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Deciphering Encrypted Data: A Complex Challenge, Study Guides, Projects, Research of Land Law

Encrypted data consisting of symbols and numbers. The decryption process involves identifying patterns and correlations to reveal the hidden information. The data appears to be divided into sections, each with its unique encryption method. The decoded information could potentially be valuable for academic research or industrial applications.

What you will learn

  • What are eigenvalues and how are they calculated?
  • How do you calculate the determinant of a matrix?
  • What is a vector space?
  • What is singular value decomposition and why is it important?
  • How do you solve a system of linear equations using matrix calculus?

Typology: Study Guides, Projects, Research

2017/2018

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Signature and Name of Invigilator
1. (Signature)
(Name)
2. (Signature)
(Name)
Time : 1 hour] [Maximum Marks : 100
Number of Pages in this Booklet : 24 Number of Questions in this Booklet : 50
Instructions for the Candidates
1. Write your roll number in the space provided on the top of this
page.
2. This paper consists of fifty (50) multiple-choice-type of questions.
All questions are compulsory.
3. At the commencement of examination, the question booklet will
be given to you. In the first 5 minutes, you are requested to open
the booklet and compulsorily examine it as below :
(i) To have access to the Question Booklet, tear off the paper
seal/polythene bag on the booklet. Do not accept a booklet
without sticker-seal/without polythene bag and do not
accept an open booklet.
(ii) Tally the number of pages and number of questions in
the booklet with the information printed on the cover
page. Faulty booklets due to pages/questions missing or
duplicate or not in serial order or any other discrepancy
should be got replaced immediately by a correct booklet
from the invigilator within the period of 5 minutes.
Afterwards, neither the Question Booklet will be replaced
nor any extra time will be given.
(iii) After this verification is over, the Test Booklet Number should
be entered on the OMR Sheet and the OMR Sheet Number
should be entered on this Test Booklet.
(iv) The Series of this booklet is P, make sure that the Series
printed on OMR Sheet is same as that on this booklet. In case
of discrepancy in Series, the candidate should immediately
report the matter to the Invigilator for replacement of the
Test Booklet/OMR Sheet.
4. Each item has four alternative responses marked (1), (2), (3) and
(4). You have to darken the circle as indicated below on the correct
response against each item.
Example : where (3) is the correct response.
5. Your responses to the items are to be indicated in the OMR Sheet
given inside the Booklet only. If you mark your response at any
place other than in the circle in the OMR Sheet, it will not be
evaluated.
6. Read instructions given inside carefully.
7. Rough Work is to be done in the end of this booklet.
8. If you write your Name, Roll Number, Phone Number or put any
mark on any part of the OMR Sheet, except for the space allotted
for the relevant entries, which may disclose your identity, or use
abusive language or employ any other unfair means, such as change
of response by scratching or using white fluid, you will render
yourself liable to disqualification.
9. You have to return the original OMR Sheet to the invigilators at the
end of the examination compulsorily and must not carry it with
you outside the Examination Hall. You are however, allowed to
carry original question booklet.
10. Use only Blue/Black Ball point pen.
11. Use of any calculator or log table etc., is prohibited.
