nw~
(b) Teaching and learning are in integral (d) A is not correct but R is correct
relationship (A) mener veneR nw hejvleg (R) mener nw~
efMe#eCe Deewj DeefOeiece ceW DeefYeVe mebyebOe neslee nw~ 41. Consider the following syllogism:
(c) Teaching can be so called even if there is no efvecveefueefKele vÙeeÙeJeekeäÙeeW hej efJeÛeej keâerefpeS–
learning A. This hill has fire/heneÌ[er ceW Deeie nw~
keâesF& DeefOeiece ve nesves hej Yeer efMe#eCe keâne pee mekeâlee nw~ B. Because it has smoke/keäÙeeWefkeâ GmeceW OegDeeB nw~
(d) There can be learning with no act of teaching C. Whatever has smoke has fire
taking place
efpemeceW Yeer OegDeeB neslee nw GmeceW Deeie nesleer nw~
efMe#eCe keâeÙe& kesâ efyevee Yeer DeefOeiece nes mekeâlee nw~
D. This hill has smoke which is invariably
39. Facts and information get focused in which
associated with fire/Gme heneÌ[er ceW OegDeeB nw pees
level of teaching?
efvecveefueefKele ceW mes efkeâme mlej kesâ efMe#eCe ceW leLÙe Deewj efvejheJeeo ™he mes Deeie mes mebyebefOele nw~
metÛevee hej efJeMes<e yeue efoÙee peelee nw ? E. Therefore, this has fire/Dele: GmeceW Deeie nw~
(a) Memory Level/mce=efle mlej Which will be designated as Upnaya in this
syllogism
(b) Autonomous development level
mJeeÙeòe efJekeâeme mlej Fme leke&â vÙeeÙeJeekeäÙe ceW GheveÙe keäÙee nw/nQ ?
(c) Understanding level/DeJeyeesOe mlej (a) A and B only/kesâJeue (A) Deewj (B)
(d) Reflective level/efJeceMeea mlej (b) B and C only/kesâJeue (A) Deewj (C)
40. Given below are two statements, one is labelled (c) D only/kesâJeue (D)
as Assertion A and the other is labelled as (d) E only/kesâJeue (E)
Reason R 42. In an examination it is required to get 36% of
veerÛes oes keâLeve efoS ieS nQ, efpeveceW mes Skeâ keâes maximum marks to pass. A student got 90
DeefYekeâLeve (A) Deewj otmejs keâes leke&â (R) keâne ieÙee nw~ marks and was declared fail by 9 marks.
Assertion/DeefYekeâLeve (A) : Calculate maximum marks.

Skeâ hejer#ee ceW GòeerCe& nesves kesâ efueS DeefOekeâlece 36 B. Promoting contingent rewards for efforts of
ØeefleMele Debkeâ Øeehle keâjvee DeeJeMÙekeâ nw~ Skeâ Úe$e ves students/efJeÅeeefLe&ÙeeW kesâ ØeÙeemeeW kesâ efueS hegjmkeâejeW keâes
90 Debkeâ Øeehle efkeâS Deewj Gmes 9 DebkeâeW kesâ Deblej mes yeÌ{eJee osvee~
C. Intervening in student's task only if standards
DevegòeeaCe Ieesef<ele efkeâÙee ieÙee~ DeefOekeâlece DebkeâeW keâer
are not met/efJeÅeeefLe&ÙeeW kesâ keâeÙe& ceW kesâJeue leYeer
ieCevee keâerefpeS–
nmle#eshe keâjvee peye efveOee&efjle ceevekeâ hetjs ve neW~
(a) 200 (b) 276
D. Promoting careful problem solving and
(c) 300 (d) 225
individual consideration/meeJeOeeveerhetJe&keâ mecemÙee
43. Through which of the following methods of
meceeOeeve Deewj efvepeer henue keâes yeÌ{eJee osvee~
research cause and effect relationship is
E. Communication of high level expectations.
focused?
efvecveefueefKele ceW mes efkeâme MeesOe efJeefOe Éeje ‘keâejCe Deewj GÛÛe mlejerÙe ØelÙeeMeeDeeW keâe mecØes<eCe~
ØeYeeJe mebyebOe’ hej efJeMes<e OÙeeve kesâefvõle efkeâÙee peelee nw? options given below.
(a) Historical method/Ssefleneefmekeâ efJeefOe veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes–
(b) Experimental method/ØeÙeesieelcekeâ efJeefOe (a) (A), (B) and (C) Only/kesâJeue (A), (B) Deewj (C)
(c) Ex post facto method/keâeÙeexòej efJeefOe (b) (B), (C) and (D) Only/kesâJeue (B), (C) Deewj (D)
(d) Case study method/JÙeef° (kesâme) DeOÙeÙeve efJeefOe (c) (C), (D) and (E) Only/kesâJeue (C), (D) Deewj (E)
44. Which of the following systems of Indian (d) (A), (D) and (E) Only/kesâJeue (A), (D) Deewj (E)
philosophy are antithetical to the Vedas? Comprehension :
YeejleerÙe oMe&ve keâer efvecveefueefKele keâewve-meer ØeCeeueer JesoeW Read the passage and answer questions from 46 to 50
kesâ Øeefle efJejesOeelcekeâ nw ? Once the decision has been made to enter an overseas
market, a business must consider the extent to which it
A. Purva Mimasa/hetJe& ceerceebmee
will adapt its offering to local conditions. Is it possible to
B. Uttar Mimasa/Gòej ceerceebmee market the product in almost the same way in very
C. Buddhism/yeewæ cele country which is known as a global strategy, or will the
D. Jainism/pewve cele marketing have to be adjusted for each market? If a
E. Charvaks/ÛeeJee&keâ business pursues a global strategy this means it is
adopting essentially the same marketing mix wherever it
competes. A Pan global marketing strategy has been
given below.
adopted by business in several markets, such as jeans
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes– soft drinks and luxury goods One advantage of a global
(a) A, B, C only/kesâJeue (A), (B) Deewj (C) approach is that it offers marketing economies of scale
(b) B, C, D only/kesâJeue (B), (C) Deewj (D) For example, the business can develop one advertising
(c) C, D, E only/kesâJeue (C), (D) Deewj (E) campaign and one economics of scale. For example, the
business can develop one advertising campaign and one
(d) D, E, A, only/kesâJeue (D), (E) Deewj (A)
approach to packaging worldwide. However, this type of
45. A teacher intends to use transformational strategy does not respond to the requirements of different
approach in teaching in order to ensure national markets and so the business may lose sales to
effective way of influencing student's learning competitors who focus more on local needs. In markets
which of the following activities will be deemed such as food and drinks and the media, a business may
appropriate in this context? need to adapt significantly to local requirements. On the
Skeâ efMe#ekeâ efJeÅeeefLe&ÙeeW kesâ DeefOeiece keâes ØeYeeefJele keâjves other hand, a more local approach may meet customer
keâe GefÛele lejerkeâe megefveef§ele keâjves kesâ efueS efMe#eCe ceW needs more precisely, but may be more expensive and
™heeblejCehejkeâ Gheeiece keâe GheÙeesie keâjvee Ûeenlee nw~ more complex to manage. In reality, most companies
will choose a balance between the global and local
Fme meboYe& ceW efvecveefueefKele ceW mes keâewve-mes ef›eâÙeelcekeâ approach. There are global brands that sell in many
GefÛele ceeves peeSbies ? different markets. They have the same name and logo
A. Providing a sense of respect and trust for everywhere. However, some advertisements are made in
students/efJeÅeeefLe&ÙeeW kesâ efueS mecceeve Deewj efJeÕeeme keâer the way the product is promotional to reflect local
conditions.
YeeJevee jKevee~
veerÛes efoS ieS ieÅeebMe keâes OÙeeve hetJe&keâ heÌ{W Deewj Gmekesâ DeeOeej (b) Market the same product in every country the
hej ØeMve meb. 46 mes 50 kesâ Gòej oW– same way/ØelÙeskeâ osMe ceW meceeve Glheeo keâe meceeve
Skeâ yeej peye efJeosMeer yeepeej ceW ØeJesMe keâe efveCe&Ùe ues efueÙee ieÙee nw lees lejerkesâ mes efJeheCeve keâjvee~
Gmekesâ yeeo JÙeJemeeÙe keâes Jen efJeÛeej keâjvee ÛeeefnS efkeâ Jen Deheves (c) Decide to enter the overseas market
ØemleeJeeW keâes mLeeveerÙe efmLeefleÙeeW kesâ Devegmeej efkeâme meercee lekeâ Devegketâefuele efJeosMeer yeepeej ceW ØeJesMe keâjves keâe efveCe&Ùe uesvee~
keâjsiee~ keäÙee ØelÙeskeâ osMe ceW ueieYeie Skeâ ner lejerkesâ mes efkeâmeer Glheeo (d) Know the local condition of the local market
keâe efJeheCeve keâjvee mebYeJe nw, efpemes JewefÕekeâ jCeveerefle Yeer keâne peelee nw, mLeeveerÙe yeepeej keâer mLeeveerÙe efmLeefleÙeeW keâer peevekeâejer
DeLeJee ØelÙeskeâ yeepeej kesâ efueS efJeheCeve ceW meceeÙeespeve keâjvee nesiee ? jKevee~
Ùeefo keâesF& JÙeJemeeÙe JewefÕekeâ jCeveerefle Deheveelee nw, Fmekeâe celeueye nw efkeâ 48. If a business adopts a global policy, it means :
Jen Øeeflemheæe& keâj jne nw JeneB DeefveJeeÙe&le: Skeâ meceeve efJeheCeve efceßeCe Ùeefo keâesF& JÙeJemeeÙe JewefMJekeâ jCeveerefle Deheveelee nw,
keâes Dehevee jne nw~ keâF& yeepeejeW pewmes efkeâ peeRme, mee@Heäš ef[^bkeäme Deewj Fmekeâe DeLe& nw–
efJeueeefmelee kesâ JemlegDeeW ceW JÙeJemeeÙeeW Éeje efJeÕe mlejerÙe efJeheCeve jCeveerefle (a) It is competing
DeheveeÙeer ieF& nw~ JewefÕekeâ Gheeiece keâe Skeâ ueeYe Ùen nw efkeâ Fmemes yeÌ[s Jen ØeeflemheOee& keâj jne nw~
hewceeves hej efJeheCeve ceW keâce JÙeÙe nesves keâe ueeYe efceue peelee nw, GoenjCe (b) Change in the customers need
kesâ efueS JÙeJemeeÙe efJeÕeJÙeeheer efJe%eeheve DeefYeÙeeve Deewj Skeâ meceeve «eenkeâ kesâ pe™jleeW ceW heefjJele&ve keâj jne nw~
hewkesâefpebie Gheeiece lewÙeej keâj mekeâles nQ~ neueebefkeâ, Fme Øekeâej keâer (c) It is unable to compete
jCeveerefle Deueie-Deueie je°êrÙe yeepeejeW keâer pe™jleeW kesâ Øeefle Devegef›eâÙee Jen ØeeflemheOee& keâjves ceW DemeceLe& nw~
veneR keâjleer nw, FmeefueS JÙeJemeeÙeeW keâer efye›eâer Gve ØeeflemheOee& JÙeJemeeÙeeW (d) Enters in the overseas market
kesâ cegkeâeyeues keâce nes peeleer nw pees mLeeveerÙe pe™jleeW hej DeefOekeâ OÙeeve efJeosMeer yeepeej ceW ØeJesMe keâj jne nw~
osles nQ~ KeeÅe, hesÙe Deewj ceeref[Ùee pewmes yeepeejeW ceW JÙeJemeeÙe keâes mLeeveerÙe 49. What does global strategy mean?
pe™jleeW keâes DeefOekeâ mešerkeâlee mes hetje keâj mekeâlee nw uesefkeâve Jen DeefOekeâ JewefÕekeâ jCeveerefle keâe keäÙee DeLe& nw ?
(a) Opting for the same marketing mix in every
KeÛeeauee nes mekeâlee nw Deewj Gmekeâe ØeyebOe keâjvee keâef"ve nes mekeâlee nw~
competitive market/ØelÙeskeâ ØeeflemheOee& yeepeej ceW Skeâ
JeemleefJekeâlee ceW DeefOekeâebMe kebâheefveÙeeb JewefÕekeâ Deewj mLeeveerÙe Gheeiece kesâ
yeerÛe meblegueve keâe efJekeâuhe ÛegveWieer~ Ssmes iueesyeue yeÇeb[ Yeer nw pees keâF& meceeve efJeheCeve efceßeCe keâes Deheveevee~
(b) Globalize the local conditions of marketing
Deueie-Deueie yeepeejeW ceW Dehevee meceeve yesÛeles nQ Gvekeâe nj peien Skeâ
ner veece Deewj ueesieeW (Øeleerkeâ) neslee nw~ leLeeefhe, kegâÚ efJe%eeheve Fme efJeheCeve keâer mLeeveerÙe efmLeefleÙeeW keâe JewÕeerkeâjCe keâjvee~
(c) Creating product differentiation to suit
lejerkesâ mes yeveeS peeles nQ efkeâ GveceW mLeeveerÙe efmLeefleÙeeB ØeoefMe&le keâjves kesâ
different markets/efJeefYeVe yeepeejeW kesâ efueS GheÙegòeâ
efueS Glheeo keâe ØeÛeej efkeâÙee peelee nw~
46. If the global strategy is benefit of local
Glheeo efJeYeso keâjvee~
conditions, the business consequence is (d) Making overseas marketing non-competitive
Ùeefo JewefÕekeâ jCeveerefle mLeeveerÙe efmLeefleÙeeW mes JebefÛele nw lees efJeosMeer efJeheCeve keâes iewj-ØeeflemheOeea yeveevee~
JÙeeJemeeefÙekeâ heefjCeece keäÙee nesiee ? 50. The assessment of global brands in the passage
(a) more investment in media advertising is that
campaigns/ceeref[Ùee efJe%eeheve DeefYeÙeeveeW ceW efveJesMe~ ieÅeebMe ceW iueesyeue yeÇeb[eW keâe Deekeâueve Ùen nw efkeâ–
(b) emergence of different national markets (a) they should have a single packaging approach
efJeefYeVe je°êrÙe yeepeejeW keâe GoÙe~ Gvekeâe Skeâue hewefkeâefpebie Gheeiece nesvee
(c) change in the customer needs (b) they should advertise the product reflecting
«eenkeâ keâer pe™jleeW ceW heefjJele&ve~ global conditions/GvnW JewefÕekeâ efmLeefleÙeeW keâe ØeoMe&ve
(d) the dominance of competitors who focus on keâjles ngS Glheeo keâe efJe%eeheve keâjvee ÛeeefnS
local conditions/mLeeveerÙe efmLeefleÙeeW hej OÙeeve osves (c) the global products should have different
Jeeues Øeeflemheefæ&ÙeeW keâe ØeYeglJe~ names and logo/JewefÕekeâ GlheeoeW kesâ Deueie-Deueie veece
47. What should be the global strategy in business?
JÙeJemeeÙe ceW JewefÕekeâ jCeveerefle keäÙee nesveer ÛeeefnS ? Deewj ueesieeW (Øeleerkeâ) nesves ÛeeefnS~
(d) the globalization of business marketing is a
(a) Sell different brands in different overseas
markets/Deueie-Deueie efJeosMeer yeepeejeW ceW Deueie-Deueie reality/JÙeJemeeÙe efJeheCeve keâe ‘iueesyeueeFpesMeve’ Skeâ
yeÇeb[ yesÛevee~ JeemleefJekeâlee nw~

ANSWER
1. (b) 6. (a) 11. (c) 16. (d) 21. (c) 26. (b) 31. (a) 36. (d) 41. (c) 46. (d)
2. (d) 7. (d) 12. (d) 17. (c) 22. (d) 27. (d) 32. (c) 37. (a) 42. (b) 47. (b)
3. (c) 8. (a) 13. (c) 18. (c) 23. (d) 28. (b) 33. (b) 38. (b) 43. (b) 48. (a)
4. (d) 9. (b) 14. (d) 19. (c) 24. (b) 29. (a) 34. (d) 39. (a) 44. (c) 49. (a)
5. (a) 10. (c) 15. (b) 20. (c) 25. (a) 30. (c) 35. (b) 40. (a) 45. (d) 50. (d)
SOLUTION
1. (b) : ceskewâefvekeâue efJeYeeie ceW Úe$eeDeeW keâer mebKÙee ⇒ 900 ×
23 Fuesefkeäš^keâue 360 65
100 Fueskeäšê@efvekeäme 450 44
⇒ 207
Fueskeäšêefvekeäme efJeYeeie ceW Úe$eeDeeW keâer mebKÙee ceeFefvebie 540 40
44 252
⇒ 450 × ⇒ 198 Dele: hetjs mebmLeeve ceW Úe$eeDeeW keâe DeYeer° Deewmele ØeefleMele
100
DeleŠ DeYeer° Devegheele ⇒ 207 :198 ⇒ 23 : 22 252
⇒ ⇒ 42%
2. (d) : meYeer efJeYeeieeW ceW efJeÅeeefLe&ÙeeW keâer kegâue mebKÙee 6
⇒ 840 + 220 + 900 + 360 + 450 + 540 : efveÙeb$eCe Deewj Deelce-meeceLÙe& keâer mebefmLeefle DeOÙeehekeâ
6. (a)
⇒ 3310
ØeJeerCelee kesâ JÙeefòeâlJe Deewj DeefYeJe=efòe kesâ Deveg#es$e mes
3. (c) : keâchÙetšj efJeYeeie ceW Úe$eeW keâer kegâue mebKÙee
55 mecyebefOele nQ~
⇒ 840 × ⇒ 462
100 7. (d) : DeØelÙe#e DevegosMe ceW DeheveeÙeer peeves Jeeueer keâeÙe&veerefleÙeeb@ nQ:–
60 ØelÙe#e Deewj hejes#e Â°ebleeW hej yeue osvee
ceeFefvebie efJeYeeie ceW Úe$eeW keâer kegâue mebKÙee ⇒ 540 ×
100
hetÚleeÚ DeeOeeefjle ØeMve-Gòej me$e keâe DeeÙeespeve keâjvee
⇒ 324
Dele: keâchÙetšj Deewj ceeFefvebie efJeYeeie keâes efceueekeâj Úe$eeW keâer Úe$eeW kesâ ceOÙe mecemÙee-meceeOeeve Gheeiece keâes yeÌ{eJee
kegâue mebKÙee ⇒ 462 + 324 ⇒ 786 osvee
4. (d) : efmeefJeue efJeYeeie ceW ceefnueeDeeW keâer mebKÙee 8. (a) : efMe#eCe kesâ mce=efle-mlej hej, DeOÙeehekeâ keâer Yetefcekeâe Devle:
35 ef›eâÙeelcekeâ nesves kesâ yepeeÙe DeefOekeâ meef›eâÙe nesleer nw~ Fme mlej
⇒ 220 × ⇒ 77
100
hej efMe#eCe-DeefOeiece Øeef›eâÙee cetueleŠ Göerheve-Øeefle›eâÙee hej
efmeefJeue efJeYeeie ceW heg™<eeW keâer mebKÙee ⇒ 220 − 77
DeeOeeefjle nesleer nw~
⇒ 143
Fueseqkeäš^keâue efJeYeeie ceW ceefnueeDeeW keâer mebKÙee 9. (b) : (ceehe keâe hewceevee) (efJeMes<eleeDeeW keâes efÛe$eCe)
⇒ 360 ×
65
⇒ 234 (a) veeefcele (I) JeieeakeâjCe
100 (b) ›eâefcekeâ (II) JeieeakeâjCe Deewj ›eâce
Fuesefkeäš^keâue efJeYeeie ceW heg™<eeW keâer mebKÙee ⇒ 360 − 234
(c) Deblejeue (III) JeieeakeâjCe ›eâce Deewj
⇒ 126
efmeefJeue Deewj Fuesefkeäš^keâue efJeYeeie ceW ceefnueeDeeW keâer kegâue FkeâeFÙeeW keâer meceevelee
mebKÙee ⇒ 77 + 234 ⇒ 311 (d) Deveg h eele (IV) JeieeakeâjCe, ›eâce,
efmeefJeue Deewj Fuesefkeäš^keâue efJeYeeie ceW heg™<eeW keâer kegâue mebKÙee FkeâeFÙeeW keâer meceevelee
⇒ 143 + 126 ⇒ 269 Deewj efvejhes#e MetvÙe
DeleŠ DeYeer° Devegheele ⇒ 311: 269 10. (c) : keâLeve I melÙe nw~ DeØelÙe#e DevegosMeve efMe#eCe Deewj DeefOeiece
5. (a) : keâe Jen Gheeiece nw efpemeceW Øeef›eâÙee hetÚleeÚ nw, efJe<eÙe-Jemleg
efJeYeeie efJeÅeeefLe&ÙeeW keâer Úe$eeDeeW keâe
mebØelÙeÙe DeeOeeefjle nw Deewj meboYe& keâesF& mecemÙee nesleer nw~
kegâue mebKÙee ØeefleMele
keâchÙetšj 840 45 keâLeve II ieuele nw~ ceevekeâ meboefYe&le hejer#eCe Skeâ Øekeâej keâe
efmeefJeue 220 35 hejer#eCe nw pees efkeâmeer keâ#ee DeLeJee mecetn ceW efkeâmeer Úe$e keâer
ceskewâefvekeâue 900 23 efmLeefle hetJe& efveOee&efjle efJeMes<eleeDeeW kesâ meboYe& ceW yeleelee nw~
11. (c) : keâLeve II ieuele nw keäÙeeWefkeâ mebmLeeiele mJeeÙeòelee kesâ efyevee 20. (c) : Skeâ efMe#ekeâ efJeefYeVe GheeÙeeW kesâ ceeOÙece mes DeefOeiece keâer
Mew#eefCekeâ mJeleb$elee mecYeJe nw~ iegCeJeòee ceW megOeej keâjves kesâ efueS ueieeleej ØeÙeeme keâjlee nw~
12. (d) : GÛÛelej efMe#ee lekeâ hengBÛe kesâ DeJemej efJemleeefjle keâjves kesâ Gmekesâ Éeje DeheveeÙee ieÙee Gheeiece ef›eâÙeelcekeâ MeesOe kesâ
efueS efMe#ee hej je°êrÙe veerefle (1986) ves cegòeâ efJeÕeefJeÅeeueÙe oeÙejs ceW DeeÙesiee~ ef›eâÙeelcekeâ MeesOe efkeâmeer mecemÙee keâes
ØeCeeueer keâes DeejcYe keâjves keâer DeeJeMÙekeâlee hej yeue efoÙee~ henÛeeveves Je Gmekesâ efveoeveelcekeâ GheeÙe megPeeves kesâ efueS
13. (c) : mecØes<eCe Skeâ peerJeve heÙe&vle Ûeueves Jeeueer meeJe&Yeewefcekeâ Deewj DeeÙeesefpele keâer peeleer nw~ Fmekeâer Øeke=âefle Ûe›eâerÙe nesleer nw~
meecetefnkeâ Øeef›eâÙee nw~
14. (d) : mebkesâlee#ejeW dB(A) ceW, dB [smeeryeue keâe metÛekeâ nw pees
OJeefve keâer meehesef#ekeâ leer›elee keâer FkeâeF& nw~ peyeefkeâ (A)
OJeefve keâer leer›elee keâer ceehe ceW ØeÙegòeâ nesves Jeeues Skeâ Øekeâej
kesâ Yeej keâes (mkesâue keâes) efve™efhele keâjlee nw~ 21. (c) :
15. (b) : efvecveefueefKele DeefYemeceÙeeW/mecePeewleeW kesâ ue#ÙeeW Deewj GösMÙeeW mebÛeej DeJejesOe kesâ GoenjCe mebÛeej DeJejesOe kesâ
kesâ meleled efJekeâeme ue#ÙeeW kesâ meeLe men-ueeYe– Øekeâej
FbšjvesMeveue meesuej DeueeÙebme (meleled efJekeâeme ue#Ùe mes-7)
A. meceeÛeej he$e ceW Demhe° ÚheeF& III. Yeeweflekeâ OJeefve
hesefjme mecePeewlee (meleled efJekeâeme ue#Ùe meb. – 13)
pewJe efJeefJeOelee mecyevOeer DeefYemeceÙe (meleled efJekeâeme ue#Ùe meb B. mebosMe keâer efJeefYeVe mecePe IV. DeefLe&ce OJeefve
–15) C. mebosMe keâe efveef<›eâÙe ßeeslee DeefYe«enCe I. ceveesJew%eeefvekeâ OJeefve
je°êrÙe peueJeeÙeg heefjJele&ve mebyebOeer DeefYemeceÙe (meleled efJekeâeme D. kegâÚ mepeeleerÙe mecetneW kesâ Øeefle hetJee&«en II. meebmke=âeflekeâ
ue#Ùe meb.– 13) mšerefjÙeesšeFefhebie
16. (d) : MeesOe kesâ heefjkeâuhevee efvecee&Ce Deewj heefjkeâuhevee hejer#eCe
22. (d) : keâLeve I ieuele nw~
meesheeveeW ceW ‘me=peveMeeruelee’ Deewj ‘keâuhevee’ keâer heefjefOe meyemes
yeÌ[er nesleer nw~ efMe#eCe ceW meneÙekeâ meece«eer efMe#eCe–DeefOeiece Øeef›eâÙee ceW
meneÙelee keâjlee nw leLee Fmes megiece mejue Deewj ØeYeeJeer yeveelee
17. (c) : peve mecheke&â ceeOÙece Skeâ lekeâveerkeâ nw pees pevelee kesâ yeÌ[s
nw~
mecetn mes peve mebÛeej kesâ ceeOÙece mes peg[Ì ves ceW meneÙelee keâjlee
nw~ peve mecheke&â ceeOÙece keâe mener ›eâce nw– 23. (d) :keâchÙetšj efmemšce ceW ØeeLeefcekeâ mšesjspe Deewj efÉleerÙekeâ mšesjspe
metÛevee ceW Yeso Ùen nw efkeâ ØeeLeefcekeâ mšesjspe lespe SJeb DeefOekeâ
KeÛeeauee neslee nw Deewj DeveJejle veneR neslee nw peyeefkeâ
efMe#ee
efÉleerÙekeâ mšesjspe Dehes#eeke=âle ØeeLeefcekeâ mšesjspe mes Oeercee Je
ceveesjbpeve
memlee neslee nw efkeâvleg Ùen DeveJejle neslee nw~
mebmke=âeflekeâ ØemeejCe
ØeeLeefcekeâ mšesjspe kesâ GoenjCe = jwce Deewj jesce (RAM &
meeceeefpekeâ SkeâerkeâjCe
ROM)
18. (c) : [erpeue Jeenve DelÙeefOekeâ cee$ee ceW veeFšêspeve kesâ Dee@keämeeF[
Deewj met#ce keâCe (HeâeFve heeefš&kegâuesš cewšj) Glmeefpe&le keâjles efÉleerÙekeâ mšesjspe kesâ GoenjCe = Heäuee@heer ef[mkeâ, meer[er,
nQ~ keâLeve II ieuele nw keäÙeeWefkeâ [erpeue FËpeve GÛÛe JeeÙeg [er.Jeer.[er Deeefo~
FËOeve Devegheele Jeeues leveg efceßeCe mes Ûeueles nQ~ 24. (b) : 5472 → 9 DeLee&led mebKÙee 9 mes efJeYeepÙe nw~
19. (c) : FËOeveeW keâe Gvekesâ onve kesâ Devegmeej Øeefle FkeâeF& Tpee& Øeeefhle
6342 → 6 DeLee&led mebKÙee 6 mes efJeYeepÙe nw~
hej Glmeefpe&le nesves Jeeueer keâeye&ve [eF-Dee@keämeeF[ keâer cee$ee
keâe DeJejesner ›eâce– 7584 → 6 DeLee&led mebKÙee 6 mes efJeYeepÙe nw~
keâesÙeuee (efueiveeFš) – 215.4 9237 Skeâ efJe<ece mebKÙee nw leLee Fmekesâ Debkeâes keâe Ùeesie
iewmeesefueve (SLesvee@ue jefnle) – 157.2 =9+2+3+7
Øeeshesve – 139.0 = 21 nw pees 3 mes efJeYeepÙe nw~
Øeeke=âeflekeâ iewme – 117 Dele: mebKÙee 3 mes efJeYeepÙe nesieer~
25. (a) : 3peer Skeâ uecyeer jWpe keâer yesleej ØeewÅeesefiekeâer nw~ kegâÚ 31. (a) : ceeheve mes DeeMeÙe JemlegDeeW, ue#eCeeW, iegCeeW Deewj JÙeJenejeW
ef›eâÙeekeâueeheeW kesâ efueS GÛÛe yeQ[efJeLe keâer DeeJeMÙekeâlee nesleer keâes ØeoefMe&le keâjves kesâ efueS mebKÙeeSB Øeoeve keâjves nsleg
nw efpevnW 3peer Éeje veneR efkeâÙee pee mekeâlee nw~ yuetštLe Skeâ efveÙeceeW kesâ mecegÛÛeÙe mes nw~ peyeefkeâ hejer#eCe Skeâ Øeef›eâÙee nw
Úesšer jWpe keâer yesleej ØeewÅeesefiekeâer nw efpemekeâe GheÙeesie [sše efpemeceW ceevekeâerke=âle Øeef›eâÙeeDeeW keâe GheÙeesie keâjles ngS efkeâmeer
šêbmeHeâj kesâ efueS ef[JeeFmeeW keâes Deeheme ceW peesÌ[ves kesâ efueS JÙeefòeâ kesâ JÙeJenej keâe ØeefleoMe& Øeehle efkeâÙee peelee nw,
efkeâÙee peelee nw~ yuetštLe [sše šêbmeHeâj keâe efvecve keâercele cetuÙeebkeâve efkeâÙee peelee nw Deewj Gmes Debkeâ Øeoeve efkeâÙes peeles
Jeeuee meeOeve nw~ nQ~ hejer#eCe kesâ heefjCeeceeW kesâ DeeOeej hej MetvÙe
26. (b) : YeejleerÙe leke&âMeeŒe ceW ueIeg heo ceW ceOÙe heo keâer GheefmLeefle heefjkeâuheveeDeeW keâes mJeerke=âle Ùee DemJeerke=âle efkeâÙee peelee nw~
keâes he#e-Oeefce&lee keâne peelee nw~ 32. (c) :
27. (d) : [sueme& efjheesš& 1996 ceW [sueme& DeeÙeesie Éeje yeveeF& ieF& keâchÙetšj keâecheesvesvš JeCe&ve
Skeâ efjheesš& Leer~ Fmeves oes ØecegKe DeJeOeejCeeDeeW kesâ DeeOeej A. jwce (Deej S Sce) IV. kebâhÙetšj hej Jele&ceeve ceW
hej efMe#ee kesâ Skeâ Skeâerke=âle Âef°keâesCe keâe ØemleeJe jKee~ Ûeue jns Øees«eece keâes Ûeeuet
Fme ØemleeJe kesâ Devleie&le efMe#ee kesâ Ûeej mlecYe efoÙes ieÙes nQ jKelee nw~
efpemeceW Learning to know, Learning to be,
Learning to do leLee Learning to live together
B. [er.Jeer.[er.– III. kesâJeue Skeâ yeej efueKee pee
meefcceefuele nQ efpemeceW Learning to live together jesce (Deej.Dees.Sce.) mekeâlee nw~
(menÙeesie kesâ meeLe peerves kesâ efueS DeefOeiece) keâes ‘JemegOewJe C. S Sue Ùet II. ieCevee Deewj leguevee mebyebOeer
kegâšgcyekeâce’ kesâ YeejleerÙe cetuÙe keâes oMee&ves Jeeuee mlecYe mebef›eâÙeeSb keâjlee nw~
yeleeÙee ieÙee nw~
D. meer heer Ùet I. keâchÙetšj keâe ceefmle<keâ
28. (b) : Jesye yeÇeGpej keâe GösMÙe Jesye mes metÛevee mebmeeOeveeW keâes Øeehle
33. (b) :
keâjvee Deewj GvnW GheÙeesiekeâòee& kesâ ef[JeeFme hej ØeoefMe&le
keâjvee nw~ GoenjCe kesâ efueS http.//en.wikipedia.org/ %eele kesâ ceeOÙece efJeJejCe
Skeâ URL keâes[ peye GheÙeesiekeâlee& Éeje yeÇeGpej hej meÛe& A. yeesOe (ØelÙe#eerkeâjCe) IV. JemlegDeeW kesâ meeLe kegâÚ DeJeÙeJeeW kesâ
efkeâÙee peelee nw leye ØeejcYe nesves Jeeuee henuee hespe Jesye hespe hejmhej JÙeJenej Éeje GlheVe Megæ
keânueelee nw~ meb%eeve~
Fbšjvesš Øeesšeskeâe@ue S[^sme (IP Address) Skeâ mebKÙeelcekeâ B. Devegceeve I. meb%eeve pees efkeâmeer DevÙe meb%eeve keâes
uesJeue nw pees keâchÙetšj vesšJeke&â mes peg[Ì s ØelÙeskeâ ef[JeeFme keâes ceevelee nw~
meeQhee peelee nw pees mebÛeej kesâ efueÙes Fbšjvesš Øeesšeskeâe@ue keâe
C. leguevee II. Meyo SJeb Gmekesâ mebkesâleeW kesâ yeerÛe
GheÙeesie keâjlee nw Ùen nesmš leLee mLeeve oesveeW keâes %eele keâjves
mebyebOe keâe %eeve~
keâe keâeÙe& keâjlee nw~
29. (a) : ØeeÛeerve Yeejle ceW efMe#ee keâe ØecegKe ue#Ùe cegefòeâ DeLeJee Gæej D. Meyo III. efJeÕeemehee$e JÙeefòeâ keâe keâLeve leLee Gmekesâ
Lee~ ØeeÛeerve Yeejle keâer efMe#ee JÙeJemLee JesoeW Gheefve<eoeW hej DeefYeØeeÙe keâes mecePeves ceW megmebiele~
DeeOeeefjle Leer efpemekesâ keâejCe efJeÅeeefLe&ÙeeW keâes veMJej mebmeej mes 34. (d) : DeLee&heefòe ØeceeCe mes nce oes leLÙeeW kesâ yeerÛe efJejesOeeYeeme kesâ
cegefòeâ heeves leLee Deelcee keâes hejceelcee ceW efJeueerve nesves keâe
%eeve keâjeÙee peelee Lee~ Dele: Ùen keân mekeâles nQ efkeâ ØeeÛeerve heefjCeecemJe™he Skeâ leLÙe keâer Keespe keâjles nQ~ GheÙeg&òeâ
Yeejle ceW efMe#ee keâe ØecegKe ue#Ùe Deelce cegefòeâ DeLeJee Gæej GoenjCe ceW osJeoòe kesâ Deheves Iej ceW DevegheefmLeefle kesâ DeeOeej
Lee~ DevÙe$e GheefmLeefle keâes mJeerkeâej efkeâÙee ieÙee nw~
30. (c) : DeefYekeâLeve mener nw Deewj leke&â ieuele nw~ 35. (b) : mJeÙeced Yeejle mejkeâej keâer Skeâ Dee@veueeFve hee"Ÿe›eâce henue
Skeâ MeesOekeâlee& keâes MeesOe-ØeyebOe uesKeve ceW meboYeeakeâjCe Deewj nw~ Dele: keâLeve-I ieuele nw~
Øee™he keâer efJeefYeVe MewefueÙeeW keâe Devegheeueve keâjvee heÌ[lee nw ‘F&-Ùeb$e’ DeeF& DeeF& šer cegcyeF& Éeje Sce SÛe Deej [er Sve
uesefkeâve DeeF&meeršer keâer Yeeieeroejer DeefveJeeÙe& iegCe veneR nw Sce F& meer DeeF& šer kesâ ceeOÙece mes Fcyesef[[ efmemšce SJeb
DeeF&meeršer keâe GheÙeesie kesâJeue [eše keâer ieCevee keâjves Gmes jesyeesefškeäme ceW efMe#ee kesâ Øemeej kesâ efueS Skeâ henue nw~ Dele:
mebjefÛele keâjves, mebieef"le keâjves kesâ efueÙes efkeâÙee peelee nw~ keâLeve-II ieuele nw~
36. (d) : Dee@veueeFve huesšHeâece& efMe#eCe SJeb DeefOeiece keâes Jewkeâefuhekeâ ØeMveevegmeej,
efMe#ee keâe Ghe-Øekeâej yeveelee nw pees efMe#ee keâer cegKÙe Oeeje mes 36x
Deueie Mew#eefCekeâ Âef°keâesCe jKelee nw~ yeoueleer heefjefmLeefleÙeeW = 90 + 9
100
ves Fmes cegKÙe efMe#ee keâer Deesj De«emej efkeâÙee nw~ Jele&ceeve ceW
36
heejcheefjkeâ keâ#eeDeeW keâer Dehes#ee DeeYeemeer keâ#eeDeeW keâe Ùee x = 99
100
mebÛeeueve efkeâÙee pee jne nw~
100
37. (a) : keâLeve I Deewj II oesveeW mener nQ~ ØeeceeefCekeâlee megefveef§ele keâjves Ùee x = 99 ×
36
kesâ efueS MeesOekeâlee& Éeje Gve cetue œeesleeW keâes Fbefiele efkeâÙee
peelee nw peneB mes Øeoòe efueS ieS nQ~ Øeoòe efJeMues<eCe Deewj x = 275
efveJe&Ûeve ceW MeesOekeâlee& keâes ØeÙegòeâ heæefleÙeeW keâes Dehesef#ele ≈ 276
keâ"esjlee Deewj GheÙegòeâlee keâe ØeoMe&ve keâjvee nw, Fmemes MeesOe 43. (b) : ØeÙeesieelcekeâ MeesOe efJeefOe Éeje ‘keâejCe Deewj ØeYeeJe mebyebOe’ hej
veweflekeâlee megefveef§ele nesleer nw~ efJeMes<e OÙeeve kesâefvõle efkeâÙee peelee nw~ Fmekesâ Devleie&le mJeleb$e
38. (b) : šer.Sue. cee@[ue Skeâ Øekeâej keâe Âef°keâesCe nw pees efMe#eCe Ûej ceW nsjhesâj keâjkesâ Deeefßele Ûej hej DeeÙes ØeYeeJe keâe hejer#eCe
DeefOeiece JeeleeJejCe keâes yesnlej yeveelee nw efpemeceW efMe#ekeâeW efkeâÙee peelee nw~
Deewj efMe#eeefLe&ÙeeW kesâ JÙeJenej Yeer meefcceefuele neslee nw~ Dele:
44. (c) : YeejleerÙe oMe&ve keâer efvecve ØeCeeefueÙeeB JesoeW kesâ Øeefle
šer.Sue. cee@[ue efMe#eCe Deewj DeefOeiece ceW DeefYeVe mecyevOe
keâes mener ceevelee nw~ efJejesOeelcekeâ nQ–
39. (a) : efMe#eCe keâe efvecvelece mlej mce=efle mlej keâes ceevee peelee nw~ (i) yeewæcele, (ii) pewve cele, (iii) ÛeeJee&keâ
Fme mlej ceW leLÙeeW SJeb metÛeveeDeeW kesâ Skeâ$eerkeâjCe, jšves hej 45. (d) : Ùeefo Skeâ efMe#ekeâ efJeÅeeefLe&ÙeeW kesâ DeefOeiece keâes ØeYeeefJele keâjves
yeue DeefOekeâ efoÙee peelee nw~ Fme mlej hej efJeÅeeLeea keâe keâe GefÛele lejerkeâe megefveef§ele keâjves kesâ efueS efMe#eCe ceW
efMe#ekeâ hej ÂÌ{ efJeÕeeme neslee nw leLee FmeceW efMe#ekeâ meef›eâÙe ™heeblejCehejkeâ Gheeiece keâe ØeÙeesie keâjlee nw leye Fme meboYe&
SJeb efJeÅeeLeea efveef<›eâÙe Yetefcekeâe efveYeeles nQ~
ceW efvecve ef›eâÙeekeâueehe GefÛele ceeves peeÙeWies–
40. (a) : DeefYekeâLeve Deewj leke&â oesveeW mener nQ Deewj leke&â DeefYekeâLeve keâer
mener JÙeeKÙee nw~ efJeÅeeefLe&ÙeeW kesâ efueS mecceeve Deewj efJeÕeeme keâer YeeJevee
jKevee~
meceepe Skeâ Meyo nw pees ceveg<ÙeeW Deewj ueesieeW kesâ meeLe nesves
keâes JeefCe&le keâjlee nw Deewj Gvekeâes Deeheme ceW mecyevOeeW kesâ GÛÛe mlejerÙe ØelÙeeMeeDeeW keâe mecØes<eCe
ceeOÙece mes peesÌ[s jKelee nw~ efJeefYeVe mecegoeÙe pees Yee<ee,
efjJeepe Fefleneme Deewj Yetieesue Éeje meceepe ceW Skeâef$ele nw meeJeOeeveer hetJe&keâ mecemÙee meceeOeeve Deewj efvepeer henue
keäÙeeWefkeâ Fvekeâer Skeâlee Gvekeâer mecØes<eCe ØeCeeueer Deewj mebmke=âefle keâes yeÌ{eJee osvee~
Éeje megefJeOeepevekeâ ngF& nw~ 46. (d) : Ùeefo JewefÕekeâ jCeveerefle mLeeveerÙe efmLeefleÙeeW mes JebefÛele nw lees
41. (c) : GheÙeg&òeâ leke&âJeekeäÙe ceW GheveÙe nw– ‘Gme heneÌ[er ceW OegDeeB nw
heefjCeece mJe™he mLeeveerÙe efmLeefleÙeeW hej OÙeeve osves Jeeues
pees efvejheJeeo ™he mes Deeie mes mebyebefOele nw~
(i) heneÌ[er ceW Deeie nw (Øeeflecee) Øeeflemheefæ&ÙeeW keâe ØeYeglJe nesiee~
(ii) keäÙeeWefkeâ GmeceW OegDeeB nw (nsleg) 47. (b) :ØelÙeskeâ osMe ceW meceeve Glheeo keâe meceeve lejerkesâ mes efJeheCeve
(iii) efpemeceW Yeer OegDeeB nw GmeceW Deeie nesleer nw (GoenjCe) keâjvee JÙeJemeeÙe ceW JewefÕekeâ jCeveerefle nesveer ÛeeefnS~
(iv) Gme heneÌ[er ceW nw pees efvejheJeeo ™he mes Deeie mes mebyebefOele
48. (a) : Ùeefo keâesF& JÙeJemeeÙe JewefMJekeâ jCeveerefle Deheveelee nw keâe DeLe&
nw (GheveÙe)
(v) Dele: GmeceW Deeie nw (efveieceve)
nw efkeâ Jen ØeeflemheOee& keâj jne nw~
42. (b) : ceevee DeefOekeâlece Debkeâ x nw~ 49. (a) : JewefÕekeâ jCeveerefle keâe DeLe& nw ØelÙeskeâ ØeeflemheOeea yeepeej ceW
Dele: GòeerCe& nesves kesâ efueÙes DeeJeMÙekeâ Debkeâ = x ×