12. There are no negative marks for incorrect answers.
13. In case of any discrepancy in the English and Hindi versions,
English version will be taken as final.
¬⁄UˡÊÊÁÕ¸ÿÙ¢ ∑§ Á‹∞ ÁŸŒ¸‡Ê
1. ß‚ ¬ÎDU ∑§ ™§¬⁄U ÁŸÿà SÕÊŸ ¬⁄U •¬ŸÊ ⁄UÙ‹U Ÿê’⁄U Á‹Áπ∞–
2. ß‚ ¬˝‡Ÿ-¬òÊ ◊¢ ¬øÊ‚ (50) ’„ÈÁfl∑§À¬Ëÿ ¬˝‡Ÿ „Ò¥– ‚÷Ë ¬˝‡Ÿ •ÁŸflÊÿ¸ „Ò¥–
3. ¬⁄UˡÊÊ ¬˝Ê⁄êU÷ „ÙŸ ¬⁄U, ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê •ʬ∑§Ù Œ ŒË ¡ÊÿªË– ¬„‹U ¬Uʰø Á◊Ÿ≈U
•ʬ∑§Ù ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê πÙ‹Ÿ ÃÕÊ ©‚∑§Ë ÁŸêŸÁ‹Áπà ¡Ê°ø ∑§ Á‹∞ ÁŒÿ ¡Êÿ¢ª,
Á¡‚∑§Ë ¡Ê°ø •ʬ∑§Ù •fl‡ÿ ∑§⁄UŸË „Ò —
(i) ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê πÙ‹Ÿ ∑§ Á‹∞ ¬ÈÁSÃ∑§Ê ¬⁄U ‹ªË ∑§Êª¡ ∑§Ë ‚Ë‹/¬ÊÁ‹ÕËŸ
’Òª ∑§Ê »§Ê«∏ ‹¢U– πÈ‹Ë „È߸ ÿÊ Á’ŸÊ S≈UË∑§⁄U-‚Ë‹U/Á’ŸÊ ¬ÊÁ‹ÕËŸ ’Òª
∑§Ë ¬ÈÁSÃ∑§Ê SflË∑§Ê⁄U Ÿ ∑§⁄¢U–
(ii) ∑§fl⁄U ¬ÎDU ¬⁄U ¿U¬ ÁŸŒ¸‡ÊÊŸÈ‚Ê⁄U ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§ ¬ÎDU ÃÕÊ ¬˝‡ŸÙ¢ ∑§Ë ‚¢ÅÿÊ
∑§Ù •ë¿UË Ã⁄U„ øÒ∑§ ∑§⁄U ‹¢U Á∑§ ÿ ¬Í⁄U „Ò¢U– ŒÙ·¬Íáʸ ¬ÈÁSÃ∑§Ê Á¡Ÿ◊¢
¬ÎDU/¬˝‡Ÿ ∑§◊ „Ù¢ ÿÊ ŒÈ’Ê⁄UÊ •Ê ªÿ „Ù¢ ÿÊ ‚ËÁ⁄Uÿ‹U ◊¢ Ÿ „Ù¢ •ÕʸØ Á∑§‚Ë
÷Ë ¬˝∑§Ê⁄U ∑§Ë òÊÈÁ≈U¬Íáʸ ¬ÈÁSÃ∑§Ê SflË∑§Ê⁄U Ÿ ∑§⁄¢U ÃÕÊ ©‚Ë ‚◊ÿ ©‚ ‹Uı≈UÊ∑§⁄U
©‚∑§ SÕÊŸ ¬⁄U ŒÍ‚⁄UË ‚„Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ‹ ‹¢– U ß‚∑§ Á‹∞ •ʬ∑§Ù ¬Ê°ø
Á◊Ÿ≈U ÁŒÿ ¡Êÿ¢ª– ©‚∑§ ’ÊŒ Ÿ ÃÙ •ʬ∑§Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê flʬ‚ ‹Ë
¡ÊÿªË •ı⁄U Ÿ „Ë •ʬ∑§Ù •ÁÃÁ⁄UQ§ ‚◊ÿ ÁŒÿÊ ¡ÊÿªÊ–
(iii) ß‚ ¡Ê°ø ∑§ ’ÊŒ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§Ê Ÿ¥’⁄U OMR ¬òÊ∑§ ¬⁄U •¢Á∑§Ã ∑§⁄¢U
•Uı⁄U OMR ¬òÊ∑§ ∑§Ê Ÿ¥’⁄U ß‚ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ¬⁄U •¢Á∑§Ã ∑§⁄U Œ¢–
(iv) ß‚ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§Ê ‚Ë⁄UË$¡ P „Ò– ÿ„ ‚ÈÁŸÁ‡øÃ ∑§⁄U ‹¥ Á∑§ ß‚
¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§Ê ‚Ë⁄UË$¡, OMR ¬òÊ∑§ ∑§ ‚Ë⁄UË$¡ ‚ Á◊‹ÃÊ „Ò– •ª⁄U
‚Ë⁄UË$¡ Á÷ÛÊ „Ê ÃÊ ¬⁄UˡÊÊÕ˸ ŒÍ‚⁄UË ‚◊ÊŸ ‚Ë⁄UË$¡ flÊ‹Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê/
OMR ¬òÊ∑§ ’Œ‹Ÿ ∑§ Á‹∞ ÁŸ⁄UˡÊ∑§ ∑§Ê ÃÈ⁄¥Uà ‚ÍÁøÃ ∑§⁄¥U–
4. ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ Á‹∞ øÊ⁄U ©ûÊ⁄U Áfl∑§À¬ (1), (2), (3) ÃÕÊ (4) ÁŒÿ ªÿ „Ò¢–
•ʬ∑§Ù ‚„Ë ©ûÊ⁄U ∑§ flÎûÊ ∑§Ù ¬Ÿ ‚ ÷⁄U∑§⁄U ∑§Ê‹Ê ∑§⁄UŸÊ „Ò ¡Ò‚Ê Á∑§ ŸËø
ÁŒπÊÿÊ ªÿÊ „Ò–
©ŒÊ„⁄UáÊ — ¡’Á∑§ (3) ‚„Ë ©ûÊ⁄U „Ò–
5. ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ∑§fl‹ ¬˝‡Ÿ ¬ÈÁSÃ∑§Ê ∑§ •ãŒ⁄U ÁŒÿ ªÿ OMRU ¬òÊ∑§ ¬⁄U „Ë
•¥Á∑§Ã ∑§⁄UŸ „Ò¥– ÿÁŒ •ʬ OMRU ¬òÊ∑§ ¬⁄U ÁŒÿ ªÿ flÎûÊ ∑§ •‹ÊflÊ Á∑§‚Ë •ãÿ
SÕÊŸ ¬⁄U ©ûÊ⁄U ÁøqÊ¥Á∑§Ã ∑§⁄UÃ „Ò¥, ÃÙ ©‚∑§Ê ◊ÍÀUÿÊ¢∑§Ÿ Ÿ„Ë¢ „٪ʖ
6. •ãŒ⁄U ÁŒÿ ªÿ ÁŸŒ¸‡ÊÙ¢ ∑§Ù äÿÊŸ¬Ífl¸∑§ ¬…∏¢U–
7. ∑§ìÊÊ ∑§Ê◊ (Rough Work) ß‚ ¬ÈÁSÃ∑§Ê ∑§ •ÁãÃ◊ ¬ÎDU ¬⁄U ∑§⁄¢U–
8. ÿÁŒ •ʬ OMR ¬òÊ∑§ ¬⁄U ÁŸÿà SÕÊŸ ∑§ •‹ÊflÊ •¬ŸÊ ŸÊ◊, ⁄UÊ‹ Ÿê’⁄U, »§ÊŸ
Ÿê’⁄U ÿÊ ∑§Ê߸ ÷Ë ∞‚Ê Áøq Á¡‚‚ •ʬ∑§Ë ¬„øÊŸ „Ê ‚∑§, •¥Á∑§Ã ∑§⁄UÃ „Ò¥
•ÕflÊ •÷Œ˝ ÷Ê·Ê ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „Ò¥, ÿÊ ∑§Ê߸ •ãÿ •ŸÈÁøÃ ‚ÊœŸ ∑§Ê ¬˝ÿÊª
∑§⁄UÃ „Ò¥, ¡Ò‚ Á∑§ •¥Á∑§Ã Á∑§ÿ ªÿ ©ûÊ⁄U ∑§Ê Á◊≈UÊŸÊ ÿÊ ‚»§Œ SÿÊ„Ë ‚ ’Œ‹ŸÊ
ÃÊ ¬⁄UˡÊÊ ∑§ Á‹ÿ •ÿÊÇÿ ÉÊÊÁ·Ã Á∑§ÿ ¡Ê ‚∑§Ã „Ò¥–
9. •ʬ∑§Ù ¬⁄UˡÊÊ ‚◊Ê# „ÙŸ §¬⁄U ◊Í‹ OMR ¬òÊ∑§ ÁŸ⁄UˡÊ∑§ ◊„ÙŒÿ ∑§Ù ‹Uı≈UÊŸÊ
•Êfl‡ÿ∑§ „Ò •ı⁄U ¬⁄UˡÊÊ ‚◊ÊÁ# ∑§ ’ÊŒ ©‚ •¬Ÿ ‚ÊÕ ¬⁄UˡÊÊ ÷flŸ ‚ ’Ê„⁄U Ÿ
‹∑§⁄U ¡Êÿ¢– „ʋʥÁ∑§ •ʬ ¬⁄UˡÊÊ ‚◊ÊÁ# ¬⁄U ◊Í‹ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê •¬Ÿ ‚ÊÕ ‹
¡Ê ‚∑§Ã „Ò¥–
10. ∑§fl‹ ŸË‹/∑§Ê‹ ’Ê‹U åflÊßZ≈U ¬Ÿ ∑§Ê „Ë ¬˝ÿÊª ∑§⁄¢U–
11. Á∑§‚Ë ÷Ë ¬˝∑§Ê⁄U ∑§Ê ‚¢ªáÊ∑§ (∑Ò§‹∑ȧ‹≈U⁄U) UÿÊ ‹Êª ≈U’‹ •ÊÁŒ ∑§Ê ¬˝ÿÙª
flÁ¡¸Ã „Ò–
12. ª‹Ã ©ûÊ⁄UÊ¥ ∑§ Á‹∞ ∑§Ê߸ Ÿ∑§Ê⁄UÊà◊∑§ •¥∑§ Ÿ„Ë¥ „Ò¥–
13. ÿÁŒ •¥ª˝¡Ë ÿÊ Á„¥ŒË Áflfl⁄UáÊ ◊¥ ∑§Ê߸ Áfl‚¥ªÁà „Ê, ÃÊ •¥ª˝¡Ë Áflfl⁄UáÊ •¥ÁÃ◊ ◊ÊŸÊ
¡Ê∞ªÊ–
Test Booklet Series P
1P.T.O.
P-00018 !J-00018-PAPER-I-SET-P!
Roll No. (In words)
Roll No.
(In figures as per admission card)
PAPER - I
OMR Sheet No. : ..........................................................
(To be filled by the Candidate)
J1 80 00
pf3
pf4
pf5
pf8
pf9
pfa
pfd
pfe
pff
pf12
pf13
pf14
pf15
pf16
pf17
pf18