36 Skeâ meceeve efJeheCeve efceßeCe keâes Deheveevee~
100
50. (d) :JÙeJemeeÙe efJeheCeve keâe ‘iueesyeueeFpesMeve’ Skeâ JeemleefJekeâlee nw
36x
=
100 pees iueesyeue yeÇeC[es keâe Deekeâueve keâjleer nw~
PRACTICE SET-14
The table below provides data of the number of heeBÛe efJeefYevve #es$eeW veecele: J, K, L, M Deewj N mes Je<e& 2014
candidates who appeared (A) and qualified (Q) in a mes 2019 kesâ oewjeve efkeâmeer hejer#ee ceW yew"ve Jeeues (A) leLee ÙeesiÙe
test during the years from 2014 to 2019 from five heeS ieS (Q) DeYÙeefLe&ÙeeW keâer mebKÙee mebyebOeer DeeBkeâÌ[s efvecve
different zones J, K, L, M, and N. In accordance with leeefuekeâe ceW GheueyOe nw~ leeefuekeâe kesâ Devegmeej, ØeMve (1–5) kesâ
the table, answer the questions 1-5:
Gòej oW:
Year– Wise Number of Candidates from Different Zones/efJeefYeVe #es$eeW kesâ
DeYÙeefLe&ÙeeW keâer Je<e& Jeej mebKÙee:
Zone/#es$e J K L M N
→
Year/Je<e& A Q A Q A Q A Q A Q
↓
2014 320 250 350 140 380 220 420 240 620 360
2015 460 340 690 420 690 440 740 330 620 480
2016 650 490 770 450 590 480 830 560 640 420
2017 740 570 540 340 720 320 930 640 780 620
2018 880 480 660 520 860 680 1140 520 990 690
2019 920 560 1060 640 1030 740 1420 1140 1180 940
1. The difference between the number of 4. The ratio of the number of candidates who
candidates who appeared and qualified in the appeared in the test from the Zone–J in the
test from Zone-M in the given period was the year 2014 to the number of candidates who
second lowest in the year: qualified the test from the Zone–M in the year
oer ieF& DeJeefOe ceW M #es$e mes hejer#ee ceW yew"ves Jeeues leLee 2016 :
ÙeesiÙe heeS ieS DeYÙeefLe&ÙeeW keâer mebKÙee kesâ yeerÛe keâe Deblej Je<e& 2014 ceW J #es$e mes hejer#ee ceW yew"ves Jeeues DeYÙeefLe&ÙeeW
Je<e& ceW otmeje meyemes vÙetvelece Lee: keâer mebKÙee keâe Devegheele Je<e& 2016 ceW M #es$e mes ÙeesiÙe
(a) 2014 (b) 2016 heeS ieS DeYÙeefLe&ÙeeW keâer mebKÙee keâer leguevee ceW Lee~
(c) 2017 (d) 2019 (a) 4 : 7 (b) 4 : 9
2. The number of candidates who appeared in the (c) 9 : 4 (d) 8 : 13
test from Zone-K in the year 2017 was 5. The total number of candidates who qualified
approximately what percentage of the number the test in the year 2018 and 2019 together was
of candidates who qualified the test from the the second highest in the zone :
Zone –L in the year 2019. Je<e& 2018 Deewj 2019 kesâ efueS Skeâ meeLe hejer#ee ceW
Je<e& 2017 ceW #es$e K mes hejer#ee ceW yew"ves Jeeues ÙeesiÙe heeS ieS DeYÙeefLe&ÙeeW keâer kegâue mebKÙee efkeâme #es$e ceW
DeYÙeefLe&ÙeeW keâer mebKÙee Je<e& 2019 ceW #es$e L kesâ ÙeesiÙe otmeje meyemes DeefOekeâlece Lee?
(a) J (b) N
heeÙes ieÙes DeYÙeefLe&ÙeeW keâer mebKÙee keâe efkeâlevee ØeefleMele nw?
(c) K (d) L
(a) 88% (b) 83%
6. An open classroom environment where
(c) 73% (d) 68%
teachers and students are participatory and
3. What was the average number of candidates
pay attention towards one other. In this
who appeared in the test from Zone –N over all
environment which level of teaching will be
the years together?
helpfull?
mece«e ™he mes hetjs Je<e& keâer leguevee cebs #es$e N mes hejer#ee ceW keâ#ee keâe cegòeâ JeeleeJejCe peneB DeOÙeehekeâ SJeb Úe$e
yew"ves Jeeues DeYÙeefLe&ÙeeW keâer Deewmele mebKÙee keäÙee Leer? Deeheme cebs menYeeieer nesles nQ Deewj Skeâ otmejs keâe OÙeeve
(a) 810 (b) 815 jKeles nQ, Ssmes JeeleeJejCe ceW keâewve mee efMe#eCe mlej
(c) 825 (d) 805 meneÙekeâ nesiee?
(a) Memory level/mcejCe mlej (b) Emotional intelligence related
(b) Understanding level/DeJeyeesOe mlej YeeJeveelcekeâ yegefæ mebyebOeer
(c) Reflective level/efJeceMeea mlej (c) Social intelligence related/meeceeefpekeâ yegefæ mebyebOeer
(d) Autonomous development level/mJeeÙeòe efJekeâeme mlej (d) Spiritual intelligence related
7. Which will be the correct hierarchical sequence DeeOÙeeeflcekeâ yegefæ mebyebOeer
for the following types of learning? 10. Given below are two statements:
efvecveefueefKele Øekeâej kesâ DeefOeiece kesâ efueS mener heoeveg›eâce veerÛes oes keâLeve efoS ieS nQ:
keäÙee nesiee~ Statement/keâLeve (I) :
(a) Discrimination learning/efJeYesoerkeâjCe DeefOeiece Instructional technology is a network of
techniques used in the service for realizing
(b) Sign learning/mebkesâle DeefOeiece
instructional objectives
(c) Concept learning/DeJeOeejCee DeefOeiece
DevegosMeeveelcekeâ ue#ÙeeW keâes hetje keâjves kesâ efueS mesJee ceW ØeÙeesie
(d) Problem solving learning/mecemÙee efveoeve DeefOeiece
keâer ieF& lekeâveerkeâeW keâe vesšJeke&â DevegosMeelcekeâ lekeâveerkeâ nw~
(e) Rule learning/efveÙece DeefOeiece
Computer aided instruction can replace the teacher
given below
if the goal of education is personality development
Ùeefo JÙeefòeâòJe efJekeâeme efMe#ee keâe ue#Ùe nw lees kebâhÙetšj S[s[
(a) B, A, C, E and D/B, A, C, E Deewj D
efMe#eCe DeOÙeehekeâ keâes ØeeflemLeeefhele keâj mekeâlee nw~
(b) A, B, E, D and C/A, B, E, D Deewj C
(c) D, C, B, A and E/D, C, B, A Deewj E
(d) C, D, E, A and B/C, D, E, A Deewj B
8. Which of the following research forms, aims
mes mener Gòej ÛegveW:
primarily at application of theoretical advances
with an eye on exploring the possibility for (a) Both Statement I and Statement II are true
generalization? keâLeve I Deewj II oesveeW mener nw~
meeceevÙeerkeâjCe ÙeesiÙelee kesâ efueS mebYeeJevee keâer Keespe hej (b) Both Statement I and Statement II are false
kesâefvõle nesves kesâ meeLe efvecveefueefKele ceW mes keâewve mee MeesOe keâLeve I Deewj II oesveeW ieuele nw~
keâe Øekeâej cegKÙele: mewæebeflekeâ Øeieefle kesâ ØeÙeesie hej
ueef#ele neslee nw~
(a) Fundamental research/ceewefuekeâ MeesOe
(b) Evaluative research/cetuÙeebkeâve MeesOe
11. In a research project using triangulation
(c) Action research/keâeÙee&lcekeâ MeesOe
approach which of the following can form part
(d) Applied research/DevegØeÙegòeâ MeesOe
of the investigation on studying parental
9. Which of the following intellectual
participation, attitude and problems?
characteristics in a teacher needs nurturing in
order to accomplish subjective well being ‘ef$eYegpeve’ Gheeiece keâe ØeÙeesie keâjves Jeeueer MeesOe
leading to effectiveness in motivating and heefjÙeespevee ceW efvecveefueefKele ceW mes keâewve ‘‘DeefYeYeeJekeâerÙe
inspiring students of college level education? Yeeieeroejer, DeefYeJe=efòe leLee mecemÙeeDeeW’’ kesâ DeOÙeÙeve hej
ceneefJeÅeeueÙe mlej keâer efMe#ee ceW Deelceieled megefmLeefle peeBÛe keâe Yeeie yeve mekeâlee nw~
efveef§ele keâjves keâer Âef° mes Úe$eeW keâes DeefYeØesefjle SJeb (A) Interview/mee#eelkeâej
Øeeslmeeefnle keâjves ceW ØeYeeefJelee ueeves kesâ efueS DeOÙeehekeâ ceW (B) Observation/Øes#eCe
efvecveefueefKele keâewve mee yeewefækeâ iegCe mebheesef<ele keâjves keâer (C) Tests/hejer#ee
(D) Sociometric/meceepeefceefle
DeeJeMÙekeâlee nw~
(E) Focused group discussion/kesâefvõle mecetn ÛeÛee&
(a) Cognitive intelligence related
meb%eelcekeâ yegefæ mebyebOeer given below
veerÛes efoÙes ieÙes efJekeâuheeW cebs mes mener Gòej ÛegefveÙes : Statement/keâLeve (I) :
(a) A, B and C only/kesâJeue A, B Deewj C A research hypothesis is a conjectural statement
(b) C, B and D only/kesâJeue C, B Deewj D postulating the relationship among variables with
a view to advance solution of the problem of study
(c) C, D and E only/kesâJeue C, D Deewj E
MeesOe heefjkeâuhevee Skeâ Devegceeefvele keâLeve nw pees DeOÙeÙeve keâer
(d) A, B and E only/kesâJeue A, B Deewj E
mecemÙee kesâ efveoeve keâer efoMee ceW ÛejeW kesâ yeerÛe mebyebOeeW keâes
12. In which method of research the independent
DeefYeOeeefjle keâjlee nw~
variable is manipulated to observe and
measure its effect on dependent variable? Statement/keâLeve (II) :
efvecveefueefKele ceW mes keâewve meer MeesOe efJeefOe ceW mJeleb$e ÛejeW The Non probability sampling procedures
provides the best estimate for the population
keâes Deeefßele ÛejeW hej Gmekesâ ØeYeeJe keâes osKeves SJeb ceeheves
parameter/iewj mebYeeJÙelee ØeefleoMe& ØeefleÛeÙeve Øeef›eâÙee
kesâ efueS JÙeJenej ceW ueeÙee peelee nw~
pevemebKÙee ØeeÛeue kesâ efueS meJee&sòece Deekeâueve nw~
(a) Ex-post facto method/meceÙeesòej efJeefOe
(b) Experimental method/ØeÙeesefiekeâ efJeefOe correct answer from the options given below:
(c) Case study method/kesâme mš[er efJeefOe GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
(d) Historical method/Ssefleneefmekeâ efJeefOe mes mener Gòej ÛegveW~
13. What are the characteristic features of the (a) Both Statement I and Statement II are true
Quantitative Research paradigm? keâLeve I Deewj II oesveeW mener nQ~
cee$eelcekeâ MeesOe Øeefleceeve keâer DeefYeuee#eefCekeâ efJeMes<eleeSB (b) Both Statement I and Statement II are false
keäÙee nQ? keâLeve I Deewj II oeveeW ieuele nQ~
1. It is hypothetico-deductive (c) Statement I is correct but Statement II is false
Ùen Øeekeäkeâuhevee - efveieceveelcekeâ nw keâLeve I melÙe nw II efkebâleg keâLeve ieuele nw~
2. It is focused on natural settings
keâLeve I DemelÙe nw II efkebâleg keâLeve mener nw~
Ùen Øeeke=âeflekeâ heefjJesMe hej keWâefõle nw
15. Which of the characteristics in classroom
3. It lays stress on generalizations of the teaching behaviour as given below will be
population characteristics/Ùen pevemebKÙee classified as a part of formative assessment?
DeefYeue#eCe kesâ meeceevÙeerkeâjCe keâes yeue Øeoeve keâjlee nw keâ#ee ceW efMe#eCe JÙeJenej kesâ veerÛes efoS ieS iegCeeW kesâ
4. It emphasizes numeric data from a large Devegmeej efkeâme keâes jÛeveelcekeâ cetuÙeebkeâve kesâ Yeeie kesâ ™he
number of people/Ùen ueesieeW keâer yeÌ[er mebKÙee mes ceW Jeieeake=âle efkeâÙee peeSiee~
Øeehle mebKÙeelcekeâ DeebkeâÌ[eW hej yeue oslee nw (A) The teacher will ask question to elicit
5. It says that the literature review plays a minor classification from the students/Úe$eeW ces
role but justify the problem mhe°erkeâjCe Øeehle keâjves kesâ efueS DeOÙeehekeâ ØeMve hetÚsiee~
meeefnlÙe meceer#ee jKevee ieewCe Yetefcekeâe efveYeelee nw efkeâvleg (B) The teacher will specify the level of mastery
mecemÙee keâes vÙeeÙemebiele yeveelee nw attained by students/Úe$eeW Éeje Øeehle keâer ieF&
Choose the correct answer from the options efJeMes<elee kesâ mlej keâes DeOÙeehekeâ efJeefveefo&° keâjsiee~
given below: (C) The teacher pauses for a few seconds, looks at
veerÛes efoS ieS efJekeâuheeW ceW mes mener Gòej ÛegefveÙes: students and asks questions
DeOÙeehekeâ kegâÚ mewkesâb[me kesâ efueS ®keâlee nw efheâj Úe$eeW keâes
osKekeâj ØeMve hetÚlee nw~
(D) During the time of presentation the teacher
makes the students understand and
(d) 3, 4 and 5 only/kesâJeue 3, 4 Deewj 5
investigates/ØemlegleerkeâjCe kesâ meceÙe DeOÙeehekeâ Úe$eeW keâes
veerÛes oes keâLeve efoS ieS nQ– DevegyeesOe keâjJeelee nw leLee peeBÛe keâjlee nw~
(E) The teacher indicates performance criteria 18. Identify the chronological sequence of the
and gives judgmental values following countries opting for educational
DeOÙeehekeâ efve<heeove efve<keâ<e& keâes Fbefiele keâjlee nw Deewj broadcasting channels
efveCe&Ùeelcekeâ cetuÙe yeleelee nw~ Mew#eefCekeâ ØemeejCe ÛewveueeW keâes Ûegveves Jeeues efvecveefueefKele
Choose the correct answer from the options osMeeW kesâ keâeueeveg›eâce keâes efÛeefÖle keâerefpeS~
given below: (A) Great Britain/«esš efyeÇšsve
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes: (B) The United States/ÙegveeFšs[ mšsšdme
(a) Only A, B and C/kesâJeue A, B Deewj C (C) Australia/Dee@mš^sefueÙee
(b) Only A, B and D/kesâJeue A, C Deewj D (D) India/Yeejle
(c) Only B, C and D/kesâJeue B, C Deewj D (E) Canada/keâvee[e
(d) Only C, D and E/kesâJeue C, D Deewj E Choose the correct answer from the options
16. Poor listening by the audience leads to given below
ßeesleeDeeW Éeje DeJeßeJeCe Fmekeâer Deesj ues peelee nw: veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes-
(a) Appreciating the speaker/Jeòeâe keâes cenòJe osvee (a) B, A, E, C, D (b) C, D, E, A, B
(b) Wild imaginations/Dešhešer heefjkeâuhevee (c) D, E, B, C, A (d) A, B, D, E, C
(c) Inaccurate inferences/DeÙeLeeLe& Devegceefle 19. Given below are two statements:
veerÛes oes keâLeve efoÙes ieS nQb-
(d) Disrespecting the speaker/Jeòeâe keâe efvejeoj
Statement/keâLeve-I :
17. Match List I with list II
metÛeer I keâes metÛeer II mes megcesefuele keâerefpeS: Free and unlimited use of non verbal cues enhance
the communicative aspects of classroom
List/metÛeer- I List/metÛeer- II
teaching/DeJeeefÛekeâ mebkesâleeW keâe cegòeâ SJeb Demeerefcele ØeÙeesie
Writer/uesKekeâ Communication
keâ#ee ceW efMe#eCe kesâ mecØes<eCeelcekeâ henuegDeeW keâes yeÌ{elee nw~
concept/mebÛeej DeJeOeejCee
Statement/keâLeve-II :
A Aristotle/Dejmlet 1 SMCR-Sender,
The attractive persona of the teacher enlivens the
Message, Channel-
Receiver- Model classroom environment/DeOÙeehekeâ keâe Deekeâ<e&Ce JÙeefòeâòJe
Sme Sce meer Deej– Øes<ekeâ, keâ#ee kesâ JeeleeJejCe keâes peerJevle yevee oslee nw~
mebosMe, Ûewveue- Øeehlekeâlee&- In the light of the above statements, choose the
correct answer from the options given below
Øee™he
B Shannon and 2 Circular
mes mener Gòej ÛegveW~
Weaver Communication
Mesveve Deewj JeerJej Je=òeerÙe mebÛeej keâLeve I Deewj II oesveeW mener nQ~
C Wilbur Schramm 3 Speaker– Centred (b) Both Statements I and Statement II are false
efJeuJej m›eâece Communication/ keâLeve I Deewj II oesveeW ieuele nQ~
Jeòeâe kesâefvõle mebÛeej (c) Statement I is correct but Statement II is false
D David Berlo 4 Top-down, Linear
[sefJe[ yeueex communication
Thej mes veerÛes, jsKeerÙe true/keâLeve I DemelÙe nw efkebâleg keâLeve II mener nw~
20. The consequences of effective classroom
mebÛeej
communication are
Choose the correct answer from the options keâ#ee cebs ØeYeeJeer mecØes<eCe kesâ Ùen heefjCeece nw:
given below:
(A) Enhanced expectations of teacher from
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS:
students/Úe$eeW mes DeOÙeehekeâ keâer yeÌ{er ngF& Dehes#eeSB
A B C D
(B) Learning as satisfying pursuit
(a) 1 2 3 4
(b) 2 3 4 1 DeefOeiece meblegef° DevegmejCe kesâ ™he ceW
(c) 3 4 2 1 (C) increased promotional prospects for
(d) 4 1 3 2 teachers/DeOÙeehekeâ kesâ efueS yeÌ{s ngS ØeesVeefle kesâ DeJemej
(D) Enabling students to achieve goals 24. The given equation becomes correct after
ue#ÙeeW keâer Øeeefhle kesâ efueS Úe$eeW keâes me#ece yeveevee interchanging their signs. One of the four
(E) Positive learning outcomes alternatives under it specifies the interchange
mekeâejelcekeâ DeefOeiece ØeefleHeâue of signs in the equation which when made will
make the equation correct :
given below
efÛeÖeW keâe Deeheme cebs mLeeve heefjJele&ve keâjves mes efoÙee ieÙee
meceerkeâjCe mener nes peelee nw~ Fmekesâ Debleie&le Ûeej
(a) A, B and C only/kesâJeue A, B Deewj C
efJekeâuheeW ceW Ssmee efJeefve&efo° nw efkeâ meceerkeâjCe ceW efÛeÖeW
(b) B, C and D only/kesâJeue B, C Deewj D
(c) C, D and E only/kesâJeue C, D Deewj E
keâe pewmes ner Deble: heefjJele&ve- efkeâÙee peeSiee, meceerkeâjCe
(d) B, D and E only/kesâJeue B, D Deewj E mener nes peeSiee~
21. What part of 1/12 is 3/8? mener efJekeâuhe keâes ÛegveW–
1/12 keâe keâewve mee Yeeie 3/8 nw? 9 + 5 ÷ 4 × 3 – 6 = 12
(a) 3/7 (b) 4/3 (a) + and/Deewj – (b) ÷ and/Deewj –
(c) 1/12 (d) 9/2 (c) + and/Deewj × (d) ÷ and/Deewj ×
22. Rajiv, Sanjeev and Vijay took part in racing 25. Find the odd one out in following sequence:
competition. Whose total distance was 1500
efvecveefueefKele ßesCeer ceW mes efJepeeleerÙe Debkeâ ÛegveW:
meters. Rajiv beats Sanjiv by 30 meters and
1, 5, 14, 30, 50, 55, 91
Vijay by 100 meters. By how much could
(a) 14 (b) 30
Sanjiv beat Vijay over the full distance if they
(c) 50 (d) 55
both ran as before :
jepeerJe, mebpeerJe Deewj efJepeÙe ves Skeâ oewÌ[ ØeefleÙeesefielee ceW 26. "Fat Krishnadatta eats either during day or
Yeeie efueÙee, efpemekeâer kegâue otjer 1500 ceer. Leer~ jepeerJe ves night, Fat Krishnadatta does not eat during
mebpeerJe keâes 30 ceer. mes heerÚs Úes[ Ì e peyeefkeâ efJepeÙe keâes day, therefore fat Krishnadatta eats during
100ceer. mes heerÚs ÚesÌ[e~ kegâue otjer keâer ØeefleÙeesefielee ceW night".
mebpeerJe, efJepeÙe keâes efkeâleveer otjer mes heerÚs ÚesÌ[lee Ùeefo ‘‘ceesše ke=â<Ce oòee oes efove ceW Keelee nw DeLeJee jele ceW,
oesveeW ves henues pewmeer oewÌ[ keâer nesleer~ ceesše ke=â<Ceeoòee efove ces veneR Keelee, Dele: ceesše
(a) 72.3 meters/72.3 ceer. (b) 71.5 meters/71.5 ceer. ke=â<Ceoòee jeef$e ceW Keelee nw~’’
(c) 71.4 meters/71.4 ceer. (d) 70.2 meters/70.2 ceer. The above is an example of which type of
inference?
Ghejesòeâ GoenjCe efkeâme Øekeâej keâe efve<keâ<e& nw?
Statement/keâLeve-I :
(a) Comparison (Upmana)/leguevee (Gheceeve)
If you know the length of two sides of a right
angled triangle then the length of the third side (b) Verbal testimony (Shabda)/ceewefKekeâ mee#Ùe (Meyo)
can not be found/Ùeefo Deehe efkeâmeer mecekeâesCe ef$eYegpe keâer oes (c) Negation (Anupalabdhi)/KeC[ve (DevegheueefyOe)
YegpeeDeeW keâer uebyeeF& peeveles nQ, lees leermejer Yegpee keâer uebyeeF& veneR (d) Implication (Arthapatti)/efveefnleeLe& (DeLee&heefòe)
efvekeâeueer pee mekeâleer nw~
27. A and B play Football, cricket and Hockey. B
Statement/keâLeve-II :
0 and c play Hockey and Badminton. C and D
The sum of internal angles of a triangle is 180
efkeâmeer ef$eYegpe kesâ Deble: keâesCeeW keâe Ùeesie 1800 neslee nw~ play Badminton and Tennis. D and A play
(a) Both Statement I and Statements II are true football, Cricket and Tennis. find out the
keâLeve I Deewj II oesveeW mener nQ~ correct answer among the following.
(b) Both Statement I and Statement II are false A Deewj B Hegâšyee@ue, ef›eâkesâš leLee ne@keâer Kesueles nQ~ B
keâLeve I Deewj II oeveeW ieuele nQ~
Deewj C ne@keâer Deewj yew[efcebšve Kesueles nQ~ C Deewj D
(c) Statements I is correct but Statement II is
false/keâLeve I melÙe nw efkebâleg keâLeve II ieuele nw~ yew[efcebšve Deewj šsefveme Kesueles nQ~ D Deewj A Hegâšyee@ue,
(d) Statement I is incorrect but Statement II efkeâ›esâš leLee šsefveme Kesueles nQ~ (efvecveefueefKele ceW mes mener
correct/keâLeve I DemelÙe nw II efkebâleg keâLeve mener nw~ Gòej ÛegefveS:)
(1) C does not play cricket/C efkeâ›esâš veneR Kesuelee nw~ A B C D
(2) B and D both play Tennis (a) 1 3 4 2
B Deewj D oesveeW šsefveme Kesueles nQ~ (b) 2 4 1 3
(3) A plays football, Cricket and Badminton (c) 3 1 4 2
(d) 4 3 2 1
A Hegâšyee@ue, ef›eâkesâš leLee yew[efcebšve Kesuelee nw~
31. In computer, a DVD-ROM is :
(4) A, B and D play football and cricket
keâchÙetšj ceW, [er Jeer [er jesce (DVD-ROM ) nw~
A, B Deewj D Hegâšyee@ue leLee ef›eâkesâš Kesueles nQ~
(a) An optical storage media and it can be written
(5) Except B all play tennis
many times/Skeâ Dee@efhškeâue mšesjspe ceeref[Ùee, efpemes
B kesâ Deefleefjòeâ meYeer šsefveme Kesueles nQ~
keâF& yeej efueKee pee mekeâlee nw~
veerÛes efoÙes ieÙes efJekeâuheeW ceW meJee&efOekeâ GheÙegòeâ Gòej ÛegefveÙes-
(b) A magnetic storage media and it can be
written only once/Skeâ ÛegbyekeâerÙe mšesjspe ceeref[Ùee,
efpemes kesâJeue Skeâ yeej ner efueKee pee mekeâlee nw~
(c) An optical storage media and it can be written
(d) 3, 4 and 5 only/kesâJeue 3, 4 Deewj 5 only once/Skeâ Dee@efhškeâue mšesjspe ceeref[Ùee, efpemes
28. What will come in place of the question mark kesâJeue Skeâ yeej ner efueKee pee mekeâlee nw~
(?) in the following series?
(d) A magnetic storage media and it can be
efvecveefueefKele ëe=bKeuee ceW ØeMve efÛeÖ kesâ mLeeve hej keäÙee
written many times/Skeâ ÛegbyekeâerÙe mšesjspe ceeref[Ùee,
DeeÙesiee?
efpemes keâF& yeej efueKee pee mekeâlee nw~
U, O, I, ?, A
32. With regard to computer memory, which of the
(a) M (b) G
following statements is/are TRUE?
(c) B (d) E
keâchÙetšj cesceesjer kesâ mebyebOe ceW efvecveefueefKele DeefYekeâLeveeW
29. If the day before yesterday was Friday, What
will be the third day after the day after
ceW mes keâewve mener nw~
tomorrow (A) Cache memory is volatile memory
Ùeefo yeerles ngS keâue mes henues keâe efove Meg›eâJeej Lee lees kewâÛe cesceesjer JeesuesšeF&ue cesceesjer nw~
Deeves Jeeues keâue kesâ yeeo keâe efove keâewve mee nesiee? (B) Magnetic memory is volatile memory
(a) Friday/Meg›eâJeej (b) Saturday/MeefveJeej

ÛegcyekeâerÙe cesceesjer JeesuesšeF&ue cesceesjer nw~
(C) Flash memory is volatile memory
(c) Thursday/ieg®Jeej (d) Wednesday/yegOeJeej
HeäuewMe cesceesjer JeesuesšeF&ue cesceesjer nw~
30. Match the pairs in List I with the pairs of
(D) RAM is volatile memory
analogies in List II
jwce (RAM) JeesuesšeF&ue cesceejer nw~
metÛeer I keâes metÛeer II mes megcesefuele keâerefpeS:
List/metÛeer- I List/metÛeer- II below :
A Lizard : Reptile 1 Skating : Rink veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes–
efÚhekeâueer : mejerme=he mkesâefšbie : efjbkeâ (a) A and B only/kesâJeue A Deewj B
B Tennis : court 2 Haematology : Blood (b) D only/kesâJeue D
šsefveme : keâesš& nwcesšesuee@peer : jòeâ (c) A and D only/kesâJeue A Deewj D
C Bull : Cow 3 Eagle: Bird (d) C and D only/kesâJeue C Deewj D
meebÌ[ : ieeÙe ie®Ì[ : he#eer 33. The Recycle Bin is area in Windows OS that
contains files deleted from the
D Botany : Plant 4 Wizard : Witch efj-meeFefkeâue efyeve efJeb[espe OS ceW Skeâ Ssmee #es$e nw peneB
Jevemheefle efJe%eeve : heewOee peeotiej : peeotiejveer efkeâmemes nšeF& ieF& HeâeFueW jnleer nQ -
Choose the correct answer from the options (A) Hard drive/ne[& ef[mkeâ
given below: (B) Pen drive/hesve [êF&Je
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS: (C) CD-ROM/meer[er-jesce (ROM)
Choose the correct answer from the options 36. India has huge thorium reserve, which is a
given below potential source of nuclear energy. This
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS: thorium reserve is mainly confined in the.
(a) A Only/kesâJeue A Yeejle kesâ heeme efJeMeeue LeesefjÙece Yeb[ej nw, pees
(b) A and B only/kesâJeue A Deewj B DeeefCJekeâ-Tpee& keâe me#ece Tpee& œeesle nw~ Ùen LeesefjÙece
(c) B and C only/kesâJeue B Deewj C Yeb[ej cegKÙele: keâneB nw?
(d) A and C only/kesâJeue A Deewj C (a) Rocks of chhota Nagpur plateau
34. Identify the correct order the following Úesše veeiehegj he"ej kesâ ÛeóeveeW ceW
computer memories on the basis of increasing (b) Muds of Sunderban delta
memory access time (from low to high) : megvojyeve [suše kesâ keâerÛeÌ[ ceW
yeÌ{les ngS cesceesjer Skeämesme šeF&ce (keâce mes DeefOekeâ keâer (c) Coastal sands of Kerala sea
Deesj) kesâ DeeOeej hej efvecveefueefKele keâchÙetšj cesceesjer kesâ kesâjue mecegõ kesâ lešerÙe yeeuet ceW
mener ›eâce keâer henÛeeve keâjW: (d) Sands of Thar desert/Leej ce®mLeue kesâ yeeuet ceW
(A) Registers/jefpemšme& 37. Identify the objectives specific to sustainable
Development Goals among the following :
(B) Main Memory/cesve cesceesjer
efvecveefueefKele ceW mes meleled efJekeâeme kesâ ue#ÙeeW kesâ Deveg™he
(C) Secondary Memory/meskesâC[jer cesceesjer
efJeefMe° ue#ÙeeW keâer henÛeeve keâjW~
(D) Cache Memory/kewâÛe cesceesjer
(A) Responsible consumption and production
GòejoeÙeer Kehele SJeb Glheeove
given below
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS- (B) Life on land/Yet-peerJeve
(a) A, C, D, B (b) A , D, B, C (C) Improving maternal health