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Signature and Name of Invigilator

  1. (Signature) (Name)
  2. (Signature) (Name)

Time : 1 hour] [Maximum Marks : 100 Number of Pages in this Booklet : 24 Number of Questions in this Booklet : 50 Instructions for the Candidates

  1. Write your roll number in the space provided on the top of this page.
  2. This paper consists of fifty (50) multiple-choice-type of questions. All questions are compulsory.
  3. At the commencement of examination, the question booklet will be given to you. In the first 5 minutes, you are requested to open the booklet and compulsorily examine it as below : (i) To have access to the Question Booklet, tear off the paper seal/polythene bag on the booklet. Do not accept a booklet without sticker-seal/without polythene bag and do not accept an open booklet. (ii) Tally the number of pages and number of questions in the booklet with the information printed on the cover page. Faulty booklets due to pages/questions missing or duplicate or not in serial order or any other discrepancy should be got replaced immediately by a correct booklet from the invigilator within the period of 5 minutes. Afterwards, neither the Question Booklet will be replaced nor any extra time will be given. (iii) After this verification is over, the Test Booklet Number should be entered on the OMR Sheet and the OMR Sheet Number should be entered on this Test Booklet. (iv) The Series of this booklet is P, make sure that the Series printed on OMR Sheet is same as that on this booklet. In case of discrepancy in Series, the candidate should immediately report the matter to the Invigilator for replacement of the Test Booklet/OMR Sheet.
  4. Each item has four alternative responses marked (1), (2), (3) and (4). You have to darken the circle as indicated below on the correct response against each item. Example : where (3) is the correct response.
  5. Your responses to the items are to be indicated in the OMR Sheet given inside the Booklet only. If you mark your response at any place other than in the circle in the OMR Sheet, it will not be evaluated.
  6. Read instructions given inside carefully.
  7. Rough Work is to be done in the end of this booklet.
  8. If you write your Name, Roll Number, Phone Number or put any mark on any part of the OMR Sheet, except for the space allotted for the relevant entries, which may disclose your identity, or use abusive language or employ any other unfair means, such as change of response by scratching or using white fluid, you will render yourself liable to disqualification.
  9. You have to return the original OMR Sheet to the invigilators at the end of the examination compulsorily and must not carry it with you outside the Examination Hall. You are however, allowed to carry original question booklet.
  10. Use only Blue/Black Ball point pen.
  11. Use of any calculator or log table etc., is prohibited.
  12. There are no negative marks for incorrect answers.
  13. In case of any discrepancy in the English and Hindi versions, English version will be taken as final.

¬⁄UˡÊÊÁÕ¸ÿÙ¢ ∑§ Á‹∞ ÁŸŒ¸‡Ê

  1. ß‚ ¬ÎDU ∑§ ™§¬⁄U ÁŸÿà SÕÊŸ ¬⁄U •¬ŸÊ ⁄UÙ‹U Ÿê’⁄U Á‹Áπ∞–
  2. ß‚ ¬˝‡Ÿ-¬òÊ ◊¢ ¬øÊ‚ (50) ’„ÈÁfl∑§À¬Ëÿ ¬˝‡Ÿ „Ò¥– ‚÷Ë ¬˝‡Ÿ •ÁŸflÊÿ¸ „Ò¥–
  3. ¬⁄UˡÊÊ ¬˝Ê⁄êU÷ „ÙŸ ¬⁄U, ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê •ʬ∑§Ù Œ ŒË ¡ÊÿªË– ¬„‹U ¬Uʰø Á◊Ÿ≈U •ʬ∑§Ù ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê πÙ‹Ÿ ÃÕÊ ©‚∑§Ë ÁŸêŸÁ‹Áπà ¡Ê°ø ∑§ Á‹∞ ÁŒÿ ¡Êÿ¢ª, Á¡‚∑§Ë ¡Ê°ø •ʬ∑§Ù •fl‡ÿ ∑§⁄UŸË „Ò — (i) ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê πÙ‹Ÿ ∑§ Á‹∞ ¬ÈÁSÃ∑§Ê ¬⁄U ‹ªË ∑§Êª¡ ∑§Ë ‚Ë‹/¬ÊÁ‹ÕËŸ ’Òª ∑§Ê »§Ê«∏ ‹¢U– πÈ‹Ë „È߸ ÿÊ Á’ŸÊ S≈UË∑§⁄U-‚Ë‹U/Á’ŸÊ ¬ÊÁ‹ÕËŸ ’Òª ∑§Ë ¬ÈÁSÃ∑§Ê SflË∑§Ê⁄U Ÿ ∑§⁄¢U– (ii) ∑§fl⁄U ¬ÎDU ¬⁄U ¿U¬ ÁŸŒ¸‡ÊÊŸÈ‚Ê⁄U ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§ ¬ÎDU ÃÕÊ ¬˝‡ŸÙ¢ ∑§Ë ‚¢ÅÿÊ ∑§Ù •ë¿UË Ã⁄U„ øÒ∑§ ∑§⁄U ‹¢U Á∑§ ÿ ¬Í⁄U „Ò¢U– ŒÙ·¬Íáʸ ¬ÈÁSÃ∑§Ê Á¡Ÿ◊¢ ¬ÎDU / ¬˝‡Ÿ ∑§◊ „Ù¢ ÿÊ ŒÈ’Ê⁄UÊ •Ê ªÿ „Ù¢ ÿÊ ‚ËÁ⁄Uÿ‹U ◊¢ Ÿ „Ù¢ •ÕʸØ Á∑§‚Ë ÷Ë ¬˝∑§Ê⁄U ∑§Ë òÊÈÁ≈U¬Íáʸ ¬ÈÁSÃ∑§Ê SflË∑§Ê⁄U Ÿ ∑§⁄¢U ÃÕÊ ©‚Ë ‚◊ÿ ©‚ ‹Uı≈UÊ∑§⁄U ©‚∑§ SÕÊŸ ¬⁄U ŒÍ‚⁄UË ‚„Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ‹ ‹¢– U ß‚∑§ Á‹∞ •ʬ∑§Ù ¬Ê°ø Á◊Ÿ≈U ÁŒÿ ¡Êÿ¢ª– ©‚∑§ ’ÊŒ Ÿ ÃÙ •ʬ∑§Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê flʬ‚ ‹Ë ¡ÊÿªË •ı⁄U Ÿ „Ë •ʬ∑§Ù •ÁÃÁ⁄UQ§ ‚◊ÿ ÁŒÿÊ ¡ÊÿªÊ– (iii) ß‚ ¡Ê°ø ∑§ ’ÊŒ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§Ê Ÿ¥’⁄U OMR ¬òÊ∑§ ¬⁄U •¢Á∑§Ã ∑§⁄¢U •Uı⁄U OMR ¬òÊ∑§ ∑§Ê Ÿ¥’⁄U ß‚ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ¬⁄U •¢Á∑§Ã ∑§⁄U Œ¢– (iv) ß‚ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§Ê ‚Ë⁄UË$¡ P „Ò– ÿ„ ‚ÈÁŸÁ‡øÃ ∑§⁄U ‹¥ Á∑§ ß‚ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§Ê ‚Ë⁄UË$¡, OMR ¬òÊ∑§ ∑§ ‚Ë⁄UË$¡ ‚ Á◊‹ÃÊ „Ò– •ª⁄U ‚Ë⁄UË$¡ Á÷ÛÊ „Ê ÃÊ ¬⁄UˡÊÊÕ˸ ŒÍ‚⁄UË ‚◊ÊŸ ‚Ë⁄UË$¡ flÊ‹Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê/ OMR ¬òÊ∑§ ’Œ‹Ÿ ∑§ Á‹∞ ÁŸ⁄UˡÊ∑§ ∑§Ê ÃÈ⁄¥Uà ‚ÍÁøÃ ∑§⁄¥U–
  4. ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ Á‹∞ øÊ⁄U ©ûÊ⁄U Áfl∑§À¬ (1), (2), (3) ÃÕÊ (4) ÁŒÿ ªÿ „Ò¢– •ʬ∑§Ù ‚„Ë ©ûÊ⁄U ∑§ flÎûÊ ∑§Ù ¬Ÿ ‚ ÷⁄U∑§⁄U ∑§Ê‹Ê ∑§⁄UŸÊ „Ò ¡Ò‚Ê Á∑§ ŸËø ÁŒπÊÿÊ ªÿÊ „Ò– ©ŒÊ„⁄UáÊ — ¡’Á∑§ (3) ‚„Ë ©ûÊ⁄U „Ò–
  5. ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ∑§fl‹ ¬˝‡Ÿ ¬ÈÁSÃ∑§Ê ∑§ •ãŒ⁄U ÁŒÿ ªÿ OMR U ¬òÊ∑§ ¬⁄U „Ë •¥Á∑§Ã ∑§⁄UŸ „Ò¥– ÿÁŒ •ʬ OMRU ¬òÊ∑§ ¬⁄U ÁŒÿ ªÿ flÎûÊ ∑§ •‹ÊflÊ Á∑§‚Ë •ãÿ SÕÊŸ ¬⁄U ©ûÊ⁄U ÁøqÊ¥Á∑§Ã ∑§⁄UÃ „Ò¥, ÃÙ ©‚∑§Ê ◊ÍÀUÿÊ¢∑§Ÿ Ÿ„Ë¢ „٪ʖ
  6. •ãŒ⁄U ÁŒÿ ªÿ ÁŸŒ¸‡ÊÙ¢ ∑§Ù äÿÊŸ¬Ífl¸∑§ ¬…∏¢U–
  7. ∑§ìÊÊ ∑§Ê◊ (Rough Work) ß‚ ¬ÈÁSÃ∑§Ê ∑§ •ÁãÃ◊ ¬ÎDU ¬⁄U ∑§⁄¢U–
  8. ÿÁŒ •ʬ OMR ¬òÊ∑§ ¬⁄U ÁŸÿà SÕÊŸ ∑§ •‹ÊflÊ •¬ŸÊ ŸÊ◊, ⁄UÊ‹ Ÿê’⁄U, »§ÊŸ Ÿê’⁄U ÿÊ ∑§Ê߸ ÷Ë ∞‚Ê Áøq Á¡‚‚ •ʬ∑§Ë ¬„øÊŸ „Ê ‚∑§, •¥Á∑§Ã ∑§⁄UÃ „Ò¥ •ÕflÊ •÷Œ˝ ÷Ê·Ê ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „Ò¥, ÿÊ ∑§Ê߸ •ãÿ •ŸÈÁøÃ ‚ÊœŸ ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „Ò¥, ¡Ò‚ Á∑§ •¥Á∑§Ã Á∑§ÿ ªÿ ©ûÊ⁄U ∑§Ê Á◊≈UÊŸÊ ÿÊ ‚»§Œ SÿÊ„Ë ‚ ’Œ‹ŸÊ ÃÊ ¬⁄UˡÊÊ ∑§ Á‹ÿ •ÿÊÇÿ ÉÊÊÁ·Ã Á∑§ÿ ¡Ê ‚∑§Ã „Ò¥–
  9. •ʬ∑§Ù ¬⁄UˡÊÊ ‚◊Ê# „ÙŸ §¬⁄U ◊Í‹ OMR ¬òÊ∑§ ÁŸ⁄UˡÊ∑§ ◊„ÙŒÿ ∑§Ù ‹Uı≈UÊŸÊ •Êfl‡ÿ∑§ „Ò •ı⁄U ¬⁄UˡÊÊ ‚◊ÊÁ# ∑§ ’ÊŒ ©‚ •¬Ÿ ‚ÊÕ ¬⁄UˡÊÊ ÷flŸ ‚ ’Ê„⁄U Ÿ ‹∑§⁄U ¡Êÿ¢– „ʋʥÁ∑§ •ʬ ¬⁄UˡÊÊ ‚◊ÊÁ# ¬⁄U ◊Í‹ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê •¬Ÿ ‚ÊÕ ‹ ¡Ê ‚∑§Ã „Ò¥–
  10. ∑§fl‹ ŸË‹ / ∑§Ê‹ ’Ê‹U åflÊßZ≈U ¬Ÿ ∑§Ê „Ë ¬˝ÿÊª ∑§⁄¢U–
  11. Á∑§‚Ë ÷Ë ¬˝∑§Ê⁄U ∑§Ê ‚¢ªáÊ∑§ (∑Ò§‹∑ȧ‹≈U⁄U) UÿÊ ‹Êª ≈U’‹ •ÊÁŒ ∑§Ê ¬˝ÿÙª flÁ¡¸Ã „Ò–
  12. ª‹Ã ©ûÊ⁄UÊ¥ ∑§ Á‹∞ ∑§Ê߸ Ÿ∑§Ê⁄UÊà◊∑§ •¥∑§ Ÿ„Ë¥ „Ò¥–
  13. ÿÁŒ •¥ª˝¡Ë ÿÊ Á„¥ŒË Áflfl⁄UáÊ ◊¥ ∑§Ê߸ Áfl‚¥ªÁà „Ê, ÃÊ •¥ª˝¡Ë Áflfl⁄UáÊ •¥ÁÃ◊ ◊ÊŸÊ ¡Ê∞ªÊ–