(c) C, B, D, A (d) B, D, A, C ceele=òJe mJeemLÙe ceW megOeej keâjvee
35. Given below are two statements (D) Ensuring environmental viability
veerÛes oes keâLeve efoS ieS nQ– heÙee&JejCeerÙe JÙeJeneÙe&lee megefveef§ele keâjvee
Statement/keâLeve (I) : (E) Reduced inequality/Demeceevelee ceW keâceer
Minimum Number of bits required to store any 3– Choose the correct answer from the option
digit decimal number is 10 given below
efkeâmeer 3–DebkeâeW Jeeues oMeceueJe mebKÙee keâes mšesj keâjves kesâ efueS veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveÙes:
Dehesef#ele efyešdme keâer vÙetvelece mebKÙee 10 nw~
(a) A, B, E (b) A, C, D, E
Statements/keâLeve (II) :
(c) B, C, D, E (d) A, B, C, D, E
The data in a digital computer is stored in terms of
bits/ bytes where one PetaByte is equal to 250 bits 38. Given below are two statements: One is labeled
efkeâmeer ef[efpešue keâchÙetšj ceW [sše keâes efyešdme/yeeFšdme kesâ ™he as Assertion (A) and the other is labeled as
cebs mšesj efkeâÙee peelee nw, peneB Skeâ hesše yeeFš 250 efyešdme kesâ Reason (R) :
yejeyej nw~ veerÛes oes keâLeve efoS ieS nQ: Skeâ keâes keâLeve (A) Deewj
In the light of the above statements, choose the otmejs keâes leke&â (R) keâne ieÙee nw~
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ cebs efvecveebefkeâle efJekeâuheeW ceW
mener Gòej ÛegveW- Emissions from diesel vehicles are relatively less
(a) Both Statement I and Statement II are true harmful to human health in comparison to petrol
keâLeve I Deewj II oesveeW mener nQ~ vehicles/ceeveJe mJeemLÙe kesâ efueS hesšêsue JeenveeW keâer leguevee cebs
(b) Both statement I and Statement II are false [erpeue JeenveeW kesâ Glmepe&ve DeefOekeâ neefvekeâejkeâ nw~
keâLeve I Deewj II oeveeW ieuele nw~
Reason/keâejCe (R) :
Emissions of hydrocarbons and carbon monoxide
keâLeve I melÙe nw efkebâleg II keâLeve ieuele nw~ are inherently very low from diesel vehicles
[erpeue JeenveeW mes neF[êskeâeye&ve leLee keâeye&ve ceesvees-Dee@keämeeF[
true/keâLeve I DemelÙe nw efkebâleg II keâLeve mener nw~ keâe Glmepe&ve DevleYet&le ™he mes keâeHeâer keâce neslee nw~
In the light of the above statements, choose the 40. Which of the following sectors contributed least
most appropriate answer from the options to the global carbon dioxide emissions in the
given below: year 2014 as per IPCC report
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW cebs DeeF& heer meer meer kesâ efjheesš& kesâ Devegmeej, Je<e& 2014 ceW
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW– JewefÕekeâ keâeye&ve [eF& Dee@keämeeF[ Glmepe&ve ceW efvecveefueefKele
(a) Both A and R are correct and R is the correct #es$eeW ceW mes efkeâmekeâe Ùeesieoeve meyemes keâce jne nw~
explanation of A/A Deewj R oesveeW mener nQ Deewj R, (a) Transportation/heefjJenve
A keâer mener JÙeeKÙee nw~ (b) Agriculture and forest land use
(b) Both A and R are correct but R is NOT the ke=âef<e SJeb JevÙe Yetefce GheÙeesie
correct explanation A/A Deewj R oesveeW mener nQ Deewj (c) Industry/GÅeesie
R, A keâer mener JÙeeKÙee veneR nw~ (d) Utility (Electricity and Heat production)
(c) A is correct but R is not correct GheÙeesefielee (efJeÅegle SJeb leeheeslheeove)
A mener nw hejvleg R mener veneR nw~ 41. What is the correct decreasing order of
(d) A is not correct but R is correct research paper publications among the
following BRICS countries?
A mener veneR nw hejvleg R mener nw~
efvecveefueefKele efyeÇkeäme osMeeW keâe DevegmebOeeve he$eeW kesâ
39. Given below are two statements: One is labeled
as Assertion A and the other is labeled as ØekeâeMeve kesâ mebyebOe ceW Iešlee ngDee mener ›eâce keäÙee nw?
Reason R : (A) India/Yeejle
veerÛes oes keâLeve efoS ieS nw: Skeâ keâes DeefYekeâLeve A Deewj (B) China/Ûeerve
otmejs keâes leke&â R keâne ieÙee nw~ (C) South Africa/oef#eCe Deøeâerkeâe
Assertion/DeefYekeâLeve (A) : (D) Russia/™me
Solar ponds, store solar energy in the form of Choose the correct answer from the option
heat/meewj leeueeye, leehe kesâ ™he ceW meewj Tpee& keâe Yeb[ejCe given below
keâjles nQ~
(a) A, B, C, D (b) B, D, A, C
(c) B, A, D, C (d) B, A, C, D
solar ponds contain water with definite gradient of 42. MHRD, Government of India, initiative e-
salt concentration/meewj leeueeye ceW efveef§ele ØeJeCelee ceW ShodhSindhu Provides students and
ueJeCelee meebõlee Jeeuee peue ceewpeto neslee nw~ researchers provides access to.
In the light of the above statements, choose the Yeejle mejkeâej kesâ ceeveJe mebmeeOeve ceb$eeueÙe keâe F&-MeesOe
most appropriate answer from the options efmevOeg ØeÙeeme-Úe$eeW Deewj DevegmebOeevekeâlee&DeeW keâes GheueyOe
given below keâjelee nw-
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW cebs (a) Indian Ph.D thesis in electronic form
mes meJee&efOekeâ GheÙegòeâ Gòej ÛegveW– YeejleerÙe MeesOe ØeyebOeeW keâe Fuewkeäšê@efvekeâ mJe™he
(a) Both A and R are correct and R is the correct (b) e-journals/F&-peve&ueme
explanation of A/A Deewj R oesveeW mener nQ Deewj R, (c) plagiarism software/huesefieÙeefjpce mee@HeäšJesÙej
A keâer mener JÙeeKÙee nw~ (d) Open source software for training in
(b) Both A and R are correct but R is NOT the analytical techniques/efJeMues<eCeelcekeâ lekeâveerkeâeW ceW
correct explanation A/A Deewj R oesveeW mener nQ Deewj ØeefMe#eCe kesâ efueS Deesheve meesme& mee@heäšJesÙej~
R, A keâer mener JÙeeKÙee veneR nw~ 43. Which of the following ancient educational
(c) A is correct but R is not correct institutions was situated at the banks of river
A mener nw hejvleg R mener veneR nw~ Ganga?
(d) A is not correct but R is correct efvecveefueefKele ceW mes keâewve-mee ØeeÛeerve Mewef#ekeâ mebmLeeve
A mener veneR nw hejvleg R mener nw~ iebiee veoer kesâ leš hej efmLele Lee?
(a) Nalanda University/veeueboe efJeÕeefJeÅeeueÙe If a student continues to expect to do well in school, he
(b) Pushpagiri University/heg<heefieefj efJeÕeefJeÅeeueÙe needs to receive some positive evaluations for his
academic performance. If an individual is to develop a
(c) Vikramshila University/efJe›eâceefMeuee efJeÕeefJeÅeeueÙe positive concept of himself as a student, he needs to
(d) Takshsila University/le#eefMeuee efJeÕeefJeÅeeueÙe perform competently and to receive evaluations that he
44. As per National Skills Qualifications interprets to be positive within his own frame of
Framework (NSQF) undergraduate B.Voc. reference. When the student is perceived as a less
degree programme requires completion of how competent learner, forces are set in motion that reduce
many credits of course work? the chances that his potential will be developed to its
fullest extent in school. The other students and his
je°êrÙe keâewMeue ÙeesiÙelee øesâceJeke&â (Sve Sme keäÙet SHeâ) kesâ
teachers may come to view him as having less potential
Devegmeej, mveelekeâ yeer-Jeeskeâ, ef[«eer keâeÙe&›eâce ceW efkeâleves than he really has. The academic goals he sets for
hee"Ÿe›eâce keâeÙe& kesâ ›esâef[šdme hetje keâjvee Dehesef#ele nw? himself and those that are set for him by his well
intentioned teachers may not sufficiently challenge his
(a) 60 credits/60 ›esâef[šdme
true abilities. A student may divert his own personal
(b) 80 credits/80 ›esâef[šdme resources to non academic areas because he believes that
(c) 120 credits/120 ›esâef[šdme success in academic subjects is not open to him. If he
(d) 180 credits/180 ›esâef[šdme does not apply his maximum efforts in learning school
subjects, he may fail to acquire some of the skills and
45. MHRD, Government of India, Scheme- 'ARIA'
knowledge he needs as a basis of further learning.
stands for :
efvecveefueefKele ieÅeebMe keâes heefÌ{S Deewj Gmekesâ he§eele ØeMve mebKÙee
Sce.SÛe.Deej.[er. (MHRD), Yeejle mejkeâej keâer Ùeespevee 46 mes 50 lekeâ kesâ Gòej oerefpeS:
‘S.Deej.DeeF&.S.’ (ARIA) keâe hetCe& ™he nw: DeejbYe cebs, DeefOekeâebMe yeÛÛes mketâue cebs DeÛÚe keâjvee Ûeenles nQ~ hejbleg,
(a) Atal Ranking of Institutions on Innovation Jen Úe$e efpemeves keâ#ee ceW efvejblej DemeHeâuelee keâe DevegYeJe efkeâÙee nes
Achievements/Dešue jQefkebâie Dee@heâ FvmšeršŸetMevme ‘mketâueer meHeâuelee kesâ mebyebOe ceW Deheveer Dehes#eeDeeW keâes keâcelej jKeves kesâ
Dee@ve FVeesJesMeve DeÛeerJeceWš efueS ØeJe=òe neslee nw~’ Gmes Deheveer Tpee& keâes keâ#ee mes yeenj SLeuesefškeäme
(b) Atal Research Initiative on Innovation and DeLeJee ÙegJee mecetneW DeLeJee DevÙe #es$eeW ceW ueieevee ÛeeefnS peneB Gmes
Academics/Dešue efjmeÛe& FveerefMeSefšJe Dee@ve FVeesJesMeve meHeâue nesves kesâ meblegef° cenmetme nes mekesâ~ Jen Úe$e efpemekeâe keâ#ee cebs
Sb[ Skesâ[efcekeäme vekeâejelcekeâ cetuÙeebkeâve neslee DeeÙee nes, Jen Ùen leeefke&âkeâ Devegceeve ueieelee
(c) Academic ranking of Indian Institutions nw efkeâ mketâue Gmekesâ efueS cenòJehetCe& veneR nw, keäÙeeWefkeâ Jen mecePeves
achievements/Skesâ[efcekeâ jQefkebâie Dee@Heâ Fbef[Ùeve ueielee nw efkeâ JeneB meHeâue nes heevee DemebYeJe nw~ Ùeefo efkeâmeer Úe$e keâes
FbmšeršŸetMevme SÛeerJeceWšdme mketâue ceW yesnlej keâjves keâe Devegceeve peejer jKevee nes, lees Gmes Deheves
(d) Atal Ranking of Indian Institutions Mewef#ekeâ efve<heeove kesâ efueS kegâÚ mekeâejelcekeâ cetuÙeebkeâve Øeehle keâjvee
achievements/Dešue jQefkebâie Dee@Heâ Fbef[Ùeve DeeJeMÙekeâ nw~ Ùeefo efkeâmeer keâes Skeâ Úe$e kesâ ™he ceW mekeâejelcekeâ
FvmšeršŸetMevme SÛeerJecebsšdme mebkeâuhevee efJekeâefmele keâjveer nes, lees Gmemes #eceleehetJe&keâ efve<heeove Dehesef#ele
Comprehension nw Deewj cetuÙeebkeâve Øeehle keâjvee DeeJeMÙekeâ nw~ efpememes efkeâ Jen Deheves
Direction: Read the following passage carefully and yeejs ceW mekeâejelcekeâ meesÛe keâeÙece keâj mekesâ~
answer questions from 46 to 50 peye keâesF& Úe$e Skeâ me#ece DeOÙeslee veneR ceevee peelee nw, lees Ssmes yeue
Initially, most children want to do well in school. But the ØeJe=òe nes peeles nQ pees mketâue ceW Gmekeâer #ecelee keâes hetCe&le: efJekeâefmele nesves
student who has experienced consistent failure in the keâer mebYeeJevee keâes keâce keâjlee nw~ DevÙe Úe$e Deewj Gmekesâ efMe#ekeâ Gmekeâer
classroom tends to lower his own expectations #ecelee mes keâce Deekeâueve keâjves ueieles nQ~ pees Mewef#ekeâ ue#Ùe Jen Deheves
concerning school success. He may direct his energy efueS efveOee&efjle keâjlee nw Deewj pees ue#Ùe Gmekesâ efnlew<eer efMe#ekeâ Gmekesâ
outside the classroom to athletics or youth gangs or to
efueS efveOee&efjle keâjles nQ, Jes Gmekeâer JeemleefJekeâ #eceleeDeeW keâes heÙee&hle ™he mes
ueuekeâej veneR heeles~ leye Úe$e Deheves JewÙeefòeâkeâ mebmeeOeveeW keâes DeMew#eefCekeâ #es$eeW
other areas where he can experience the satisfaction of
keâer Deesj ØeJe=òe keâj oslee nw, keäÙeeWefkeâ Jen Ssmee ceeveves ueielee nw efkeâ Mewef#ekeâ
success. The student who has been negatively evaluated
efJe<eÙeeW ceW meHeâuelee Øeehle keâjves kesâ efueS mebYeJe veneR~ Ùeefo Jen mketâueer efJe<eÙeeW
in the classroom rationalizes that school is not important
keâes meerKeves ceW Dehevee DeefOekeâlece ØeÙeeme veneR keâjlee, lees Jen Deeies keâer efMe#ee
to him because he believes it is impossible for him to kesâ DeeOeej kesâ ™he ceW keâefleheÙe keâewMeue SJeb %eeve keâes Øeehle keâjves cebs efJeHeâue
succeed there. jnlee nw~
46. A student, who is consistently poor performer 49. When a student is considered as less then
in the class room, will. competent what can be the outcome?
keâesF& Úe$e pees keâ#ee ceW efvejblej DeÛÚe veneR keâjlee, lees peye keâesF& Úe$e keâce me#ece ceevee peelee nw, lees keäÙee
(a) Strive hard to achieve his goals later
heefjCeece neslee nw?
Jen keâef"ve cesnvele keâjsiee, efpememes efkeâ yeeo ceW Deheves
(a) He may feel that his potential is not properly
ue#Ùe Øeehle keâj mekesâ~
assessed/Jen Ssmee cenmetme keâjves ueielee nw efkeâ Gmekeâer
(b) Lower the image of the school in his eyes
#eceleeDeeW keâe GefÛele cetuÙeebkeâve veneR efkeâÙee peelee nw~
Gmekeâer ve]pejeW ceW mketâue keâe Øeefle™he cenlJenerve nes
peeSiee~ (b) He may think that others do not want him to
(c) Aggressively complete with classmates succeed in academics
outside the school/Jen Deheves mketâue kesâ menheeef"ÙeeW Jen Ssmee meesÛeves ueielee nw efkeâ DevÙe ueesie Gmes Mewef#ekeâ
mes Dee›eâecekeâlee kesâ meeLe ØeeflemheOee& keâjsiee~ #es$e ceW meHeâue veneR nesves osvee Ûeenles~
(d) Not expect much success in the school (c) Others in the school may rate his potential
mketâue ceWb DeefOekeâ meHeâuelee keâer DeeMee veneR keâjsiee~ less than what he actually possesses
47. What is the likely impact of negative evaluation mketâue kesâ DevÙe ueesie Gmekeâer #eceleeDeeW keâes JeemleefJekeâ
of the students in the classroom?
#ecelee mes keâce Deebkeâles nQ~
keâ#ee cebs Úe$e kesâ vekeâejelcekeâ cetuÙeebkeâve keâe keäÙee
(d) He may divert his personal resources to non-
Devegceeefvele ØeYeeJe nesiee?
academic areas/Jen Deheves JÙeefòeâiele mebmeeOeveeW keâes iewj
(a) He will be jealous of his classmates
Mew#eefCekeâ #es$eeW keâer Deesj ØeJe=òe keâj mekeâlee nw~
Jen Deheves menheeef"ÙeeW mes F&<Ùee& keâjves ueiesiee~
50. The gist of the passage is that.
(b) He will divert his attention to other fields for
success/Jen Dehevee OÙeeve DevÙe #es$eeW ceW meHeâue nesves keâer Fme DevegÛÚso keâe meejebMe nw–
Deesj ueieeSiee~ (a) A less competent student should seek his
(c) He will perform well in athletics future in areas other than academics
Jen SLeuesefškeäme ceW yesnlej keâjves ueiesiee~ Skeâ keâce me#ece Úe$e keâes DeMew#eefCekeâ #es$eeW ceW Deheves
(d) He gets into a state of depression YeefJe<Ùe keâer mebYeeJevee leueeMeveer ÛeeefnS~
Jen DeJemeeo keâer efmLeefle ceW Dee peeSiee~ (b) He should put maximum efforts to have a
48. Positive evaluation of a student's academic successful academic performance/Gmes meHeâue
performance will help him to
Mewef#ekeâ efve<heeove kesâ efueS DeefOekeâlece ØeÙeeme keâjvee ÛeeefnS~
efkeâmeer Úe$e kesâ Mewef#ekeâ efve<heeove kesâ mekeâejelcekeâ
(c) Teachers should motivate him to use his
cetuÙeebkeâve mes Jen–
personal resources properly
(a) Perform well in future also
efMe#ekeâeW keâes Gmes Øesefjle keâjvee ÛeeefnS leeefkeâ Jen Deheves
YeefJe<Ùe ceW Yeer yesnlej efve<heeove keâjsiee~
(b) Take up athletics/SLeuesefškeäme keâer Deesj ØeJe=efòe nesiee~ JewÙeefòeâkeâ mebmeeOeveeW keâe GefÛele GheÙeesie keâj mekesâ~
(c) Make friends/efce$elee keâjsiee~ (d) He should evaluate his own skills and
knowledge as against teacher's expectations
(d) He will be considered as a role model by
other students/DevÙe Úe$eeW Éeje Skeâ DeeoMe& Ùee Gmes efMe#ekeâeW keâer Dehes#ee kesâ efJehejerle Deheves keâewMeue SJeb
Øeefleceeve ceevee peeSiee~ %eeve keâe mJe-cetuÙeebkeâve keâjvee ÛeeefnS~
ANSWER
1. (b) 6. (c) 11. (d) 16. (c) 21. (d) 26. (d) 31. (c) 36. (c) 41. (c) 46. (d)
2. (c) 7. (a) 12. (b) 17. (c) 22. (c) 27. (b) 32. (c) 37. (a) 42. (b) 47. (b)
3. (d) 8. (d) 13. (a) 18. (a) 23. (d) 28. (d) 33. (a) 38. (d) 43. (c) 48. (a)
4. (a) 9. (b) 14. (c) 19. (d) 24. (b) 29. (a) 34. (b) 39. (a) 44. (d) 49. (c)
5. (b) 10. (c) 15. (b) 20. (d) 25. (c) 30. (c) 35. (a) 40. (a) 45. (a) 50. (b)
SOLUTION
1. (b) : meYeer ieCevee #es$e–M kesâ efueS keâer ieF& nw– 5. (b) :
Je<e& DeYÙeefLe&ÙeeW keâer mebKÙee hejer#ee ceW yew"ves Jeeues #es$e ÙeesiÙe heeÙes ieÙes DeYÙeefLe&ÙeeW Ùeesie
keâer mebKÙee
hejer#ee ceW ÙeesiÙe heeÙes DeYÙeLeea leLee ÙeesiÙe heeÙes
Je<e& 2018 ceW Je<e& 2019 ceW
yew"ves Jeeues ieÙes peeves Jeeues DeYÙeefLe&ÙeeW keâe
J 490 560 480 ± 560 = 1040
DeYÙeLeea DeYÙeLeea Devlej K 520 640 520 ± 640 = 1160
2014 420 240 420 – 240 = 180 L 680 740 680 ± 740 = 1420
2015 740 330 740 – 330 = 410 M 520 1140 520 ± 1140 = 1660
2016 830 560 830 – 560 = 270 N 690 940 690 ± 940 = 1630
2017 930 640 930 – 640 = 290 Dele: Je<e& 2018 Deewj 2019 kesâ efueS Skeâ meeLe hejer#ee ceW ÙeesiÙe
2018 1140 520 1140 – 520 = 620 heeS ieS DeYÙeefLe&ÙeeW keâer kegâue mebKÙee #es$e-N ceW otmeje meyemes
2019 1420 1140 1420 – 1140 = 280 DeefOekeâlece nw~
Dele: oer ieÙeer DeJeefOe ceW M–#es$e mes hejer#ee ceW yew"ves Jeeues leLee ÙeesiÙe 6. (c) : efJeefYevve efMe#eCe mlejeW kesâ menÙeesie mes efMe#eCe Øeef›eâÙee mecYeJe
heeS ieÙes DeYÙeefLe&ÙeeW keâer mebKÙee kesâ yeerÛe keâe Deblej Je<e& 2016 ceW nw~ efJeceMeea efMe#eCe mlej Fve efMe#eCe mlejeW ceW mes Skeâ nw pees
otmeje meyemes vÙetvelece Lee~ cegkeäle keâ#ee JeeleeJejCe ceW Úe$e SJeb DeOÙeehekeâ keâer Skeâ
menYeeefielee nesleer nw Deewj ØeeÙe: Skeâ-otmejs keâe OÙeeve jKeles
2. (c) : Je<e& 2017 ceW #es$e–K mes hejer#ee ceW yew"ves Jeeues DeYÙeefLe&ÙeeW
nQ~
keâer mebKÙee– 540, Je<e& 2019 ceW #es$e L kesâ ÙeesiÙe heeÙes 7. (a) : iewves kesâ Devegmeej DeefOeiece kesâ heoeveg›eâce nQ–
ieÙes DeYÙeefLe&ÙeeW keâer mebKÙee 740 Dele: DeefYe° ØeefleMele– 1. mebkesâle DeefOeiece
540 2. Sme. Deej. DeefOeiece
= × 100 3. ëe=bKeuee DeefOeiece
740
4. ceewefKekeâ menÙeesieer DeefOeiece
= 72.97% ≈ 73% (ueieYeie)
5. efJeYesoerkeâjCe DeefOeiece
3. (d) : meYeer Je<eeX ceW #es$e N mes hejer#ee cebs yew"ves Jeeues DeYÙeefLe&ÙeeW 6. DeJeOeejCee DeefOeiece
keâer kegâue mebKÙee- 7. efveÙece DeefOeiece
8. mecemÙee meceeOeeve DeefOeiece
· 620 + 620 + 640 + 780 + 990 + 1180
8. (d) : meeceevÙeerkeâjCe ÙeesiÙelee kesâ efueS mebYeeJevee keâer Keespe hej
kegâue Je<eeX keâer mebKÙee · 6 keWâefvõle nesves kesâ meeLe DevegØeÙegòeâ MeesOe cegKÙele: mewæeefvlekeâ
4830 Øeieefle kesâ ØeÙeesie hej ueef#ele neslee nw~
Dele: DeYeer° Deewmele = = 805
6 9. (b) : ceneefJeÅeeueÙe keâer efMe#ee ceW Deelceieled megefmLeefle efveefMÛele
4. (a) : Je<e& 2014 ceW J-#es$e mes hejer#ee ceW yew"ves Jeeues DeYÙeefLe&ÙeeW keâjves keâer Âef° mes Úe$eeW keâes DeefYeØesefjle SJeb Øeeslmeeefnle keâjves
ceW ØeYeeefJelee ueeves kesâ efueS DeOÙeehekeâ ceW YeeJeveelcekeâ Je=efæ
keâer mebKÙee = 320
mecyebefOele yeewefækeâ iegCe mebÙeesefpele keâjves keâer DeeJeMÙekeâlee nw~
Je<e& 2016 ceW M–#es$e mes ÙeesiÙe heeS ieS DeYÙeefLe&ÙeeW keâer Ùen ve kesâJeue Úe$eeW keâer ÙeesiÙelee yeÌ{elee nw yeefukeâ Gvekeâes
mebKÙee = 560 mJepeeie®keâ nesves ceW Yeer meneÙelee keâjlee nw efpememes Jen
Dele: DeYeer° Devegheele = 320 : 560 = 4:7 Deheveer YeeJeveeDeeW keâes peeve mekesâ leLee Deheves ceveesJesie keâes
mebÙeefcele keâj mekesâ~
Practice Set - 12 176 YCT
10. (c) : keâLeve I melÙe nw efkebâleg keâLeve II ieuele nw~ 18. (a) : Mew#eefCekeâ ØemeejCe Ûewveue efMe#ee ØeCeeueer mes pegÌ[s otjoMe&ve
efMe#ee keâe GösMÙe pees Yeer nes, keâchÙetšj mes pegÌ[s efveoxMe Deewj jsef[Ùees keâeÙe&›eâce nw~ ÙeneB Mew#eefCekeâ ØemeejCe ÛewveueeW
efMe#ekeâ keâes ØemLeeefhele veneR keâj mekeâles nQ~ efMe#eCe-DeefOeiece keâes Ûegveves Jeeues osMeeW kesâ keâeueeveg›eâce efvecve nw–
Øeef›eâÙee oes ceeie& (bipolar) keâer Deesj mes Ûeueves Jeeueer ÙetveeFšs[ mšsšdme
Øeef›eâÙee nw~ Fmekesâ efueS meowJe Jeòeâe Deewj ßeeslee keâer «esš efyeÇšsve
DeeJeMÙekeâlee nesleer nw~ keâF& lekeâveerkeâer, efMe#ee ØeCeeueer keâe keâvee[e
GodYeJe ngDee efkeâvleg Gmes Ûeueeves kesâ efueS Skeâ efveoxMekeâ kesâ Dee@mš^sefueÙee
™he ceW efkeâmeer efJeMes<e%e keâer DeeJeMÙekeâlee nesleer nw~ Yeejle
11. (d) : mee#eelkeâej, Øes#eCe Deewj kesâefvõle mecetn ÛeÛee& efkeâmeer MeesOe 19. (d) : keâLeve I DemelÙe nw efkebâleg keâLeve II mener nw~
DeOÙeÙeve kesâ ef$eYegpeve Gheeiece keâe Yeeie yeve mekeâles nQ~ DeJeeefÛekeâ mebkesâleeW keâe cegkeäle SJeb Demeerefcele ØeÙeesie keâ#ee ceW
12. (b) : ØeÙeesieelcekeâ MeesOe, MeesOe keâer Skeâ Ssmeer efJeefOe nw efpemeceW efMe#eCe kesâ mecØes<eCeelcekeâ henuegDeeW keâes Iešelee nw~ Ùen keâ#ee
keâeÙe& keâejCe mebyebOe mLeeefhele efkeâÙee peelee nw~ FmeceW mJeleb$e kesâ JeeleeJejCe keâes vekeâejelcekeâ ™he mes ØeYeeefJele keâjlee nw~
Ûej ceW nsj-Hesâj (manipulation) keâjkesâ Gme mJeleb$e Ûej kesâ Fmes GoC[ JÙeJenej kesâ Devleie&le efueÙee peelee nw~
keâejCe Deeefßele Ûej hej heÌ[ves Jeeues ØeYeeJe keâe DeOÙeÙeve 20. (d) : ØeYeeJeer keâ#ee mecØes<eCe efMe#eCe-DeefOeiece ØeCeeueer kesâ efueS
efkeâÙee peelee nw~ yesnlej JeeleeJejCe oslee nw Deewj ØeYeeJe keâes yeÌ{elee nw~ Ùen
13. (a) : cee$eelcekeâ MeesOe Øeefleceeve mebKÙeeJeeÛekeâ leLÙe Deewj meebefKÙekeâer efMe#eCe-DeefOeiece keâes ØeYeeJeer yeveeves ceW meneÙelee keâjlee nw
kesâ Éeje keâeÙe& keâjlee nw~ Ùen Øeekeäkeâuhevee efveieceveelcekeâ nw~ ÙeneB kegâÚ ØeYeeJeer mecØes<eCe kesâ heefjCeece nQ–
Ùen pevemebKÙee DeefYeue#eCe kesâ meeceevÙeerkeâjCe keâes yeue Øeoeve DeefOeiece meblegef° DevegmejCe kesâ ™he ceW
keâjlee nw~ Ùen ueesieeW keâer yeÌ[er mebKÙee mes Øeehle mebKÙeelcekeâ ue#ÙeeW keâer Øeeefhle kesâ efueS Úe$eeW keâes me#ece yeveevee
DeeBkeâ[eW hej yeue oslee nw~ mekeâejelcekeâ DeefOeiece ØeefleHeâue
14. (c) : keâLeve (II) ieuele nw~ keäÙeeWefkeâ mebYeeJÙelee ØeefleoMe& ØeefleÛeÙeve 1 3
21. (d) : keâe Yeeie nw
Øeef›eâÙee mece«e ØeeÛeue kesâ efueS meJeexòece Deekeâueve Øeoeve 12 8
keâjles nQ ve efkeâ iewj-mebYeeJÙelee ØeefleoMe& ØeefleÛeÙeve Øeef›eâÙee~ 3 3
mebYeeJÙelee DeeOeeefjle ØeefleoMe& ØeefleÛeÙeve Øeef›eâÙee ceW mece«e kesâ 3 3 9
⇒ 8 ⇒2⇒ × ⇒
1 1 2 1 2
meYeer lelJeeW keâer ØeefleoMe& ceW ÛeÙeefvele nesves keâer mebYeeJevee
12 3
meceeve nesleer nw Deewj Fme lejn Skeâ$e efkeâS ieS ØeefleoMe&
22. (c) : peye jepeerJe 1500 ceer. oewÌ[lee nw~
mece«e keâer efJeMes<elee keâes oMee&les nQ DeLeJee mece«e keâe
mebpeerJe oewÌ[lee nw =1500 – 30 = 1470 ceer.
ØeefleefveefOelJe keâjles nQ~
Ùee jepeerJe oew[Ì lee nw = 1500 – 100 = 1400 ceer.
15. (b) : jÛeveelcekeâ cetuÙeebkeâve kesâ Debleie&le,
Dele: peye mebpeerJe 1500 oewÌ[lee nw lees efJepeÙe oewÌ[lee nw
Úe$eeW ceW mhe°erkeâjCe Øeehle keâjves kesâ efueS efMe#ekeâ Éeje
1500 ×1400
ØeMve efkeâÙee peelee nw; = = 1428.6 ceer.
1470
ØemlegleerkeâjCe kesâ oewjeve DeOÙeehekeâ Úe$eeW keâes DevegyeesOe Dele: mebpeerJe efJepeÙe keâes njelee nw = 1500 – 1428.6
keâjJeelee nw Deewj Fmekeâer peeBÛe keâjlee nw:
= 71.4 ceer.
DeOÙeehekeâ kegâÚ #eCe kesâ efueS ™keâlee nw efheâj Úe$eeW
keâes osKekeâj ØeMve hetÚlee nw~ 23. (d) : Skeâ ef$eYegpe keâer leerve YegpeeÙeW, leerve keâesCe Deewj leerve efkeâveejs
16. (c) : ßeJeCe keâe mebÛeej ceW yengle cenlJe nw~ Ùen mebÛeej kesâ cegKÙe nesles nQ Deewj leerveeW Devle: keâesCeeW keâe Ùeesie 180 ° neslee nw~
IeškeâeW ceW mes Skeâ nw~ ßeesleeDeeW Éeje DeJeßeJeCe DeÙeLeeLe& efkeâmeer ef$eYegpe kesâ oes YegpeeDeeW keâe Ùeesie leermejer YegpeeDeeW mes
Devegceefle keâer Deesj ues peelee nw~ yeÌ[e neslee nw~ Skeâ mecekeâesCe ef$eYegpe keâer peye oes YegpeeSB
17. (c) : mener megcesefuele metÛeer– %eele nes lees leermejer Yegpee keâer uecyeeF& heeFLeeieesjme efveÙece
A. Dejmlet 3. Jeòeâe kesâefvõle mebÛeej Éeje %eele keâer pee mekeâleer nw~
B. Mesveve Deewj JeerJej 4. Thej mes veerÛes, jsKeerÙe mebÛeej 24. (b) : 9 + 5 – 4 × 3 ÷ 6 = 12
C. efJeuJej m›eâece 2. Je=òeerÙe mebÛeej L.H.S. 9 + 5 – 4 × 3 ÷ 6
D. [sefJe[ yeueex 1. Sme.Sce.meer.Deej.– Øes<ekeâ, mebosMe, 1
=9+5–4×
2
Ûewveue- Øeehlekeâlee&- Øee™he
= 14 – 2 = 12