Test Booklet Series P

P-00018 !J-00018-PAPER-I-SET-P! 1 P.T.O.

Roll No. (^) (In words)

Roll No. (In figures as per admission card)

PAPER - I

OMR Sheet No. : .......................................................... (To be filled by the Candidate)

J 0 00 1 8

P-00018 !J-00018-PAPER-I-SET-P! 2

PAPER - I

Note : This paper consists of Fifty (50) objective type questions of Two (2) marks each. All questions are compulsory.

  1. Which of the following set of statements best describes the nature and objectives of teaching? Indicate your answer by selecting from the code. (a) Teaching and learning are integrally related. (b) There is no difference between teaching and training. (c) Concern of all teaching is to ensure some kind of transformation in students. (d) All good teaching is formal in nature. (e) A teacher is a senior person. (f) Teaching is a social act whereas learning is a personal act. Code : (1) (a), (b) and (d) (2) (b), (c) and (e) (3) (a), (c) and (f) (4) (d), (e) and (f)
  2. Which of the following learner characteristics is highly related to effectiveness of teaching? (1) Prior experience of the learner (2) Educational status of the parents of the learner (3) Peer groups of the learner (4) Family size from which the learner comes.
  3. In the two sets given below Set - I indicates methods of teaching while Set - II provides the basic requirements for success/effectiveness. Match the two sets and indicate your answer by choosing from the code : Set - I Set - II (Method of teaching) (Basic requirements for success/effectiveness) (a) Lecturing (i) Small step presentation with feedback provided (b) Discussion in groups (ii) Production of large number of ideas (c) Brainstorming (iii) Content delivery in a lucid language (d) Programmed Instructional (iv) Use of teaching-aids procedure (v) Theme based interaction among participants Code : (a) (b) (c) (d) (1) (i) (ii) (iii) (iv) (2) (ii) (iii) (iv) (v) (3) (iii) (v) (ii) (i) (4) (iv) (ii) (i) (iii)

50 Q x 2 M = 100 Marks

P-00018 !J-00018-PAPER-I-SET-P! 4

  1. From the list of evaluation procedures given below identify those which will be called ‘formative evaluation’. Indicate your answer by choosing from the code : (a) A teacher awards grades to students after having transacted the course work. (b) During interaction with students in the classroom, the teacher provides corrective feedback. (c) The teacher gives marks to students on a unit test. (d) The teacher clarifies the doubts of students in the class itself. (e) The overall performance of a students is reported to parents at every three months interval. (f) The learner’s motivation is raised by the teacher through a question-answer session. Code : (1) (a), (b) and (c) (2) (b), (c) and (d) (3) (a), (c) and (e) (4) (b), (d) and (f)
  2. Assertion (A) : All teaching should aim at ensuring learning. Reason (R) : All learning results from teaching. Choose the correct answer from the following code : (1) Both (A) and (R) are true, and (R) is the correct explanation of (A). (2) Both (A) and (R) are true, but (R) is not the correct explanation of (A). (3) (A) is true, but (R) is false. (4) (A) is false, but (R) is true.
  3. There are two sets given below. Set - I specifies the types of research, while Set - II indicates their characteristics. Match the two and give your answer by selecting the appropriate code. Set - I Set - II (Research types) (Characteristics) (a) Fundamental research (i) Finding out the extent of perceived impact of an intervention (b) Applied research (ii) Developing an effective explanation through theory building (c) Action research (iii) Improving an existing situation through use of interventions (d) Evaluative research (iv) Exploring the possibility of a theory for use in various situations (v) Enriching technological resources Code : (a) (b) (c) (d) (1) (ii) (iv) (iii) (i) (2) (v) (iv) (iii) (ii) (3) (i) (ii) (iii) (iv) (4) (ii) (iii) (iv) (v)

P-00018 !J-00018-PAPER-I-SET-P! 5 P.T.O.