25. (c) : 1 + 22 = 1 + 4 = 5 36. (c) : Yeejle kesâ heeme efJeMeeue LeesefjÙece Yeb[ej nw, pees efkeâ DeeefCJekeâ
5 + 32 = 5 + 9 = 14 Tpee& keâe me#ece Tpee& m$eesle neslee nw~ LeesefjÙece Yeb[ej
14 + 42 = 14 +16 = 30
30 + 52 = 30 + 25 = 55 cegKÙele: kesâjue mecegõ kesâ lešerÙe yeeuet ceW nw~
55 + 62 = 55 + 36 = 91 37. (a): meleled efJekeâeme kesâ ue#ÙeeW kesâ Deveg™he efJeefMe° ue#Ùe efvecve nw –
Dele: ëe=bKeuee ceW efJepeeleerÙe Debkeâ 50 nw~ A. GòejoeÙeer Kehele SJeb Glheeove
26. (d) : DeLee&heefòe ØeceeCe kesâ ceeOÙece mes nce oes leLÙeeW kesâ yeerÛe B. Yet-peerJeve
efJejesOeeYeeme kesâ heefjCeecemJe™he Skeâ leLÙe keâer Keespe keâjles
E. Demeceevelee
nQ~ ÙeneB ceesšs ke=â<Ceoòe kesâ efove ceW Keeves kesâ DeeOeej hej jele
ceW Keeves keâe leLÙe efmeæ efkeâÙee ieÙee nw~ 38. (d) : DeefYekeâLeve DemelÙe nw keäÙeeWefkeâ [erpeue Jeenve hesšêsue JeenveeW
27. (b) : hegâšyee@ue ef›eâkesâš ne@keâer yew[efcebšve šsefveme keâer leguevee keâer leguevee ceW pÙeeoe neefvekeâejkeâ nesles nQ~
A. × leke&â melÙe nw~ [erpeue JeenveeW mes neF[êskeâeye&ve leLee keâeye&ve-
B. × ceesvees Dee@keämeeF[ keâe Glmepe&ve DevleYet&le ™he mes keâeheâer keâce
C. × × neslee nw~
D. ×
39. (a) : A Deewj R oesveeW mener nQ Deewj R, A keâer mener JÙeeKÙee nw~
Dele: mener keâLeve efvecve nw–
i. A ef›eâkesâš veneR Kesuelee nw~ meewj leeueeye Skeâ Keejs heeveer keâe Yeb[ej nw pees meewj Tpee& keâe
ii. A, B Deewj D hegâšyeeue Deewj ef›eâkesâš Kesueles nQ~ Yeb[ejCe leehe kesâ ™he ceW keâjles nQ~
iii. B kesâ Deefleefjòeâ meYeer šsefveme Kesueles nQ~ 40. (a) : DeeF&.heer.meer.meer. keâer efjheesš& kesâ Devegmeej, Je<e& 2014 ceW
28. (d) : ëe=Keuee ceW Deb«espeer JeCe&ceeuee kesâ mJej kesâ De#ejeW keâes oMee&Ùee JewefMJekeâ keâeye&ve [eF&-Dee@keämeeF[ Glmepe&ve ceW heefjJenve #es$e
ieÙee nw– A,E,I,O,U keâe Ùeesieoeve meyemes keâce jne nw~
29. (a) : Ùeefo yeerles ngS keâue mes henues keâe efove Meg›eâJeej Lee lees Deepe 41. (c) : efyeÇkeäme osMeeW keâe DevegmebOeeve he$eeW kesâ ØekeâeMeve kesâ mebyebOe ceW
keâe efove jefJeJeej nw~ Iešlee ngDee mener ›eâce efvecve nw:
Dele: Deeves Jeeues keâue kesâ yeeo keâe efove cebieueJeej nesiee~ 1. Ûeerve
FmeefueS Deeves Jeeues keâue kesâ yeeo keâe leermeje efove Meg›eâJeej ↓
nesiee~ 2. Yeejle
30. (c) : A. efÚhekeâueer : mejerme=he (III) ie™Ì[ : he#eer ↓
B. šsefveme : keâesš& (I) mkesâefšbie : efjbkeâ 3. ™me
C. meeb[ : ieeÙe (IV) peeotiej : peeotiejveer ↓
D. Jevemheefle efJe%eeve : heewOee (II) nwcešesuee@peer : jòeâ 4. meeGLe Deøeâerkeâe
31. (c) : keâchÙetšj ceW, [er Jeer [er jesce (DVD-ROM) Skeâ 42. (b) : Yeejle mejkeâej kesâ ceeveJe mebmeeOeve efJekeâeme ceb$eeueÙe keâe F&-
Dee@efhškeâue mšesjspe ceeref[Ùee, efpemes kesâJeue Skeâ yeej ner MeesOe efmebOeg Úe$eeW SJeb MeesOe Úe$eeW keâes F&-peve&ueme GheueyOe
efueKee pee mekeâlee nw~ keâjelee nw~
32. (c) : keâchÙetšj cesceesjer kesâ mebyebOe ceW efvecveefueefKele DeefYekeâLeve melÙe 43. (c) : efJe›eâceefMeuee efJeÕeefJeÅeeueÙe iebiee veoer kesâ leš hej efmLele Lee~
nw – Ùen efJeMJeefJeÅeeueÙe Oeeefce&keâ efMe#eeDeeW kesâ efueS Øeefmeæ Lee~
(A) kewâÛe cesceesjer JeesuesšeF&ue cesceesjer nw~
44. (d) : je°êrÙe keâewMeue ÙeesiÙelee øesâceJeke&â (Sve Sme keäÙet SHeâ) kesâ
(D) jwce (RAM) JeesuesšeF&ue cesceesjer nw~
33. (a) : efj-meeFefkeâue efyeve efJeb[espe (OS) ceW Skeâ Ssmee #es$e nw peneB
Devegmeej, mveelekeâ yeer-Jeeskeâ, ef[«eer keâeÙe&›eâce kesâ 180
ne[& ef[mkeâ mes nšeF& ieF& HeâeFueW jnleer nQ~ ›esâef[šdme hetje keâjvee Dehesef#ele nw
34. (b) : yeÌ{les ngS cesceesjer Skeämesme šeF&ce (keâce mes DeefOekeâ keâer Deesj) kesâ 45. (a) : Sce SÛe Deej [er, Yeejle mejkeâej ‘S.Deej.DeeF&.S.’ keâe hetCe&
DeeOeej hej efvecveefueefKele keâchÙetšj cesceesjerpe kesâ mener ›eâce efvecve nQ – ™he nw– ‘‘Dešue jQefkebâie Dee@heâ FvmšeršŸetMevme Dee@ve
jefpemšme& FVeesJesMeve DeÛeerJeceWš’’
↓ 46. (d) : keâesF& Úe$e pees keâ#ee ceW efvejblej DeÛÚe veneR keâjlee, lees mketâue
kewâÛe cesceesjer ceWb DeefOekeâ meHeâuelee keâer DeeMee veneR keâjsiee~
↓ 47. (b) : keâ#ee cebs Úe$e kesâ vekeâejelcekeâ cetuÙeebkeâve keâe Devegceeefvele
cesve cesceesjer ØeYeeJe Ùen efkeâ Jen Dehevee OÙeeve DevÙe #es$eeW ceW meHeâue nesves
↓ keâer Deesj ueieeSiee~
meskesâC[jer cesceesjer 48. (a) : efkeâmeer Úe$e kesâ Mewef#ekeâ efve<heeove kesâ mekeâejelcekeâ cetuÙeebkeâve
35. (a) : (I) : efkeâmeer 3-Debkeâes Jeeues oMeceueJe mebKÙee keâes mšesj
mes YeefJe<Ùe ceW Yeer yesnlej efve<heeove keâjsiee~
keâjves kesâ efueS Dehesef#ele efyešdme keâer vÙetvelece mebKÙee
49. (c) : peye keâesF& Úe$e keâce me#ece ceevee peelee nw, lees heefjCeecemJe™he
10 nw~ Dele: keâLeve -1 melÙe nw~
(II) : efkeâmeer ef[efpešue keâchÙetšj ceW [sše keâes
mketâue kesâ DevÙe ueesie Gmekeâer #eceleeDeeW keâes JeemleefJekeâ #ecelee
efyešdme/yeeFšdme kesâ ™he ceW mšesj efkeâÙee peelee nw, mes keâce Deebkeâles nQ~
50. (b) : Fme DevegÛÚso keâe meejebMe nw efkeâ Gmes meheâue Mewef#ekeâ
peneB Skeâ hesše yeeFš 1015 yeeFšdme Ùee 250 yeeFšdme
kesâ yejeyej nw~ efve<heeove kesâ efueS DeefOekeâlece ØeÙeeme keâjvee ÛeeefnS~
PRACTICE SET-15
Comprehension: efveoxMe (1-5) : efvecveefueefKele leeefuekeâe hej efJeÛeej keâerefpeS, pees Skeâ
Direction (1-5) : Consider the following table that ØeefleÙeesieer Sce meer keäÙet hejer#ee kesâ heefjCeeceeW keâes Øemlegle keâjleer nw, efpemeceW
presents the results of competitive MCQ examination
where candidates were tested in their knowledge of
DeYÙeefLe&ÙeeW keâer YeeweflekeâMeem$e, jmeeÙeve Meem$e, ieefCele Deewj keâchÙetšj
Physics, Chemistry, Mathematics and Computer Science. efJe%eeve kesâ yeejs ceW Gvekesâ %eeve keâer hejer#ee ueer ieF&~ Fme leeefuekeâe ceW
The table contains the data of the number of candidates efJeefveefo&° ØeehleebkeâeW kesâ efJemleej kesâ lenle Debkeâ Øeehle keâjves Jeeues
securing marks within the specified range of marks. For efJeÅeeefLe&ÙeeW keâer mebKÙee kesâ Øeoòe efoS ieS nQ~ GoenjCeeLe& (81-100)
example (81-100) specifies the range of marks as > 81 keâes > 81 Deewj < 100 kesâ ™he ceW DebkeâeW kesâ efJemleej keâes efJeefveefo&°
and < 100. keâjlee nw~ Fme leeefuekeâe kesâ DeeOeej hej ØeMveeW kesâ Gòej oerefpeS~
Marks wise Distribution of Candidates/DebkeâJeej DeYÙeefLe&ÙeeW keâe efJelejCe
Subject/efJe<eÙe Total 81-100 71-82 61-60 51-60 41-50 31-40 21-30 11-20 0-10
Marks
Physics/Yeeweflekeâ Meem$e 100 0 1 4 85 730 4205 10885 9170 1920
Chemistry 100 2 5 875 3350 6775 7778 5065 1800 1350
jmeeÙeve Meem$e
Mathematics/ieefCele 100 0 0 0 6 199 3400 15045 6975 1375
Computer Science 50 0 0 0 0 220 2145 10140 11858 2637
keâchÙetšj efJe%eeve
1. If securing over 60% marks is the qualifying (a) 50000 mes DeefOekeâ (b) 25635
criteria for each of the three subjects of (c) 26973 (d) 27000
Physics, Chemistry and Mathematics then the
number of candidates who have qualified in all 4. If securing over 60% marks is the qualifying
three subjects. criteria for the subject of Computer science
Ùeefo YeeweflekeâMeem$e, jmeeÙeve Meem$e Deewj ieefCele kesâ leerve then what is the approximate percentage of
efJe<eÙeeW ceW mes ØelÙeskeâ efJe<eÙe ceW Den&lee keâer keâmeewšer 60³ qualified candidates in the subject of computer
mes Thej Øeehleebkeâ nw lees Fve meYeer leerve efJe<eÙeeW ceW Den&lee science (Assume there is no absentees)?
Øeehle DeYÙeefLe&ÙeeW keâer mebKÙee nw: Ùeefo keâchÙetšj efJe%eeve kesâ efueÙes Den&lee keâer keâmeewšer 60
(a) 0 (b) 90 ØeefleMele mes Thej kesâ Øeehleebkeâ nw lees keâchÙetšj efJe%eeve ceW
(c) 6 (d) 5
Den&lee Øeehle DeYÙeefLe&ÙeeW keâe ueieYeie ØeefleMele efkeâlevee nw
2. If securing over 40% marks is the qualifying
(Ùen ceeveles ngS efkeâ keâesF& DevegheefmLele veneR Lee)
criteria for each subject, then the ratio of the
number of candidates who qualify in (a) 12.65% (b) 8.76%
Mathematics as compared to those who qualify (c) 8.65% (d) 0%
in Computer science is. 5. What is the ratio of the total number of
Ùeefo ØelÙeskeâ efJe<eÙe ceW Den&lee keâer keâmeewšer 40³ Debkeâ candidate who scored more than 50 marks in
Øeehle keâjvee nw lees keâchÙetšj efJe%eeve ceW Den&lee Øeehle keâjves Physics to those who scored more than 40
JeeueeW keâer leguevee ceW ieefCele ceW Den&lee Øeehle keâjves Jeeues marks in Mathematics?
DeYÙeeefLe&ÙeeW keâer mebKÙee keâe Devegheele keäÙee nw? ieefCele ceW 40 mes DeefOekeâ Øeehleebkeâ Jeeues DeYÙeefLe&ÙeeW keâer
(a) 15 : 42 (b) 1 : 2 leguevee ceW YeeweflekeâMeem$e ceW 50 mes DeefOekeâ Øeehleebkeâ Jeeues
(c) 56 : 1 (d) 1 : 61 DeYÙeefLe&ÙeeW keâer kegâue mebKÙee keâe Devegheele keäÙee nw?
3. Assuming that no cnadidates were absent. (a) 17 : 49 (b) 18 : 41
What is the total number of candidates who (c) 43 : 61 (d) 85 : 199
appeared for the examination? 6. The research wherein the focus of concern is
ceevee, keâesF& Yeer DeYÙeLeea DevegheefmLele veneR Lee lees Gve the exploration of applicability of theories to
DeYÙeefLe&ÙeeW keâer kegâue mebKÙee yeleeFS, pees hejer#ee ceW newly emerging practices and domains of
meefcceefuele ngS? knowledge is called
Jen MeesOe efpemeceW %eeve keâer GYejleer heæefleÙeeW Deewj #es$eeW (a) 3, 4 and 5/3, 4 Deewj 5
ceW efmeæebleeW keâer ØeÙeespÙelee kesâ DevJes<eCe hej peesj neslee nw, (b) 1, 3 and 5/1, 3 Deewj 5
keânueelee nw– (c) 1, 2 and 3/1, 2 Deewj 3
(a) Practitioner's research/DeYÙeemekeâlee& - ke=âle MeesOe (d) 2, 4 and 5/2, 4 Deewj 5
(b) Theoretical research/mewæebeflekeâ MeesOe
9. The personalized and contextualized references
(c) Situational research/heefjeqmLeefleiele MeesOe
(d) Second level research/efÉleerÙe mlejerÙe MeesOe are permissible in which type of reporting of
7. A university teacher wants to study the researches?
relationship between socioeconomic status efkeâme MeesOe keâer efjheesefšËie ceW JÙeefòeâiele Deewj Øemebieefve…
(SES) and achievement motivation of graduates meboYe& DevegcevÙe nw?
enrolled for computer science. Which research
method will be appropriate to use in this (a) Experimental researches/ØeÙeesieelcekeâ MeesOe
context? (b) Historical researches/Ssefleneefmekeâ MeesOe
Skeâ efJeÕeefJeÅeeueÙe mlej keâe efMe#ekeâ keâchÙetšj efJe%eeve ceW (c) Ethnographic researches/ve=peeefle - hejkeâ MeesOe
veeceebefkeâle mveelekeâeW kesâ meeceeefpekeâ-DeeefLe&keâ mlej leLee (d) Survey based researches/meJex#eCe DeeOeeefjle MeesOe
efve<heefòe DeefYeØesjCee kesâ ceOÙe mebyebOe keâe DeOÙeÙeve keâjvee 10. The scope and potential for controversy is
Ûeenlee nw~ SleoLe&, Fme meboYe& ceW keâewve-meer MeesOe efJeefOe relatively more in terms of application of ICT
GheÙegòeâ nesieer? and research ethics in which of the following
(a) Experimental research method research steps?
ØeÙeesieelcekeâ MeesOe efJeefOe efvecveefueefKele ceW mes efkeâme MeesOe meesheeve ceW DeeF& meer šer
(b) Ex-post facto research method
Deewj MeesOe veweflekeâlee kesâ DevegØeÙeesie kesâ meboYe& ceW efJeJeeo
keâeÙeexòej MeesOe efJeefOe
(c) Descriptive research method
keâer mebYeeJevee SJeb iegbpeeFMe Dehes#eeke=âle DeefOekeâ nesleer nw?
efJeJejCeelcekeâ MeesOe efJeefOe (a) In defining research questions and variables
(d) Participant observation based method MeesOe ØeMveeW Deewj ÛejeW keâes heefjYeeef<ele keâjves ceW
ØeefleYeeieer Øes#eCe DeeOeeefjle efJeefOe (b) In deciding research designs and sampling
8. In choosing a research tool which of the procedure/MeesOe ™hejsKee Deewj ØeefleoMe& ØeefleÛeÙeve
following are important considerations?
Øeef›eâÙeeDeeW kesâ efveCe&Ùe ceW
MeesOe GhekeâjCe kesâ ÛeÙeve nsleg efvecveefueefKele ceW mes keâewve-
(c) In making use of parametric and non-
mes cenòJehetCe& efJeÛeejCeerÙe cegös nQ:
parametric statistics/ØeeÛeefuekeâ Deewj iewj - ØeeÛeefuekeâ
1. The validity of the research tool
meebeqKÙekeâer keâe ØeÙeesie keâjves ceW
MeesOe GhekeâjCe keâer JewOelee
(d) In data analysis and reporting research results
2. The reliability of the research tool
MeesOe GhekeâjCe keâer efJeÕemeveerÙelee Øeoòe efJeMues<eCe Deewj MeesOe heefjCeeceeW keâer efjheesefšËie ceW
3. Cost involved in terms of time and resources 11. Kothari commission had recommended a
for use of research tool/MeesOe GhekeâjCe kesâ GheÙeesie certain percentage of National Income to be
nsleg meceÙe Deewj mebmeeOeve keâer Âef„ mes Dehesef#ele ueeiele invested in education. What was that
4. Face validity of the research tool percentage?
MeesOe GhekeâjCe keâer he=…iele (DeeYeemeer) JewOelee keâes"ejer DeeÙeesie ves efMe#ee hej je°êrÙe DeeÙe keâe Skeâ
5. Opinion of the research supervisor efveef§ele ØeefleMele efveJesMe keâjves keâer DevegMebmee keâer~ Jen
MeesOe heÙe&Jes#ekeâ keâer mecceefle ØeefleMele keäÙee Lee?
Select correct answer from the following
options: (a) 10% (b) 8%
efvecveebefkeâle efJekeâuheeW ceW mes Dehevee Gòej ÛegefveS: (c) 6% (d) 5%

12. Given below are two statements/veerÛes oes keâLeve (a) A, C, D and E only/kesâJeue A, C, D Deewj E
efoÙes ieÙes nQ- (b) A, B, C, and E only/kesâJeue A, B, C Deewj E
Statements/keâLeve I : (c) A,B, C, D, and E/A, B, C, D Deewj E
An institution in the field of higher education (d) B, C, D, and E only/kesâJeue B, C, D Deewj E
seeking deemed to be university status must have 14. Match List I with List II
been in existence for at least 10 years metÛeer-I ceW GefuueefKele ÙegiceeW keâes metÛeer-II ceW oer ieF&
GÛÛe efMe#ee ceW keâeÙe&jle efkeâmeer mebmLeeve Éeje [erc[ štyeer Gvekeâer meeÂMÙeleeW kesâ ÙegiceeW mes megcesefuele keâerefpeS~
efJeÕeefJeÅeeueÙe keâe opee& heeves kesâ efueÙes Gmekeâe vÙetvelece 10 Je<e& List/metÛeer-I List/metÛeer-II
lekeâ keâe DeefmlelJe nesvee DeeJeMÙekeâ nw~ A. Owl : Flight I. Dairy Farmer : Milk
Statement/keâLeve II : Guuet : GÌ[eve ogiOe efkeâmeeve : ogiOe
A deemed to be university must have at least five B. Bell : Chime II. Snake : Crawl
post graduate departments/[erc[ št yeer efJeÕeefJeÅeeueÙe kesâ Iebšer : šve-šve mehe& : jWievee
heeme vÙetvelece heebÛe mveelekeâesòej efJeYeeie nesvee DeeJeMÙekeâ nw~ C. Knife : Cut III. Thunder : roar
In the context of above statements. Ûeeketâ : keâešvee cesIe iepe&ve : iejvee /iepe&vee
Choose the correct answer from the options D. Farmer : Crop IV. Sword : Slaughter
given below ke=â<ekeâ : heâmeue leueJeej : JeOe
mes mener Gòej ÛegveW: given below:
(a) Both statement I and Statement II are correct veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS:
keâLeve I Deewj II oesveeW mener nQ (a) A-II, B-IV, C-III, D-I
(b) Both statement I and statement II are (b) A-IV, B-III, C-I, D-II
incorrect/keâLeve I Deewj II oesveeW ieuele nQ (c) A-I, B-IV, C-II, D-II
(c) Statement I is correct but statement II is (d) A-II, B-III, C-IV, D-I
incorrect/keâLeve I melÙe nw, efkeâvleg keâLeve II ieuele nw 15. Which of the following support materials in
(d) Statement I is incorrect but statement II is learning use the procedures of programmed
correct/keâLeve I DemelÙe nw efkeâvleg keâLeve II mener nw instructional Technology based on Skinner and
13. Mitigation measures to cope with floods include Crowder's principles?
yeeÌ{ kesâ ØeYeeJeeW mes efvehešves kesâ efueÙes DeuheerkeâjCe GheeÙe DeefOeiece ceW efvecveefueefKele ceW mes keâewve-meer DeeOeej meeceef«eÙeeB
keâewve mes nQ? efmkeâvej Deewj ›eâeG[j kesâ efmeæeble hej DeeOeeefjle DeefYe›eâefcele
A. Elevating or protecting electrical service DevegosMeve keâer lekeâveerkeâer keâe ØeÙeesie keâjleer nQ?
panels A. Modular instructional materials
efJeÅegleerÙe mesJee hewveue keâe GVeÙeve Ùee mebj#eCe keâjvee DevegosMeelcekeâ meece«eer
B. Upsizing culvert to better handle flood
B. Branching programmes based material
surges/yeeÌ{ kesâ GheâeveeW mes yesnlej {bie mes efvehešves keâer
ëe=bKeefuele DeefYe›eâce DeeOeeefjle meece«eer
efueS hegefueÙeeDeeW keâer ÛeewÌ[e keâjvee~ C. Linear programmes based materials
C. Protecting collusion facilities with barriers jsKeerÙe DeefYe›eâce DeeOeeefjle meece«eer
and sandbags/DeJejesOeeW Deewj jsle kesâ LewueeW Éeje meb$eeCe D. Specially prepared supplement programme
megefJeOeeDeeW keâe mebj#eCe keâjvee materials
D. Removing trees and debris from the flood efJeMes<e ™he ceW efveefce&le hetjkeâ keâeÙe&›eâce meece«eer
plains/yeeÌ{ #es$eeW mes Je=#eeW Deewj ceueyes keâes nševee E. Lecture outlines with components to reflect
E. Relocating equipment outside the flood and to do/JÙeeKÙeeve keâer Jes ™hejsKeeSB efpemeceW efÛebleve
plains/GhekeâjCeeW keâes yeeÌ{ #es$e mes mLeeveebleefjle keâjvee
SJeb keâjves pewmes Ieškeâ efJeÅeceeve nQ~
given below. given below.
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~
veerÛes efoÙes ieS efJekeâuheeW ceW mes mener Gòej ÛegefveS~ (a) Both statement I and Statement II are correct
(a) A and C only/kesâJeue A Deewj C keâLeve I Deewj II oesveeW mener nQ~
(b) B and C only/kesâJeue B Deewj C (b) Both statement I and statement II are
(c) C and D only/kesâJeue C Deewj D incorrect/keâLeve I Deewj II oesveeW ieuele nQ~
(d) D and E only/kesâJeue D Deewj E (c) Statement I is correct but statement II is
16. Given below are two statements. incorrect/keâLeve I melÙe nw, efkeâvleg keâLeve II ieuele nw~
veerÛes oes keâLeve efoS ieS nQ: (d) Statement I is incorrect but statement II is
Statement/keâLeve I : correct/keâLeve I DemelÙe nw, efkeâvleg keâLeve II mener nw~
If A, B and C are standing in a circle looking at 18. To put the world on a least pathway to limit
the centre and B is just left of A then C is just global warming to 2oC above the pre-industrial
right of B/Ùeefo A, B Deewj C efkeâmeer Je=òe ceW KeÌ[s neskeâj level global greenhouse gas emissions by 2030
kesâvõ keâer Deesj osKe jns nQ leLee B "erkeâ A kesâ yeeSB ceW nw, lees with reference to 2017, requires reduction to
C, "erkeâ B kesâ oeSB ceW nw~ the extent of.
iueesyeue JeeefceËie keâes hetJe&-DeewÅeesefiekeâ mlej kesâ 2oC lekeâ
If X, Y and Z are standing in circle looking at the
meerefcele keâjves kesâ GösMÙe mes efJeÕe keâes meJee&efOekeâ keâce
centre and X is just right of Y, then Z is just right ueeiele kesâ ceeie& hej ueeves kesâ efueÙes 2017 kesâ meehes#e
of X/Ùeefo X, Y Deewj Z efkeâmeer Je=òe ceW KeÌ[s neskeâj kesâvõ keâer 2030 lekeâ JewefÕekeâ «eerveneGme iewme Glmepe&ve ceW efkeâme
Deesj osKe jns nQ Deewj X "erkeâ Y kesâ oeSb ceW nw, lees Z "erkeâ meercee lekeâ keâšewleer DeeJeMÙekeâ nw?
X kesâ oeSB ceW nw~ (a) 25% (b) 15%
In light of the above statement, choose the (c) 10% (d) 20%
correct answer from the options given below. 19. In ancient India, the eligibility criterion in
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW respect of age for student seeking admission to
mes mener Gòej Ûegves~ Takshsila University was set at.
ØeeÛeerve Yeejle ceW le#eefMeuee efJeÕeefJeÅeeueÙe ceW ØeJesMe ueeves
keâLeve I Deewj II oesveeW mener nQ~ kesâ FÛÚgkeâ efJeÅeeefLe&ÙeeW kesâ efueÙes DeeÙeg mebyebOeer hee$elee
(b) Both Statement I and Statement II are false efvekeâ<e& keäÙee efveOee&efjle efkeâÙee ieÙee Lee?
keâLeve I Deewj II oesveeW ieuele nQ~ (a) 22 years/22 Je<e& (b) 20 years/20 Je<e&
(c) Statement I is true but Statement II is false (c) 18 years/18 Je<e& (d) 16 years/16 Je<e&
keâLeve I melÙe nw, efkeâvleg keâLeve II ieuele nw~ 20. The time is 2 : 15 pm. What is the angle
(d) Statement I is false but Statement II is true between the hour and the minute hand?
keâLeve I DemelÙe nw, efkeâvleg keâLeve II mener nw~ meceÙe DehejeÖ keâe 2 : 15 yepes nQ~ Iebšs Deewj efceveš keâer
17. Given below are two statements. megFÙeeW kesâ yeerÛe efkeâleves keâesCe nw?
veerÛes oes keâLeve efoÙes ieÙes nQ: 1o
(a) 20 (b) 30o
Statement/keâLeve I : 2
Printed output from computer system is called soft 1o
(c) 22 (d) 25o
copy/efkeâmeer keâchÙetšj ØeCeeueer mes efueÙes ieÙes efØebš- efveie&le keâes 2
mee@heäš keâe@heer keâne peelee nw~ 21. The emergence of media of communication, in
Statement/keâLeve II : chronological sequence, is.
mecØes<eCe ceeref[Ùee kesâ DeYÙegoÙe keâe keâeue›eâce nw-
RAM is read/ write memory
RAM Skeâ jer[/jeFš cesceesjer nQ~ A. Radio/jsef[Ùees
In light of the above statements, choose the B. Newspaper/meceeÛeej-he$e

correct answer from the options given below. C. Film/efheâuce
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW D. Television/šsueerefJepeve
mes mener Gòej ÛegveW~ E. Internet/Fbšjvesš
Choose the correct answer from the options mece«e (hee@heguesMeve) efJeefMe°leeDeeW keâe ØeefleefveefOelJe
given below. C. Serving the personal considerations of the
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~ researcher/MeesOekeâlee& keâe JÙeefòeâiele efnle j#eCe
(a) A, C, D, E, B (b) B, C, A, D, E D. Precision and accuracy in approximating the
(c) C, D, E, A, B (d) D, E, C, B, A parameters/JeemleefJekeâ ceeve keâes Devegceeefvele keâjves ceW
22. A research scholar finds through statistical ÙeLeeLe&lee Deewj heefjMegefæ
analysis that the value of 't' is significant. What E. Freedom from bias/he#eheele jefnle
decision is warned on the basis of this
given below.
hypothesis? veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~
meebefKÙekeâerÙe efJeMues<eCe Éeje MeesOeeLeea heelee nw efkeâ 't' keâe (a) A, B and C only/kesâJeue A, B Deewj C
ceeve cenòJehetCe& nw, Fme heefjkeâuhevee kesâ DeeOeej hej keâewve- (b) B, D and E only/kesâJeue B, D Deewj E
mee efveCe&Ùe GefÛele nw: (c) B, C and D only/kesâJeue B, C Deewj D
A. The null hypothesis should be rejected (d) C, D and E only/kesâJeue C, D Deewj E
MetvÙe heefjkeâuhevee vekeâejer peeveer ÛeeefnS~ 25. Reframing in communication means.
B. The research hypothesis should be accepted
mecØes<eCe ceW hegveke&âLeve keâe keäÙee leelheÙe& nw?
MeesOe heefjkeâuhevee mJeerkeâej keâer peeveer ÛeeefnS~
(a) Employment of new metaphors
C. The null hypothesis should be accepted
MetvÙe heefjkeâuhevee mJeerkeâej keâer peeveer ÛeeefnS~ veS ™hekeâeW keâe DevegØeÙeesie
(b) Rejecting the conventional expressions
D. The research hypothesis should be rejected
MeesOe heefjkeâuhevee vekeâejer peeveer ÛeeefnS~ heejcheefjkeâ DeefYeJÙeefòeâÙeeW keâes vekeâejvee
(c) Opting for hyperbole/DeefleMÙeesefòeâ keâes Ûegvevee
E. No decision is warranted in respect of
research hypothesis/MeesOe heefjkeâuhevee kesâ meboYe& ceW (d) Preferring oppositional binaries
keâesF& efveCe&Ùe GefÛele veneR nw~ efJejesOe efÉlJeeW keâes JejerÙelee osvee
given below.
metÛeer-I keâes metÛeer -II kesâ meeLe megcesefuele keâerefpeS~
veerÛes efoÙes ieÙes efJekeâuheeW ceW mes mener Gòej ÛegefveS~ List/metÛeer-I List/metÛeer-II
(a) A and B only/kesâJeue A Deewj B International Provision/ØeeJeOeeve
Agreements
(b) B and C only/kesâJeue B Deewj C
Debleje&°êrÙe mecePeewles
(c) C and D only/kesâJeue C Deewj D
A. Kyoto Protocol I. Convention On Bio
(d) D and E only/kesâJeue D Deewj E
23. The view that teaching learning situation may
keäÙeesšes Øeesšeskeâe@ue diversity
be characterized to fall on a continuum ranging
pewJe-efJeefJeOelee hej meccesueve
from memory level to reflected level was B. Paris Agreement II. Affordable reliable clean
advanced by. hesefjme mecePeewlee energy
Ùen cele efkeâ efMe#eCe-DeefOeiece efmLeefleÙeeB meelelÙe hej ueeF& memleer, efJeÕemeveerÙe mJeÛÚ Tpee&
pee mekeâleer nQ efpemekeâe efJemleej mce=efle mlej mes efJeceMe&keâ C. Rio Summit III. Nationally Determined
efjÙees efMeKej meccesueve Contributions/je°êrÙe ™he mes
mlej lekeâ neslee nw, efkeâmekesâ Éeje Øeefleheeefole nQ? efveOee&efjle Ùeesieoeve
(a) Kurt Lewin/kegâš& uesefJeve D. International IV. Joint Implementation
(b) Stephen M. Corey/mšerheâve Sce. keâesjer Solar Alliance mebÙegòeâ keâeÙee&vJeÙeve
Debleje&°êrÙe meewj ie"yebOeve
(c) Morris L. Bigge/ceesefjme Sue.efyeieer
(a) A-III, B-IV, C-I, D-II
(d) B.F. Skinner/yeer.Sheâ. efmkeâvej (b) A-IV- B-III, C-I, D-II
24. Which of the following are the characteristics (c) A-IV, B-III, C-II, D-I
(d) A-III, B-II, C-IV, D-I
of a good sample in research?
27. Given below are two statement.
MeesOe ceW DeÛÚs ØeefleoMe& keâer efJeMes<eleeSB efvecveefueefKele ceW veerÛes oes keâLeve efoÙes ieÙes nQ~
mes keâewve-meer nw? Statement/keâLeve I :
A. Readily accessible/megiecelee hetJe&keâ ØeehÙe Cross communication promotes teamwork in the
class
B. Representative of population characteristics
Deble: mecØes<eCe keâ#ee ceW šerce keâeÙe& YeeJevee keâes Øeeslmeenve oslee nw~
Statement/keâLeve II : 30. Consider the following fractions.
Exactness of communication in a cross cultural efvecveefueefKele efYeVeeW hej efJeÛeej keâerefpeS~
setting is flexible and responsive
Deble: meebmke=âeflekeâ heefjJesMe ceW mecØes<eCe keâer heefjMegælee vecÙe Deewj 6 4
A. = 0.54 B. = 0.44
Devegef›eâÙeelcekeâ nesleer nw~ 11 9
In light of the above statement, choose the most 3 2
C. = 0.37 D. = 0.40
appropriate answer from the options given below. 8 5
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW 5
mes mener Gòej Ûegves~ E. = 0.38
13
(a) Both statement I and Statement II are correct
For the above fractions, which one of the
keâLeve I Deewj II oesveeW mener nQ
(b) Both statement I and statement II are following is in the correct descending order?
incorrect/keâLeve I Deewj II oesveeW ieuele nQ choose the correct answer from the options
(c) Statement I is correct but statement II is given below.
incorrect/keâLeve I melÙe nw, efkeâvleg keâLeve II ieuele nw Ghejesòeâ efYeVeeW kesâ efueÙes efvecveefueefKele ceW mes keâewve-mee
correct/keâLeve I DemelÙe nw, efkeâvleg keâLeve II mener nw~ mener DeJejesner ›eâce nw?
28. Match List I with List II (a) A > B > D > E > C (b) A > D > B > E > C
metÛeer-I keâes metÛeer-II kesâ meeLe megcesefuele keâerefpeS~ (c) A > B > D > C > E (d) A > D > B > C > E
List/metÛeer-I List/metÛeer-II 31. A's father has five sons. Names of the four sons
A. Prayer in silence I. Vertical are M, O, Q and S. What is the name of his
ceewve ØeeLe&vee communication
fifth son?
uebyeerÙe mecØes<eCe
A kesâ efhelee kesâ heebÛe heg$e nQ~ Ûeej heg$eeW kesâ veece M, O, Q
B. Teacher talking to II. Grapevine/«esheJeeFve
students outside the Deewj S nQ~ Gmekesâ heebÛeJes heg$e keâe keäÙee veece nw?
classroom
(a) T (b) U
efMe#ekeâ keâ#ee mes yeenj
(c) A (d) K
efJeÅeeefLe&ÙeeW mes mebJeeo keâj jne nw
C. The CEO of the III. Inter personal
company issues a communication metÛeer-II keâes metÛeer-II kesâ meeLe megcesefuele keâerefpeS~
circular to his Deblej JewÙeefòeâkeâ mecØes<eCe List/metÛeer-I List/metÛeer-II
subordinates
Skeâ kebâheveer keâe meer.F&.Dees. A. Input device I. Chrome/›eâesce
Deheves DeOeervemLeeW keâes Skeâ Fvehegš ef[JeeFme
heefjhe$e peejer keâjlee nw~ B. Output device II. M.S Office
D. Rumour mongering IV. Group communication
DeeGšhegš ef[JeeFme Sce.Sme. Dee@efheâme
among employees of an mecetn mecØes<eCe
organization C. Software/mee@heäšJesÙej III. Mouse/ceeGme
efkeâmeer mebie"ve kesâ keâce&ÛeeefjÙeeW D. Web browser IV. Monitor/cee@veeršj
kesâ yeerÛe DeheâJeen hewâueevee Jesye yeÇeG]pej
(a) A-II, B-IV, C-I, D-III (a) A-II, B-III, C-I, D-IV
(b) A-III, B-IV, C-I, D-II (b) A-III, B-IV, C-II, D-I
(c) A-IV, B-III, C-II, D-I (c) A-I, B-II, C-IV, D-III
(d) A-I, B-II, C-III, D-IV (d) A-IV, B-III, C-II, D-I
29. Next letter in the logical pattern O, T, T, F, F, 33. Given below are two statements one is labelled
S, S, E, N ...... is. as Assertion A and the other is labelled as
O, T, T, F, F, S, S, E, N, ? keâe leeefke&âkeâ Øeefleceeve ceW Reason R.
Deieuee De#ej nw: veerÛes oes keâLeve efoÙes ieÙes nQ: Skeâ keâes DeefYekeâLeve (A)
(a) N (b) E
(c) F (d) T Deewj otmejs keâes leke&â (R) keâne ieÙee nw~