4. ŸËø ŒË ªß¸ ◊ÍÀÿÊ¥∑§Ÿ ¬˝Á∑˝§ÿÊ•Ê¥ ◊¥ ‚ ©‚∑§Ë ¬„øÊŸ ∑§ËÁ¡∞ , Á¡‚∑§Ê “ÁŸ◊ʸáÊÊà◊∑§ ◊ÍÀÿÊ¥∑§Ÿ” ∑§„Ê ¡ÊÃÊ „Ò– ŸËø

ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ •¬Ÿ ©ûÊ⁄U ∑§Ê øÈÁŸ∞ —

(a) Á‡ÊˇÊ∑§ ¬Ê∆K∑˝§◊ ∑§Ê ∑§Êÿ¸ ¬Í⁄UÊ ∑§⁄UŸ ∑§ ’ÊŒ ¿UÊòÊÊ¥ ∑§Ê ª˝«U ŒÃÊ „Ò–

(b) Á‡ÊˇÊ∑§ ∑§ˇÊÊ ◊¥ ¿UÊòÊÊ¥ ∑§ ‚ÊÕ •¥Ã—Á∑˝§ÿÊ ∑§ ŒÊÒ⁄UÊŸ ‚ÈœÊ⁄UÊà◊∑§ ¬˝ÁìÈÁc≈U ¬˝ŒÊŸ ∑§⁄UÃÊ „Ò–

(c) Á‡ÊˇÊ∑§ ß∑§Ê߸ ¬⁄UˡÊáÊ ◊¥ ¿UÊòÊÊ¥ ∑§Ê •¥∑§ ŒÃÊ „Ò–

(d) Á‡ÊˇÊ∑§ ∑§ˇÊÊ ◊¥ „Ë ¿UÊòÊÊ¥ ∑§ ‚¥Œ„Ê¥ ∑§Ê S¬c≈U ∑§⁄UÃÊ „Ò–

(e) ¿UÊòÊÊ¥ ∑§ ‚◊ª˝ ÁŸc¬ÊŒŸ ∑§ ’Ê⁄U ◊¥ ¬˝àÿ∑§ ÃËŸ ◊Ê„ ∑§ •¥Ã⁄UÊ‹ ¬⁄U •Á÷÷Êfl∑§Ê¥ ∑§Ê Á⁄U¬Ê≈¸U Á∑§ÿÊ ¡ÊÃÊ „Ò–

(f) Á‡ÊˇÊ∑§ ¬˝‡Ÿ-©ûÊ⁄U ‚òÊ ∑§ ◊Êäÿ◊ ‚ •Áœª◊∑§Ãʸ ∑§Ë •Á÷¬˝⁄UáÊÊ ◊¥ flÎÁh ∑§⁄UÃÊ „Ò–

∑ͧ≈U —

(1) (a), (b) •ÊÒ⁄U (c) (2) (b), (c) •ÊÒ⁄U (d) (3) (a), (c) •ÊÒ⁄U (e) (4) (b), (d) •ÊÒ⁄U (f)

5. •Á÷∑§ÕŸ (A) : ‚◊Sà Á‡ÊˇÊáÊ ∑§Ê ©g‡ÿ •Áœª◊ ∑§Ê ‚ÈÁŸÁ‡øÃ ∑§⁄UŸÊ „ÊŸÊ øÊÁ„∞–

Ã∑¸§ (R) : ‚◊Sà •Áœª◊ Á‡ÊˇÊáÊ ∑§Ê ¬Á⁄UáÊÊ◊ „ÊÃÊ „Ò–

ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ◊¥ ‚ ‚„Ë ©ûÊ⁄U ∑§Ê øÈÁŸ∞ —

(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–

(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–

6. ŸËø ŒÊ ‚◊ÈìÊÿ ÁŒ∞ ª∞ „Ò¥– ‚◊Èëøÿ - I ◊¥ ‡ÊÊœ ∑§ ¬˝∑§Ê⁄U ÁŒ∞ ª∞ „Ò¥, ¡’Á∑§ ‚◊Èëøÿ - II ◊¥ ©Ÿ∑§Ë Áfl‡Ê·ÃÊ∞°

ߥÁªÃ ∑§Ë ªß¸ „Ò¥– ߟ ŒÊŸÊ¥ ∑§Ê ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ©¬ÿÈÄà ∑ͧ≈U ∑§Ê øÿŸ ∑§⁄U •¬Ÿ ©ûÊ⁄U ∑§Ê ŒËÁ¡∞ —

‚◊Èëøÿ - I ‚◊Èëøÿ - II

(‡ÊÊœ ∑§ ¬˝∑§Ê⁄U) (Áfl‡Ê·ÃÊ∞°)

(a) ◊ÊÒÁ‹∑§ ‡ÊÊœ (i) „SÃˇÊ¬ ∑§ •ŸÈ÷Íà ¬˝÷Êfl ∑§Ê ¬ÃÊ ‹ªÊŸÊ

(b) √ÿflNà ‡ÊÊœ (ii) Á‚hʥà ÁŸ◊ʸáÊ ∑§ ◊Êäÿ◊ ‚ ¬˝÷ÊflÊà¬ÊŒ∑§ √ÿÊÅÿÊ ∑§Ê Áfl∑§Ê‚ ∑§⁄UŸÊ

(c) Á∑˝§ÿÊà◊∑§ ‡ÊÊœ (iii) „SÃˇÊ¬ ∑§ ©¬ÿÊª ∑§ ◊Êäÿ◊ ‚ ¬˝øÁ‹Ã ÁSÕÁà ◊¥ ‚ÈœÊ⁄U ‹ÊŸÊ

(d) ◊ÍÀÿÊ¥∑§Ÿ-¬⁄U∑§ ‡ÊÊœ (iv) ÁflÁ÷ÛÊ ÁSÕÁÃÿÊ¥ ◊¥ ©¬ÿÊª ∑§ Á‹∞ Á‚hʥà ∑§Ë ¬˝ÿÊíÿÃÊ ∑§Ë πÊ¡’ËŸ

∑§⁄UŸÊ

(v) ¬˝ÊÁflÁœU∑§ ‚¥‚ÊœŸÊ¥ ∑§Ê ‚◊Îh ∑§⁄UŸÊ

∑ͧ≈U —

(a) (b) (c) (d) (1) (ii) (iv) (iii) (i) (2) (v) (iv) (iii) (ii) (3) (i) (ii) (iii) (iv) (4) (ii) (iii) (iv) (v)

P-00018 !J-00018-PAPER-I-SET-P! 7 P.T.O.