Assertion/DeefYekeâLeve (A) : Statement/keâLeve II :
Hydrofluoro carbons (HFCs) need to be phased The mean of the following wages is 16000
out to protect the Ozone layer efvecveefueefKele heefjßeefcekeâeW keâer jeefMe keâe ceOÙeceeve 16000 nw~
Deespeesve hejle kesâ mebj#eCe kesâ efueÙes neF[êsheäueesjeskeâeye&vme i) 12000 ii) 10000
iii) 23000 iv) 15000
(SÛe.Sheâ.meer.) keâe nševee DeeJeMÙekeâ nw~
In light of the above statements choose the
correct answer from the options given below.
HFCs have a high global warming potential GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
SÛe.Sheâ.meer. ceW iueesyeue JeeefceËie keâer GÛÛe mebYeeJÙelee nesleer nw~
mes mener Gòej Ûegves~
In light of the above statements, choose the
(a) Both statement I and Statement II are true
given below. (b) Both statement I and statement II are false
GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW keâLeve I Deewj II oesveeW ieuele nQ~
mes meJee&efOekeâ GheÙeg&òeâ Gòej Ûegves~ (c) Statement I is correct but statement II is false
keâLeve I melÙe nw, efkeâvleg keâLeve II ieuele nw~
(a) Both A and are correct R is the correct (d) Statement I is incorrect but statement II is
explanation of A/A Deewj R oesveeW mener nQ Deewj R, true/keâLeve I DemelÙe nw, efkeâvleg keâLeve II mener nw~
A keâer mener JÙeeKÙee nw 37. A teacher in a particular college assigns
percentile ranks to indicate his/her students
(b) Both A and R are correct but R is Not the
performance in the unit tests conducted. What
correct explanation of A/A Deewj R oesveeW mener nQ type of assessment procedure will it be called?
Deewj R, A keâer mener JÙeeKÙee veneR nw~ efkeâmeer keâe@uespe ceW Skeâ efMe#ekeâ ves Deheves Úe$eeW kesâ
(c) A is correct but R is not correct efve<heeove keâes metefÛele keâjves kesâ efueÙes DeeÙeesefpele FkeâeF&
A mener nw hejvleg R mener veneR nw~ hejer#eCe ceW hejmeWšeFue (MeleebMe) DevegefmLeefle Øeoeve keâer~
(d) A is not correct but R is correct Ùen efkeâme Øekeâej keâer cetuÙeebkeâve Øeef›eâÙee keânueeSieer?
A mener veneR nw hejvleg R mener nw~ (a) Criterion - referenced/efvekeâ<e-meboefYe&le
34. If January 1, 2007 was Monday then January (b) Norm - referenced/ceevekeâ-meboefYe&le
1, 2008 is a– (c) Formative/efvecee&Ceelcekeâ
Ùeefo 1 peveJejer 2007 keâes meesceJeej Lee, lees 1 peveJejer (d) Summative/mebkeâueveelcekeâ
2008 keâes mehleen keâe keâewve-mee efove heÌ[lee nw? 38. MHRD's Scheme ' VIDWAN', is aimed at :
Sce.SÛe.Deej.[er. Ùeespevee efJeÉeve (VIDWAN) efkeâme hej
(a) Sunday/jefJeJeej (b) Monday/meesceJeej ueef#ele nw?
(c) Tuesday/cebieueJeej (d) Wednesday/yegOeJeej (a) Creating a database and national research
35. Which one of the following is NOT used to network/Øeoòe DeeOeej Deewj je°êrÙe MeesOe vesšJeke&â keâe
avail internet connectivity? efvecee&Ce keâjvee
Fbšjvesš keâvesefkeäšefJešer keâes keâece ceW ueeves ceW efvecveefueefKele
(b) Making available e-resource
ceW mes efkeâmekeâe GheÙeesie veneR efkeâÙee peelee nw? F&-mebmeeOeve GheueyOe keâjevee
(a) Wi-fi/JeeF&-heâeF& (b) 3G/3 peer (c) Promoting entrepreneurship among faculty
(c) Scanner/mkewâvej (d) 4G/4 peer efMe#ekeâeW kesâ yeerÛe GÅeceMeeruelee keâes Øeeslmeeefnle keâjvee
36. Given below are two statements. (d) Awarding national professorship to a faculty/
veerÛes oes keâLeve efoÙes ieÙes nQ
efMe#ekeâ keâes je°êrÙe Øeeshesâmejer Øeoeve keâjvee
39. Radha receives an email claiming that her
The mean is the numerical average and is found credit card account is about to be suspended
by adding up all the values and dividing the sum
unless she emails her credit card details and
by the number of values/ceOÙeceeve Skeâ DebkeâerÙe Deewmele nw
Deewj Fmekeâes meYeer ceeveeW keâes peesÌ[keâj Deewj Ùeesie keâes ceeveeW keâer personal identification number (PIN)
mebKÙeeDeeW mes Yeeie oskeâj efvekeâeuee peelee nw~ immediately. What is this an example of?

jeOee keâes Skeâ F&-cesue efceuelee nw efpemeceW oeJee efkeâÙee ieÙee 42. Given below are two statement.
nw efkeâ Gmekeâe ›esâef[š keâe[& Keelee yebo nes peeÙesiee~ Ùeefo veerÛes oes keâLeve efoÙes ieÙes nQ~
Jen peuo ner ›esâef[š keâe[& keâer peevekeâejer Deewj efheve veneR Statement/keâLeve I :
F&-cesue keâjleer nw~ Ùen Skeâ GoenjCe nw? In research, formulation of policies for admission
tests/screening cannot neglect the constitutional
(a) Spamming/mhewefcebie
provisions/MeesOe ceW ØeJesMe hejer#ee/m›eâerefvebie kesâ efueÙes veerefle
(b) Phishing/efheâefmebie
efvecee&Ce ceW meJewOeeefvekeâ GheyebOeeW keâes vekeâeje veneR pee mekeâlee~
(c) Virus Signing/JeeÙejme meeÙeefvebie
(d) Scanning/mkewâefvebie
While awarding research degrees the minorities
40. A college teacher intends to find out as to what
quota have to be protected in the interest of equity
extent students involvement in learning of boys
and girls from rural/urban areas is attributable MeesOe ef[ef«eÙeeB Øeoeve keâjles meceÙe meecÙelee kesâ efnle nsleg
to the socio-economic status of the family from DeuhemebKÙekeâ keâesšs keâe mebj#eCe efkeâÙee peevee ÛeeefnS~
which they hail. What will be designated as an In light of the above statement choose the most
independent variable in this research project? appropriate answer from the option given below.
Skeâ ceneefJeÅeeueÙe keâe efMe#ekeâ Ùen helee ueieevee Ûeenlee GheÙeg&òeâ keâLeveeW kesâ Deeueeskeâ ceW efvecveebefkeâle efJekeâuheeW ceW
nw efkeâ Menjer «eeceerCe DebÛeue kesâ Úe$e-Úe$eeDeeW keâer mes meJee&efOekeâ GheÙeg&òeâ Gòej ÛegveW-
DeefOeiece ceW mebefuehlelee efkeâme no lekeâ Jes efpeme heefjJeej mes (a) Both statement I and Statement II are correct
Deeles nQ Gmekeâer meeceeefpekeâ DeeefLe&keâ DeJeefmLeefle mes pegÌ[er keâLeve I Deewj II oesveeW mener nQ
nQ~ Fme MeesOe heefjÙeespevee ceW efkeâme Ûej keâes efvejeefßele Ûej (b) Both statement I and statement II are
(mJeleb$e Ûej) DeefYemebef#ele efkeâÙee peeÙesiee? incorrect/keâLeve I Deewj II oesveeW mener veneR nQ
(a) Student involvement in learning (c) Statement I is correct but statement II is
DeefOeiece ceW Úe$e mebefuehlelee incorrect/keâLeve I mener nw efkeâvleg keâLeve II mener veneR nw
(b) Socio-economic status of the family (d) Statement I is incorrect but statement II is
heefjJeej keâer meeceeefpekeâ DeeefLe&keâ efmLeefle correct/keâLeve I mener vener nQ, efkeâvleg keâLeve II mener nw~
(c) Rural/urban areas/«eeceerCe/veiejerÙe #es$e 43. A university teacher administers a self made
(d) Gender (Boys and Girls)
test for summative evaluation of his/her
efuebie (ueÌ[kesâ Deewj ueÌ[efkeâÙeeB)
41. Which committee/ commission recommended students. The distribution of scores of students
the choice based credit system in higher is found to be positively skewed.
education? What inference he/she should make about the
GÛÛe efMe#ee ceW efJekeâuhe DeeOeeefjle ›esâef[š ØeCeeueer keâer
difficulty level of this test?
DevegMebmee efkeâme meefceefle/DeeÙeesie ves keâer? Skeâ efJeÕeefJeÅeeueÙe efMe#ekeâ Deheves Úe$eeW kesâ
(a) Administrative and Academic Reform mebkeâueveelcekeâ cetuÙeebkeâve nsleg mJe efveefce&le hejer#eCe keâe
Committee of the UGC
DeeÙeespeve keâjlee nw~ Úe$eeW kesâ DebkeâeW keâe efJelejCe
Ùetpeermeer keâer ØeMeemeefvekeâ SJeb Dekeâeoefcekeâ megOeej meefceefle
Oeveelcekeâ ™he mes efJe<eceleekeâej heeÙee ieÙee nw~ Fme
(b) Justice Verma Commission on Teacher's
hejer#eCe kesâ keâef"veeF& mlej kesâ yeejs ceW Gmes keäÙee Devegceeve
Education/efMe#ekeâ efMe#ee hej vÙeeÙecetefle& Jecee& DeeÙeesie
ueieevee ÛeeefnS?
(c) Ramamurti Committee in Higher Education
(a) The test is much too easy for students
GÛÛe efMe#ee hej jececetefle& meefceefle
Úe$eeW kesâ efueÙes hejer#eCe DeefOekeâ mejue nw
(d) Chattopadhyay Committee on Teacher's (b) The test is difficult for students
Education/efMe#ekeâ efMe#ee hej ÛeóesheeOÙeeÙe meefceefle Úe$eeW kesâ efueÙes hejer#eCe keâef"ve nw
(c) The test is quite interesting to students and influence. When we understand them well and
Úe$eeW kesâ efueÙes hejer#eCe efoueÛemhe nw handle them wisely, they can help us mend fences or
move mountains. They touch our hearts and a rich life is
(d) The test is favouring those students who are
necessarily one that is centered in the heart. To love and
low rankers
be loved is the greatest privilege of life, said Chinmaya,
heefj#eCe efvecve ßesCeer kesâ Úe$eeW kesâ efnle ceW nw~ the popular teacher of the Vedanta.
44. Identify the correct sequence in decreasing The put in efforts towards understanding our own and
order of the carbon content per unit mass of other emotions leads to an enhancement of our Emotions
the following carbon reservoirs in the aquatic Quotient (EQ) by broadening our outlook we can discard
environment of oceans. false judgment and this leads to the rise of healthy
cenemeeiejeW kesâ peueerÙe JeeleeJejCe ceW keâeye&ve YeC[ej keâer emotions within us. Just to be aware of the factors that
efvecveefueefKele Øeefle Skeâkeâ õJÙeceeve ceW keâeye&ve cee$ee kesâ activate particular emotions that raise in us paves the
way to a better handing of these forces at work. We need
mener Iešles ›eâce keâer henÛeeve keâerefpeS~
to train ourselves to be rightly assertive in the face of
A. Sediments/leueÚš (meW[ercesšdme) injustice or some unfair treatment meted out to us. This
B. Living organisms/peerJe-pevleg means that we rise above all passivity that is inaction and
at the same time avoid aggressive behaviour that could
C. Dissolved organic matter/Iegues ngS pewefJekeâ heoeLe&
be harsh or violent. Even the result that we develop to
D. Dissolved inorganic matter/Iegues ngS DepewefJekeâ heoeLe& handle stress fall under emotional maturity for a lot of
Choose the correct answer from the options stress is the result of certain negative emotions making
given below. situations look darker than what they actually are
veerÛes efoÙes ieÙes efJekeâuheeW ceW mener Gòej ÛegefveS~ Developing empathy is another aspect of emotional growth
where we emotionally read others and thus relate with them
(a) D, A, B, C (b) A, D, C, B
very accurately rather than in some imagined way.
(c) B, C, A, D (d) C, B, A, D
veerÛes efoÙes ieÙes ieÅeebMe keâes meeJeOeeveerhetJe&keâ heefÌ{S Deewj ØeMveeW kesâ
45. The salary of Hamid was reduced by 10%. By
Gòej oerefpeS~
what percent should his salary be raised to
bring it back to his original salary? mebJesieeW Éeje DeefYeYetle nesvee efve:mebosn Skeâ mecemÙee yeve mekeâleer nw, efkeâvleg
nceero kesâ Jesleve ceW 10 ØeefleMele keâer keâšewleer keâer ieF& Leer~ Skeâ otmejer Âef° mes mebJesie nceejs Deboj Skeâ Ssmeer efveefOe nw, efpevnW
Gmekeâes Gmekesâ cetue Jesleve ceW Jeeheme ueeves kesâ efueÙes Gmekesâ Jemlegle: ceeveJeerÙe Tpee&, metÛevee SJeb ØeYeeJe œeesle keâne ieÙee nw~ peye nce
Jesleve ceW efkeâleves ØeefleMele keâer Je=efæ keâer peeveer ÛeeefnS~ GvnW mecÙekeâ ™he mes mecePeles nQ leLe Gvekesâ Dehesef#ele ÛeeleÙeg& kesâ meeLe
(a) 10% (b) 11% efvehešles nQ lees Jes heefjJe=efòeÙeeW keâes nševes leLee yeÌ[s keâeÙeeX keâes hetje keâjves
1 1 ceW ceooieej nesles nQ~ Jes nceejs efoue keâes Útles nQ~ mece=æ peerJeve ùoÙe
(c) 11 % (d) 11 %
7 9 kesâefvõle neslee nw, efpemes mebJesieeW mes ceoo efceueleer nw~ Jesoeble kesâ ueeskeâefØeÙe
Comprehension : efMe#ekeâ efÛevceÙe ves keâne Lee efkeâ hÙeej keâjvee SJeb otmejeW mes hÙeej Øeehle
Direction (46-50): Read the given passage carefully keâjvee peerJeve keâe meyemes yeÌ[e Jejoeve nw~ Deheves efvepeer leLee otmejeW kesâ
and answer the questions that follow.
mebJesieeW keâes mecePeves keâe ØeÙeeme keâjvee YeeJeelcekeâ Øe%ee (YeeJeelcekeâ ueefyOe)
To be swayed by emotions can surely be a problem, but
keâes DeefYeJe=efæ keâjlee nw~ Deheveer Âef° keâes JÙeehekeâ yeveeves mes nce ieuele
otherwise emotions are such a wealth within us that they
are rightly called a source of human energy, information efveCe&ÙeeW mes yeÛe mekeâles nQ, efpememes nceejs Deboj mJemLe mebJesieeW keâes yeÌ{eJee

efceuelee nw~ kesâJeue Gve keâejkeâeW keâer DeefYe%elee pees nceejs Deboj efJeMes<e mecegefÛele ™he mes ØeÙegòeâ mebJesie nceeje efkeâme ™he ceW ceeie&
Øekeâej kesâ mebJesieeW keâes meef›eâÙe yeveeles nQ, Gvemes yesnlej {bie mes efvehešves keâe ØeMemle keâjles nQ?
ceeie& Yeer ØeMemle keâj osles nQ~ nceW DevÙeeÙe keâer heefjefmLeefleÙeeW DeLeJee mener (a) Accumulate wealth/Oeve mebÛeÙe
{bie mes cegKej nesves ceW Deheves keâes ØeefMeef#ele keâjves keâer pe™jle nesleer nw~ (b) A rich and joyous life
Fmekeâe leelheÙe& Ùen nw efkeâ nce Gve meYeer efveef<›eâÙeleeDeeW mes Thej G" Skeâ mece=æ Deewj KegMeneue peerJeve
peeles nQ, pees ef›eâÙeenervelee keâe Åeeslekeâ nw leLee meeLe ner Fme ›eâce ceW (c) Being judgmental/efveCe&Ùehejkeâ nesvee
Dee›eâecekeâ JÙeJenej mes yeÛeeJe Yeer nes peelee nw, pees keâke&âMe Ùee efnmebkeâ
(d) Relate with others in some imagined way
™he Yeer ues mekeâlee nw~ ÙeneB lekeâ efkeâ ØeefleyeueeW mes efvehešves kesâ efueÙes pees
efkeâmeer keâeuheefvekeâ ™he mes otmejeW mes peg[Ì vee
o#eleeSB nce efJekeâefmele keâjles nQ, Jes mebJesieelcekeâ heefjhekeäJelee keâer heefjefOe ceW
49. Human emotions are
Dee peeleer nw~ Ùen DeefOekeâebMe Øeefleyeue vekeâejelcekeâ mebJesieeW keâer heefjCeefle
ceeveJe mebJesie keäÙee nQ?
nesles nw, leoevegYetefle efJekeâefmele keâjvee mebJesieelcekeâ efJekeâeme keâe Skeâ otmeje
A. Neither good nor bad/ve lees DeÛÚs, ve ner yegjs
he#e nw, efpemekesâ Debleie&le nce mebJesieeW Éeje otmejeW keâes heÌ{les nQ, mecePeles nQ
B. Source of human energy/ceeveJe Tpee& kesâ œeesle
Deewj Fme Øekeâej Gvemes yengle mener lejerkesâ mes ve efkeâmeer keâeuheefvekeâ ™he ceW
C. Passive in nature/Øeke=âefle ceW efve<§es°
Deheves keâes peesÌ[les nQ~
D. Beneficial when handled wisely
46. Emotional maturity
meJebsieelcekeâ heefjhekeäJelee- yegefæceòee mes efvehešves hej ueeYekeâejer
Choose Correct options :
(a) Handles negative emotions effectively
mener efJekeâuhe ÛegefveS-
vekeâejelcekeâ mebJesieeW mes ØeYeeJeer ™he mes efvehešleer nw
(b) Makes a person passive (a) A and B only/kesâJeue A Deewj B
JÙeefòeâ keâes efveef<›eâÙe yeveeleer nw~ (b) B and C only/kesâJeue B Deewj C

(c) Makes life look darker than what it is (c) C and D only/kesâJeue C Deewj D
peerJeve Deewj DeefOekeâ DebOekeâejceÙe efoKeves Jeeueer yeveeleer nw~ (d) B and D only/kesâJeue B Deewj D
(d) May give rise to aggressive behavior against
50. Developing empathy makes a person.
injustice
leodvegYetefle keâe efJekeâeme JÙeefòeâ keâes keäÙee yeveeves ceW
DevÙeeÙe kesâ Øeefle Dee›eâecekeâ JÙeJenej keâes pevce osleer nw~
ceooieej neslee nw?
47. By a clear assessment of emotional factors, we
can become. (a) Understand himself
mebJesieelcekeâ keâejkeâeW kesâ mhe° Deekeâueve mes nce keäÙee yeveles nQ? Deheves Deehekeâes mecePevee
(a) Highly aggressive/DelÙeble Dee›eâecekeâ (b) Relate with others emotionally
(b) Rigidly judicious/keâ"esj ™he ceW vÙeeefÙekeâ YeeJeelcekeâ ™he ceW otmejeW mes peesÌ[vee
(c) Passively righteous/efveMÛes° ™he veerefle hejeÙeCe (c) Cope with stress
(d) Better handlers of negativity Øeefleyeue mes efvehešvee

vekeâejelcekeâ ™he mes yesnlej ™he mes efvehešves Jeeuee (d) Related to others in some imagined way
48. Used properly, emotions lead us to. efkeâmeer keâeuheefvekeâ ™he mes otmejeW mes peg[Ì vee

ANSWER
1. (a) 6. (d) 11. (c) 16. (d) 21. (b) 26. (b) 31. (c) 36. (c) 41. (a) 46. (a)
2. (d) 7. (b) 12. (d) 17. (d) 22. (a) 27. (d) 32. (b) 37. (b) 42. (c) 47. (d)
3. (d) 8. (c) 13. (b) 18. (a) 23. (c) 28. (b) 33. (d) 38. (a) 43. (b) 48. (b)
4. (b) 9. (c) 14. (d) 19. (d) 24. (b) 29. (d) 34. (c) 39. (b) 44. (b) 49. (d)
5. (b) 10. (d) 15. (b) 20. (c) 25. (a) 30. (a) 35. (c) 40. (b) 45. (d) 50. (b)
SOLUTION
1. (a) : YeeweflekeâMeem$e ceW 60 ØeefleMele mes DeefOekeâ Debkeâ Deefpe&le keâjves 5. (b) : YeeweflekeâMeeŒe ceW 50 mes DeefOekeâ Debkeâ Deefpe&le keâjves Jeeues
Jeeues Úe$eeW keâer mebKÙee = 4 + 1 = 5 DeYÙeLeea = 85 + 4 + 1 = 90
jmeeÙeveMeem$e ceW 60³ mes DeefOekeâ Debkeâ Deefpe&le keâjves Jeeues ieefCele ceW 40 mes DeefOekeâ Debkeâ Deefpe&le keâjves Jeeues DeYÙeLeea
Úe$eeW keâer mebKÙee = 875 + 5 + 2 = 882
= 199 + 6 = 205
ieefCele ceW 60 ØeefleMele mes DeefOekeâ Debkeâ Deefpe&le keâjves Jeeues
DeYeer° Devegheele
Úe$eeW keâer mebKÙee = 0
ieefCele ceW 60 ØeefleMele mes DeefOekeâ Debkeâ Deefpe&le keâjves Jeeues Yeeweflekeâ MeeŒe cesW 50 mes DeefOekeâ Debkeâ Øeehle keâjves Jeeues Úe$eesW keâer mebKÙee
=
ieefCele cesW 40 mes DeefOekeâ Debkeâ Øeehle keâjves JeeuesÚe$eesW keâer mebKÙee
Úe$eeW keâer mebKÙee MetvÙe nw~ Dele: leerveeW efJe<eÙeeW ceW mes ØelÙeskeâ
90 18
efJe<eÙe ceW 60 ØeefleMele mes DeefOekeâ Debkeâ Deefpe&le keâjves Jeeues = = ⇒ 18 : 41
205 41
Úe$eeW keâer mebKÙee Yeer MetvÙe nw~
6. (d) : efÉleerÙe mlejerÙe MeesOe ceW %eeve keâer GYejleer heæefleÙeeW Deewj
2. (d) : ieefCele ceW 40 ØeefleMele mes DeefOekeâ Debkeâ Øeehle keâjves Jeeues
Úe$e = 199 + 6 = 205 #es$eeW ceW efmeæebleeW keâer ØeÙeespÙelee kesâ DevJes<eCe hej yeue neslee
keâchÙetšj ceW 40 ØeefleMele mes DeefOekeâ Debkeâ Øeehle keâjves Jeeues nw~ Ùen Skeâ Øekeâej mes efkeâmeer JÙeehle MeesOe kesâ oeÙejs keâes
Úe$e = 10140 + 2145 + 220 = 12505 yeÌ{eves pewmee neslee nw~
Dele: oesveeW efJe<eÙeeW ceW mes 40 ØeefleMele mes DeefOekeâ Debkeâ Øeehle 7. (b) : keâeÙeexòej MeesOe efJeefOe GheÙegòeâ nesieer keäÙeeWefkeâ Skeâ
keâjves Jeeues Úe$eeW keâe Devegheele
efJeÕeefJeÅeeueÙe mlej keâe efMe#ekeâ keâchÙetšj efJe%eeve ceW
ieefCele cesW 40% mes DeefOekeâ Debkeâ Øeehle keâjves Jeeues Úe$e
=
keâchÙetšj cesW 40% mes DeefOekeâ Debkeâ Øeehle keâjves Jeeues Úe$e veeceebefkeâle mveelekeâeW kesâ meeceeefpekeâ-DeeefLe&keâ mlej leLee efve<heefòe
=
205
=
1 DeefYeØesjCee kesâ ceOÙe mebyebOe keâe DeOÙeÙeve keâjvee Ûeenlee nw~
12505 61
Fme Øekeâej DeYeer° Devegheele = 1 : 61 keâeÙeexòej MeesOe efJeefOe keâe ØeÙeesie efkeâmeer Iešvee kesâ Ghejevle
3. (d) : ÛetBefkeâ keâesF& Yeer DeYÙeLeea efkeâmeer Yeer efJe<eÙe keâer hejer#ee ceW Ùee Iešvee Iešves kesâ oewjeve efkeâÙee peelee nw~ Ùen cetue ™he mes
DevehegefmLeefle veneR Lee FmeefueÙes Skeâ efJe<eÙe keâer hejer#ee ceW
Iešvee kesâ mJeleb$e Ûej mes mecyebefOele neslee nw~
meefcceefuele DeYÙeefLe&ÙeeW keâer mebKÙee ner kegâue mebKÙee nesieer~
Dele: YeeweflekeâMeeŒe ceW kegâue DeYÙeLeea = 1920 + 9170 + 8. (c) : MeesOe GhekeâjCe keâer JewOelee, efJeÕemeveerÙelee Deewj ueeiele MeesOe
10885 + 4205 + 730 + 85 + 4 + 1 = 27000
GhekeâjCe kesâ ÛeÙeve nsleg cenlJehetCe& efJeÛeejCeerÙe cegös nesles nQ
Fme Øekeâej kegâue DeYÙeefLe&ÙeeW keâer mebKÙee 27000 nw~
4. (b) : keâchÙetšj ceW 60 ØeefleMele mes DeefOekeâ Debkeâ Øeehle keâjves Jeeues efpemes MeesOekeâlee& keâes meb%eeve ceW uesvee DeeJeMÙekeâ neslee nw~
DeYÙeLeea = 2145 + 220 = 2365 9. (c) : ve=peeeflehejkeâ MeesOe keâer efjheesefšËie ceW JÙeefòeâiele Deewj Øemebieefve‰
keâchÙetšj ceW GheefmLele kegâue DeYÙeLeea = 2637 + 11858 +
10140 + 2145 + 220 = 27000 meboYe& DevegcevÙe nQ~ ve=peeeflehejkeâ MeesOe Skeâ ienveMeesOe neslee
Dele: keâchÙetšj ceW Den&lee Øeehle DeYÙeefLe&ÙeeW keâe ØeefleMele nw efpemeceW efyevee efkeâmeer heefjJele&ve kesâ ueesieeW keâe Gvekesâ
2365
= ×100 mJeeYeeefJekeâ/Øeeke=âeflekeâ JeeleeJejCe ceW heÙe&Jes#eCe efkeâÙee peelee
27000
= 8.759 nw~
= 8.76
10. (d) : Øeoòe efJeMues<eCe Deewj MeesOe heefjCeeceeW keâer efjheesefšËie ceW 16. (d) :
DeeF&.meer.šer. Deewj MeesOe veweflekeâlee kesâ DevegØeÙeesie kesâ mevoYe&
ceW efJeJeeo keâer mebYeeJevee Dehes#eeke=âle DeefOekeâ nesleer nw keäÙeeWefkeâ
Fvemes mecyeefvOele DevegØeÙeesie kesâ DeeBkeâÌ[es kesâ mebKÙeelcekeâ ceeve hej
efveYe&jlee DeefOekeâ nesleer nw~
1. A, B Deewj C kesâvõ keâer Deesj osKe jns nQ leye B
11. (c) : keâes"ejer DeeÙeesie keâe ie"ve Je<e& 1964-66 ceW Yeejle mejkeâej
"erkeâ A kesâ yeeÙeW ceW nw, lees C "erkeâ B kesâ yeeÙeW ceW nw~
Éeje efMe#ee ØeCeeueer keâes veÙee Deekeâej SJeb efoMee osves nsleg
Dele: keâLeve I DemelÙe nw~
efkeâÙee ieÙee Lee~ Fme DeeÙeesie ves mekeâue Iejsuet Glheeove
2. X, Y Deewj Z kesâvõ Deesj osKe jns nQ leye X "erkeâ Y
(peer.[er.heer.) keâe 6 ØeefleMele efMe#ee hej KeÛe& efkeâS peeves keâer
kesâ oeSB nw lees Z "erkeâ X kesâ oeSB nw Dele: keâLeve II
DevegMebmee keâer Leer~ Ùen ØemleeJe kesâvõ mejkeâej Deewj jepÙe
melÙe nw~
mejkeâej oesveeW kesâ efueÙes nw~ 17. (d) : keâLeve I DemelÙe nw efkeâvleg keâLeve II mener nw~ efkeâmeer keâchÙetšj
12. (d) : keâLeve I DemelÙe nw, efkeâvleg keâLeve II melÙe nw~ [erc[ št yeer ØeCeeueer mes efueÙes ieÙes efØebš efveie&le keâes ne[&keâe@heer keâne peelee nw~
ÙetefveJeefme&šer Ùee mece efJeÕeefJeÅeeueÙe keâe opee& Øeehle keâjves nsleg jwce (Random Access Memory) keâchÙetšj keâer cegKÙe
efkeâmeer mebmLeeve keâes keâce mes keâce 20 Je<e& lekeâ keâeÙe&jle jnvee mce=efle nw~ Ùen cetuele: DemLeeÙeer mce=efle nw~ RAM Skeâ
DeefveJeeÙe& nw~ Fmekesâ DeueeJee mebmLeeve kesâ heeme vÙetvelece heebÛe jer[/jeFš cesceesjer nw~
mveelekeâesòej efJeYeeie, 100 DeOÙeehekeâ Deewj 2000 efJeÅeeLeea 18. (a) : hesefjme mecePeewles kesâ Devegmeej, iueesyeue JeeefceËie keâes hetJe&
nesvee DeefveJeeÙe& nw~ efMe#ekeâ Úe$e Devegheele 1:20 nesvee DeewÅeesefiekeâ mlej kesâ Thej 2oC lekeâ meerefcele keâjves kesâ GösMÙe
DeefveJeeÙe& nw~ mes efJeÕe keâes meJee&efOekeâ keâce ueeiele kesâ ceeie& hej ueeves kesâ
13. (b) : kesâJeue A, B, C Deewj E keâLeve melÙe nw~
efueÙes 2017 kesâ meehes#e 2030 lekeâ JewefÕekeâ «eerveneGme iewme
yeeÌ{ kesâ ØeYeeJeeW mes efvehešves nsleg DeuheerkeâjCe GheeÙe Glmepe&ve ceW 25³ keâšewleer DeeJeMÙekeâ ceevee ieÙee nw~
19. (d) : le#eefMeuee efJeÕeefJeÅeeueÙe keâes efJeÕe keâe henuee efJeÕeefJeÅeeueÙe
efvecve nw–
ceevee peelee nw~ Ùen 7JeeR Meleeyoer F&mee hetJe& mLeeefhele ngDee
1. efJeÅegleerÙe mesJee hewveue keâe GVeÙeve Ùee mebj#eCe keâjvee~
Lee~ Ùen efJeÕeefJeÅeeueÙe efÛeefkeâlmee DeOÙeÙeveeW kesâ efueÙes Øeefmeæ
2. yeeÌ{ kesâ GheâeveeW mes yesnlej {bie mes efvehešves kesâ efueÙes Lee~ heeefCeveer, keâewefšuÙe Deewj Ûejkeâ Fmekesâ Yeeie jns nQ~ ÙeneB
hegefueÙeeDeeW keâes ÛeewÌ[e keâjvee~ ØeJesMe kesâ efueÙes vÙetvelece DeeÙeg 16 Je<e& mes DeefOekeâ ceeveer
3. DeJejesOeeW Deewj jsle kesâ LewueeW Éeje meb$eeCe megefJeOeeDeeW keâe peeleer Leer~
mebj#eCe keâjvee~ 20. (c) : IeCšs keâer megF& Éeje 1 IeCšs ceW leÙe keâesCe
4. GhekeâjCe keâes yeeÌ{ #es$e mes mLeeveebleefjle keâjvee 360o
= = 30o
5. Je=#eejesheCe keâjvee SJeb Jeve efJeveeMe hej jeskeâ ueieevee~ 12
14. (d) : A-II, B-III, C-IV, D-I 30o 1 o