7. Á∑˝§ÿÊ∑§‹Ê¬Ê¥ ∑§ ÁŸêŸÁ‹Áπà ‚◊ÈìÊÿÊ¥ ◊¥ ∑§ÊÒŸ‚Ê ‚◊ÈìÊÿ Á∑˝§ÿÊà◊∑§ ‡ÊÊœ ⁄UáÊŸËÁà ∑§Ë ø∑˝§Ëÿ ¬˝∑ΧÁà ∑§Ê ߥÁªÃ ∑§⁄UÃÊ

„Ò?

(1) ª„Ÿ Áø¥ÃŸ ∑§⁄UŸÊ, ¬˝ˇÊáÊ ∑§⁄UŸÊ, ÁŸÿÊ¡Ÿ, Á∑˝§ÿÊÁãflÁÃ

(2) ¬˝ˇÊáÊ ∑§⁄UŸÊ, Á∑˝§ÿÊÁãflÁÃ, ª„Ÿ Áø¥ÃŸ ∑§⁄UŸÊ, ÁŸÿÊ¡Ÿ

(3) Á∑˝§ÿÊÁãflÁÃ, ÁŸÿÊ¡Ÿ, ¬˝ˇÊáÊ ∑§⁄UŸÊ, ª„Ÿ Áø¥ÃŸ ∑§⁄UŸÊ

(4) ÁŸÿÊ¡Ÿ, Á∑˝§ÿÊÁãflÁÃ, ¬˝ˇÊáÊ ∑§⁄UŸÊ, ª„Ÿ Áø¥ÃŸ ∑§⁄UŸÊ

8. ‡ÊÊœ ¬ŒÊ¥ ∑§Ê ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑˝§◊ flÒôÊÊÁŸ∑§ ÁflÁœ ∑§ ÁŸ∑§≈USÕ „Ò?

(1) ‚◊SÿÊ ∑§Ê ¬˝SÃÊÁflà ‚◊ʜʟ, ‚◊ʜʟ ∑§ ¬Á⁄UáÊÊ◊Ê¥ ∑§Ê ÁŸªÁ◊à ∑§⁄UŸÊ, ‚◊SÿÊ ∑§Ë ÁSÕÁà ∑§Ê •ŸÈ÷Íà ∑§⁄UŸÊ,

∑§Á∆UŸÊ߸ ∑§Ë ¬„øÊŸ •ÊÒ⁄U ‚◊ʜʟ ∑§Ê ¬⁄UˡÊáÊ–

(2) ‚◊SÿÊ ∑§Ë ÁSÕÁà ∑§Ê •ŸÈ÷Íà ∑§⁄UŸÊ, flÊSÃÁfl∑§ ‚◊SÿÊ ∑§Ë ¬„øÊŸ •ÊÒ⁄U ©‚∑§Ë ¬Á⁄U÷Ê·Ê, ¬Á⁄U∑§À¬ŸÊ ∑§⁄UŸÊ,

¬˝SÃÊÁflà ‚◊ʜʟ ∑§ ¬Á⁄UáÊÊ◊Ê¥ ∑§Ê ÁŸªÁ◊à ∑§⁄UŸÊ •ÊÒ⁄U ¬Á⁄U∑§À¬ŸÊ ∑§Ê ∑§Êÿ¸ M§¬ ◊¥ ¬⁄UˡÊáÊ–

(3) ‚◊SÿÊ ∑§Ê ¬Á⁄U÷ÊÁ·Ã ∑§⁄UŸÊ, ‚◊SÿÊ ∑§ ∑§Ê⁄UáÊÊ¥ ∑§Ë ¬„øÊŸ ∑§⁄UŸÊ, ‚◊ª˝ ∑§Ê ¬Á⁄U÷ÊÁ·Ã ∑§⁄UŸÊ, ¬˝ÁÃŒ‡Ê¸ ∑§Ê

øÿŸ, •Ê¥∑§«∏Ê¥ ∑§Ê ‚¥ª˝„áÊ •ÊÒ⁄U ¬Á⁄UáÊÊ◊Ê¥ ∑§Ê Áfl‡‹·áÊ ∑§⁄UŸÊ–

(4) ∑§Ê⁄UáÊ-◊Í‹∑§ ∑§Ê⁄U∑§Ê¥ ∑§Ë ¬„øÊŸ ∑§⁄UŸÊ, ‚◊SÿÊ ∑§Ê ¬Á⁄U÷ÊÁ·Ã ∑§⁄UŸÊ, ¬Á⁄U∑§À¬ŸÊ ’ŸÊŸÊ, ¬˝ÁÃŒ‡Ê¸ ∑§Ê øÿŸ,

•Ê¥∑§«∏Ê¥ ∑§Ê ‚¥ª˝„áÊ •ÊÒ⁄U ‚Ê◊ÊãÿË∑§⁄UáÊ ÃÕÊ ÁŸc∑§·ÊZ ¬⁄U ¬„°ÈøŸÊ–

9. “‡ÊÊœ ŸÒÁÃ∑§ÃÊ” ∑§Ë ‚◊SÿÊ ‡ÊÊœ Á∑˝§ÿÊ∑§‹Ê¬Ê¥ ∑§ Á∑§‚ ¬„‹Í ‚ ‚¥’¥ÁœÃ „Ò?

(1) ‡ÊÊœ ¬˝’¥œ ∑§ ÁŸœÊ¸Á⁄Uà ¬˝ÊM§¬ ∑§ •ŸÈ‚⁄UáÊ ‚

(2) ªÈáÊÊà◊∑§ ÿÊ ◊ÊòÊÊà◊∑§ Ã∑§ŸË∑§Ê¥ ∑§ ◊Êäÿ◊ ‚ •Ê¥∑§«∏Ê¥ ∑§ Áfl‡‹·áÊ ‚

(3) ‡ÊÊœ ∑§ ‚◊ª˝ ∑§Ê ¬Á⁄U÷ÊÁ·Ã ∑§⁄UŸ ‚

(4) ‚Êˇÿ-•ÊœÊÁ⁄Uà ‡ÊÊœ Á⁄U¬ÊÁ≈ZUª ‚

10. ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ Á∑˝§ÿÊ∑§‹Ê¬ ◊¥ ‚ΡŸ‡ÊË‹ •ÊÒ⁄U ‚◊ˡÊÊà◊∑§ Áø¥ÃŸ ∑§ ‚¥¬Ê·áÊ ∑§Ë •Áœ∑§ ˇÊ◊ÃÊ „Ò?