IeCšs keâer megF& Éeje 1 efceveš ceW leÙe keâesCe = =
60 2
A. Guuet : GÌ[eve II. mehe& : jWievee
1o
B. Iebšer : šve-šve III. cesIe iepe&ve : iejvee/iepe&vee IeCšs keâer megF& Éeje 15 efceveš ceW leÙe keâesCe = 15 ×
C. Ûeeketâ : keâešvee IV. leueJeej : JeOe 2
D. ke=â<ekeâ : heâmeue I. ogiOe efkeâmeeve : otOe 1o
=7
15. (b) : kesâJeue B Deewj C keâLeve melÙe nw~ 2
2 : 15 efceveš keâer megF& 3 hej nesleer nw Deewj IeCšs keâer megF&
DeefOeiece ceW efmkeâvej Deewj ›eâeG[j kesâ efmeæeble hej DeeOeeefjle
1o
DeefYe›eâefcele DevegosMeve keâer lekeâveerkeâer efvecve nw- 7 efJemLeeefhele nes peeleer nw~
2
1. ëe=bKeefuele DeefYekeÇâce DeeOeeefjle meece«eer 1o 1o
DeYeer° keâesCe = 30o − 7 = 22
2. jsKeerÙe DeefYekeÇâce DeeOeeefjle meece«eer 2 2

21. (b) : mecØes<eCe ceeref[Ùee kesâ DeYÙegoÙe keâe keâeue›eâce efvecve nw~ 29. (d) : T
B. meceeÛeej-he$e
C. efheâuce
A. jsef[Ùees 30. (a) : A > B > D > E > C
D. šsueerefJepeve A.
6
= 0.54
4
B. = 0.44
E. Fbšjvesš 11 9
3 2
22. (a) : 't' keâe ceeve cenlJehetCe& nesves hej MetvÙe heefjkeâuhevee mJeerkeâej C. = 0.37 D. = 0.40
8 5
veneR keâer peeveer ÛeeefnS SJeb MeesOe heefjkeâuhevee mJeerkeâej keâer
5
peeveer ÛeeefnS~ E. = 0.38
13
23. (c) : efMe#eCe DeefOeiece efmLeefleÙeeB meelelÙe hej ueeF& pee mekeâleer nQ Dele: DeJejesner ›eâce
efpemekeâe efJemleej mce=efle mlej mes efJeceMe&keâ mlej lekeâ neslee nw~ 0.54 > 0.44 > 0.40 > 0.38 > 0.37
Ùen keâLeve ceesefjme Sue. efyeieer keâe nw~ A>B>D>E>C
24. (b) : kesâJeue B, D Deewj E keâLeve melÙe nw~ 31. (c) :
MeesOe ceW DeÛÚs ØeefleoMe& keâer efJeMes<eleeSB efvecve nw–

1. mece«e (hee@heguesMeve) efJeefMe°leeDeeW keâe ØeefleefveefOelJe
2. JeemleefJekeâ ceeve keâes Devegceeefvele keâjves ceW ÙeLee&Lelee Deewj A kesâ efhelee kesâ Ûeej heg$eeW M, O, Q Deewj S SJeb heebÛeJee
heefjMegefæ heg$e mJeÙeb A nw~
3. he#eheele jefnle 32. (b) : A-III, B-IV, C-II, D-I
25. (a) : veS ™hekeâeW keâe DevegØeÙeesie mecØes<eCe ceW hegvekeâ&Leve keâe leelheÙe& A. Fvehegš ef[JeeFme III. ceeGme
veS ™hekeâeW keâe DevegØeÙeesie neslee nw~ hegveke&âLeve kesâ Éeje B. DeeGšhegš ef[JeeFme IV. cee@veeršj
JÙeefòeâ efkeâmeer Jeelee&ueehe ceW veÙee cegöe uee heelee nw Ùee C. mee@h eäšJesÙ ej II. M.S Office
D. Jesye yeÇeG]pej I. ›eâesce
Jeele&eueehe kesâ cegös keâes hetjer lejn mes yeoue oslee nw~
33. (d) : A mener veneR nw hejvleg R mener nw~
26. (b) : A-IV, B-III, C-I, D-II
SÛe.Sheâ.meer. ceW iueesyeue JeeefceËie keâer GÛÛe mebYeeJÙelee nesleer
A. keäÙeesšes Øeesšeskeâe@ue IV. mebÙegòeâ keâeÙee&vJeÙeve
nw~ efkeâvleg Deespeesve mebj#eCe kesâ efueÙes SÛe.Sheâ.meer keâes nševes
B. hesefjme mecePeewlee III. je°êrÙe ™he mes efveOee&efjle Ùeesieoeve
keâer DeeJeMÙekeâlee veneR nw~ meer.Sheâ.meer JeeleeJejCe ceW osj lekeâ
C. efjÙees efMeKej meccesueve I. pewJe- efJeefJeOelee hej meccesueve
JÙeehle jnlee nw Deewj Deespeesve lekeâ hengBÛe keâj metÙe& kesâ ØekeâeMe mes
D. Debleje&°êrÙe meewj ie"yebOeve II. memleer, efJeÕemeveerÙe mJeÛÚ Tpee&
ef›eâÙee keâjkesâ Deespeesve #ejCe keâjlee nw~
27. (d) : keâLeve I DemelÙe nw~ efkeâvleg keâLeve II melÙe nw~ Dele: mebØes<eCe
34. (c) : Deieuee Je<e& 2008 ueerhe Je<e& nw efkeâvleg 1 peveJejer 29
keâ#ee ceW šerce keâeÙe& YeeJevee keâes Øeeslmeenve veneR oslee nw~ Dele: heâjJejer mes henues nw, FmeefueÙes Skeâ efJe<ece efove peesÌ[e peeSiee
mebØes<eCe kesâ efueÙes Skeâ otmejs kesâ meebmke=âeflekeâ he=‰Yetefce keâes Dele: 1 peveJejer 2008 keâes cebieueJeej nw~
mecePevee DeefveJeeÙe& nes peelee nw~ Dele: meebmke=âeflekeâ heefjJesMe ceW 35. (c) : mkewâvej Skeâ Fvehegš ef[JeeFme nw~ Fmekeâe ØeÙeesie Fbšjvesš
mebØes<eCe keâer heefjMegælee vecÙe Deewj Devegef›eâÙeelcekeâ nesleer nw~ keâvesefkeäšefJešer kesâ efueÙes veneR neslee nw~ Fbšjvesš keâvesefkeäšefJešer
28. (b) : kesâ efueÙes JeeF&-heâeF&, cees[sce, 3peer, 4peer Deeefo ØeÙeesie ceW
A. ceewve ØeeLe&vee III. Deblej JewÙeefòeâkeâ mecØes<eCe
ueeÙes peeles nQ~
B. efMe#ekeâ keâ#ee mes yeenj
36. (c) : keâLeve I melÙe nw, efkeâvleg keâLeve II ieuele nw~
efJeÅeeefLe&ÙeeW mes mebJeeo keâj jne nw IV. mecetn mecØes<eCe ceOÙeceeve Skeâ DebkeâerÙe Deewmele nw efpemeceW meYeer ceeveeW kesâ Ùeesie
C. Skeâ kebâheveer keâe meer.F&.Dees. I. uebyeerÙe mecØes<eCe keâes meYeer ceeveeW keâer mebKÙee mes Yeeie oskeâj Øeehle keâjles nQ~
Deheves DeOeervemLeeW keâes Skeâ GheÙeg&òeâ heefjßeefcekeâeW keâe ceOÙeceeve
heefjhe$e peejer keâjlee nw~ 12000 +10000 + 23000 +15000
=
D. efkeâmeer mebie"ve kesâ keâce&ÛeeefjÙeeW II. «esheJeeFve 4
60000
kesâ yeerÛe DeheâJeen hewâueevee = ⇒ 15000
4
37. (b) : ceevekeâ meboefYe&le hejer#eCe keâe GösMÙe Úe$eeW keâer GheueefyOe keâer 44. (b) : A, D, C, B
leguevee DevÙe Úe$eeW keâer GheueefyOe mes keâjvee nw, Ùee Úe$eeW keâer A.leueÚš (meW[ercesšdme)
mecØeeefhle keâes efkeâmeer %eele mecetn kesâ DevÙe Úe$eeW kesâ meehesef#ekeâ D. Iegues ngS DepewefJekeâ heoeLe&
efmLeefle kesâ ™he ceW JÙeòeâ keâjlee nw~ FmeceW ØeehleebkeâeW keâer C. Iegues ngS pewefJekeâ heoeLe&
JÙeeKÙee Gme hejer#eCe ceW ceevekeâ kesâ DeeOeej hej efkeâÙee peelee B. peerJe-pevleg
nw~ 45. (d) : ceevee nceero keâe Jesleve x nw~
38. (a) : Øeoòe DeeOeej Deewj je°êrÙe MeesOe vesšJeke&â keâe efvecee&Ce keâjvee~ 10³ keâšewleer kesâ yeeo Øeehle Jesleve
MHRD keâer efJeÉeve (VIDWAN) Ùeespevee kesâ Devleie&le 10x 90x 9x
=x− = =
Skeâ F&-ueefveËie heesš&ue keâer mLeehevee keâer ieF& nw~ Ùen cegKÙele: 100 100 10
MeesOe Úe$eeW, efMe#eCe mebmLeeveeW, veerefle efveOee&jkeâeW kesâ efueÙes Q x keâe 10³, x/10 nw~
GheÙeesieer nw~ Dele: hegve: cetue Jesleve Øeehle keâjves nsleg x/10 keâer yeÌ{esòejer
39. (b) : GheÙeg&òeâ GoenjCe efheâefmebie keâe nw~ F&-cesue efheâefMebie keâe cegKÙe
nesleer nw, pees efkeâ veS Jesleve keâe efvecve ØeefleMele nw~
GösMÙe GheÙeesiekeâlee& keâer mebJeosveMeerue peevekeâejer Ûeesjer keâjvee
x
neslee nw~ Fme lejn kesâ cesue ceW Ssmes efuebkeâ nesles nQ, pees 10 × 100 = 100 = 11 1 %
GheÙeesiekeâlee& keâes vekeâueer JesyemeeFš hej ues peelee nw efpememes 9x 9 9
mebJeosveMeerue peevekeâejer Ûeesjer nesves keâe Keleje neslee nw~ 10
40. (b) : mJeleb$e Ûej Jen neslee nw efpeme hej ØeÙeesiekeâlee& keâe efveÙeb$eCe 46. (a) : mebJesieelcekeâ heefjhekeäJelee kesâ Éeje ner ØeefleyebOeeW (Stress) mes
neslee nw~ efpemeceW Jen pewmee Ûeens heefjJele&ve keâj mekeâlee nw~ efvehešves kesâ efueÙes o#eleeSB efJekeâefmele nes heeleer nw~ DeefOekeâebMe
efpemekeâe ØeYeeJe otmejs Ûej hej Yeer heÌ[lee nw~ GheÙeg&òeâ Øeefleyeue vekeâejelcekeâ mebJesieeW keâer heefjCeefle nesles nQ efpevemes
GoenjCe ceW heefjJeej meeceeefpekeâ DeeefLe&keâ efmLeefle hej efveÙeb$eCe mebJesieelcekeâ heefjhekeäJelee Éeje ner efveheše pee mekeâlee nw~
jKee pee mekeâlee nw~ Fmes ‘Göerhekeâ Ûej’ Yeer keânles nQ~ 47. (d) : mebJesieelcekeâ keâejkeâeW kesâ mhe° Deekeâueve mes nce vekeâejelcekeâ
41. (a) : GÛÛe efMe#ee ceW efJekeâuhe DeeOeeefjle ›esâef[š ØeCeeueer keâer ™he mes yesnlej ™he mes efvehešves Jeeues yeve heeles nQ~ Deheveer
DevegMebmee Ùet.peer.meer keâer ØeMeemeefvekeâ SJeb Dekeâeoefcekeâ megOeej Âef° keâes JÙeehekeâ yeveeves mes nce ieuele efveCe&ÙeeW mes yeÛe mekeâles
meefceefle ves keâer nw~ Ùen Je<e& 2015 mes ØeejbYe efkeâÙee ieÙee nw~ nQ~ efpememes nceejs Deboj mJemLe mebJesieeW keâes yeÌ{eJee efceuelee
Fme megOeej kesâ Devleie&le Skeâ mes ome met$eer hewceeves hej nw~
DeeOeeefjle Skeâ ceevekeâerke=âle cetuÙeebkeâve Deewj «esef[bie Ùeespevee keâer 48. (b) : peye nce mebJesieeW keâes DeÛÚer lejn mes mecePe uesles nQ SJeb
Meg™Deele keâer ieÙeer~ Gvemes yegefæceòeehetCe& {bie mes efvehešles nQ leye Jes yeÌ[s keâeÙeeX keâes
42. (c) : MeesOe ceW, ØeJesMe hejer#ee m›eâerefvebie kesâ efueÙes veerefle efvecee&Ce ceW hetje keâjves ceW ceooieej efmeæ nesles nQ SJeb nceejs efoue keâes Út
mebJewOeeefvekeâ GheyebOe DelÙeble cenlJehetCe& keâejkeâ nesles nQ~ Ùen uesles nQ Deewj Skeâ mece=æ Deewj KegMeneue peerJeve keâe ceeie&
Fve veerefleÙeeW keâes mener efoMee Øeoeve keâjles nQ pees iegCeJeòee hetCe& ØeMemle keâjles nQ~
MeesOe ceW meneÙekeâ efmeæ nesles nQ~ efkeâvleg MeesOe ef[ef«eÙeeB Øeoeve 49. (d) : mebJesie GÉsueve, Deelceefve° YeeJeveeDeeW leLee meb%eeveelcekeâ
keâjles meceÙe meecÙelee kesâ efnle nsleg DeuhemebKÙekeâ keâesšs keâe JÙeeKÙee keâe Skeâ peefšue mJe™he neslee nw~ mebJesie, pewmeeefkeâ
mebj#eCe keâjves mes MeesOe keâer iegCeJeòee ceW megOeej keâer mebYeeJevee nce DevegYeJe keâjles nQ, nceejs Yeerlej ieefle ueeles nQ~ Fme
veneR yeÌ{leer nw~ Øeef›eâÙee ceW Mejerj ceW ef›eâÙeelcekeâ leLee ceveesJew%eeefvekeâ oesveeW
43. (b) : mebkeâueveelcekeâ cetuÙeebkeâve ceW Úe$eeW kesâ DebkeâeW keâe efJelejCe Øekeâej keâer Øeefleef›eâÙeeÙeW Debleefve&efnle nesleer nQ~ YeeJeelcekeâ leLee
Oeveelcekeâ ™he mes efJe<eceleekeâej heeÙee ieÙee nw~ Fmekeâe leelheÙe& ceveesJew%eeefvekeâ efmLeefle ceW yegefæceòee mes efvehešvee nceejs efueS
Ùen nw efkeâ hejer#eCe keâe heefjCeece efkeâmeer hewceeves kesâ efveÛeueer ueeYekeâejer neslee nw~
Deesj peeleer Øeleerle nesleer nw Deewj yengle ner keâce GÛÛelej 50. (b) : leodvetYetefle kesâ efJekeâeme kesâ Debleie&le nce mebJesieeW Éeje otmejeW kesâ
Øeehleebkeâ Deefpe&le efkeâS pee mekeâles nQ~ Dele: Úe$eeW kesâ efueÙes YeeJeeW keâes heÌ{les nQ mecePeles nQ Deewj Gvemes yengle mener lejerkesâ
hejer#eCe keâef"ve nw~ mes Deheves keâes peesÌ[les nQ~

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Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-2 ------------------------------------------------------------------------------------------------------ 15-22

Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-3 ------------------------------------------------------------------------------------------------------ 27-33

Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-4 ------------------------------------------------------------------------------------------------------ 37-44

Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-5 ------------------------------------------------------------------------------------------------------ 49-57

Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-6 ------------------------------------------------------------------------------------------------------ 62-70

Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-7 ------------------------------------------------------------------------------------------------------ 74-82

Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-8 ------------------------------------------------------------------------------------------------------ 87-94

Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-9 ---------------------------------------------------------------------------------------------------- 98-106

Ùetpeermeer NTA vesš/pesDeejSHeâ Øewefkeäšme mesš-10 ------------------------------------------------------------------------------------------------ 110-119

Practice Set-2 18 YCT

Practice Set-2 21 YCT

Practice Set-2 24 YCT

Practice Set-2 25 YCT

Practice Set-3 28 YCT

Practice Set-3 30 YCT

Practice Set-3 31 YCT

Practice Set-4 48 YCT

Practice Set-5 51 YCT

2 ceW ieefleMeeruelee Øeoeve keâjlee nw~

Practice Set-6 63 YCT

Practice Set-6 68 YCT

Practice Set-6 71 YCT

Practice Set-7 80 YCT

Practice Set-7 81 YCT

Practice Set-7 83 YCT

efJeMes<eleeSB nQ- Éeje DeJeueefcyele efJeÕeeme hej neslee nw~

keâer Yeeieeroejer nesleer nw~ nesleer nw~

Practice Set-7 86 YCT

Practice Set-8 96 YCT

Practice Set-9 108 YCT

Practice Set-10 110 YCT

Practice Set-10 114 YCT

Practice Set-10 116 YCT

Practice Set-10 122 YCT

Practice Set-11 125 YCT

Practice Set-11 135 YCT

Practice Set--12 144 YCT

Practice Set--12 149 YCT

Practice Set--12 151 YCT

Practice Set-13 154 YCT

Practice Set-13 157 YCT

Practice Set-13 159 YCT

Practice Set-13 161 YCT

Dele: GòeerCe& nesves kesâ efueÙes DeeJeMÙekeâ Debkeâ = x ×

(a) Friday/Meg›eâJeej (b) Saturday/MeefveJeej

(a) A, C, D, B (b) A , D, B, C (C) Improving maternal health

(c) Aggressively complete with classmates succeed in academics

Practice Set - 12 177 YCT

Practice Set-15 180 YCT

In light of the above statements, choose the B. Newspaper/meceeÛeej-he$e

Practice Set-15 184 YCT

Practice Set-15 185 YCT

Practice Set-15 187 YCT

JÙeefòeâ keâes efveef<›eâÙe yeveeleer nw~ (b) B and C only/kesâJeue B Deewj C

(d) Better handlers of negativity Øeefleyeue mes efvehešvee

Practice Set-15 188 YCT

14. (d) : A-II, B-III, C-IV, D-I 30o 1 o

Practice Set-15 190 YCT

MeesOe ceW DeÛÚs ØeefleoMe& keâer efJeMes<eleeSB efvecve nw–

Practice Set-15 192 YCT

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