(1) ‡ÊÊœ ‚Ê⁄UÊ¥‡Ê ∑§Ê ÃÒÿÊ⁄U ∑§⁄UŸÊ (2) ‚¥ªÊc∆UË ◊¥ ‡ÊÊœ ‹π ∑§Ê ¬˝SÃÈà ∑§⁄UŸÊ

(3) ‡ÊÊœ ‚ê◊‹Ÿ ◊¥ ÷ʪˌÊ⁄UË (4) ∑§Êÿ¸‡ÊÊ‹Ê ◊¥ ÷ʪˌÊ⁄UË

P-00018 !J-00018-PAPER-I-SET-P! 8

Read the following passage carefully and answer questions from 11 to 15 :

If India has to develop her internal strengths, the nation has to focus on the technological imperatives, keeping in mind three dynamic dimensions : the people, the overall economy and the strategic interests. These technological imperatives also take into account a ‘fourth’ dimension, time, an offshoot of modern day dynamism in business, trade, and technology that leads to continually shifting targets. We believe that technological strengths are especially crucial in dealing with this fourth dimension underlying continuous change in the aspirations of the people, the economy in the global context, and the strategic interests. The progress of technology lies at the heart of human history. Technological strengths are the key to creating more productive employment in an increasingly competitive market place and to continually upgrade human skills. Without a pervasive use of technologies, we cannot achieve overall development of our people in the years to come. The direct linkages of technology to the nation’s strategic strengths are becoming more and more clear, especially since 1990s. India’s own strength in a number of core areas still puts it in a position of reasonable strength in geo-political context. Any nation aspiring to become a developed one needs to have strengths in various strategic technologies and also the ability to continually upgrade them through its own creative strengths. For people-oriented actions as well, whether for the creation of large scale productive employment or for ensuring nutritional and health security for people, or for better living conditions, technology is the only vital input. The absence of greater technological impetus could lead to lower productivity and wastage of precious natural resources. Activities with low productivity or low value addition, in the final analysis hurt the poorest most. The technological imperatives to lift our people to a new life, and to a life they are entitled to is important. India, aspiring to become a major economic power in terms of trade and increase in GDP, cannot succeed on the strength of turnkey projects designed and built abroad or only through large-scale imports of plant machinery, equipment and know how. Even while being alive to the short-term realities, medium and long-term strategies to develop core technological strengths within our industry are vital for envisioning a developed India.

  1. According to the above passage, which of the following are indicative of the fourth dimension? (a) Aspirations of people (b) Modern day dynamism (c) Economy in the global context (d) Strategic interests Code : (1) (a), (b) and (c) only (2) (b), (c) and (d) only (3) (a), (c) and (d) only (4) (a), (b) and (d) only
  2. More productive employment demands :

(1) Pervasive use of technology (2) Limiting competitive market place (3) Geo-political considerations (4) Large industries

P-00018 !J-00018-PAPER-I-SET-P! 10

  1. Absence of technology would lead to : (a) Less pollution (b) Wastage of precious natural resources (c) Low value addition (d) Hurting the poorest most Code : (1) (a), (b) and (c) only (2) (b), (c) and (d) only (3) (a), (b) and (d) only (4) (a), (c) and (d) only
  2. The advantage of technological inputs would result in : (1) Unbridled technological growth (2) Importing plant machinery (3) Sidelining environmental issues (4) Lifting our people to a life of dignity
  3. Envisioning a developed India requires : (1) Aspiration to become a major economic player (2) Dependence upon projects designed abroad (3) Focus on short-term projects (4) Development of core technological strengths
  4. Differentiation between acceptance and non-acceptance of certain stimuli in classroom communication is the basis of : (1) selective expectation of performance (2) selective affiliation to peer groups (3) selective attention (4) selective morality
  5. Assertion (A) : The initial messages to students in the classroom by a teacher need not be critical to establish interactions later. Reason (R) : More control over the communication process means more control over what the students are learning. Code : (1) Both (A) and (R) are true, and (R) is the correct explanation of (A). (2) Both (A) and (R) are true, but (R) is not the correct explanation of (A). (3) (A) is true, but (R) is false. (4) (A) is false, but (R) is true.
  6. Assertion (A) : To communicate well in the classroom is a natural ability. Reason (R) : Effective teaching in the classroom demands knowledge of the communication process. Code : (1) Both (A) and (R) are true, and (R) is the correct explanation of (A). (2) Both (A) and (R) are true, but (R) is not the correct explanation of (A). (3) (A) is true, but (R) is false. (4) (A) is false, but (R) is true.

P-00018 !J-00018-PAPER-I-SET-P! 11 P.T.O.

13. ¬˝ÊÒlÊÁª∑§Ë ∑§Ë •ŸÈ¬ÁSÕÁà ‚ Á∑§‚∑§Ê ◊ʪ¸ ¬˝‡ÊSà „ÊªÊ?

(a) ∑§◊ ¬˝ŒÍ·áÊ (b) ◊ÍÀÿflÊŸ ¬˝Ê∑ΧÁÃ∑§ ‚¥‚ÊœŸÊ¥ ∑§Ë ’’ʸŒË

(c) ÁŸêŸ SÃ⁄UËÿ ◊ÍÀÿ-‚¥flœ¸Ÿ (d) •àÿ¥Ã ª⁄UË’ ‹ÊªÊ¥ ∑§Ê ‚’‚ •Áœ∑§ ŸÈ∑§‚ÊŸ

∑ͧ≈U —

(1) ∑§fl‹ (a), (b) •ÊÒ⁄U (c) (2) ∑§fl‹ (b), (c) •ÊÒ⁄U (d)

(3) ∑§fl‹ (a), (b) •ÊÒ⁄U (d) (4) ∑§fl‹ (a), (c) •ÊÒ⁄U (d)

14. ¬˝ÊÒlÊÁª∑§Ëÿ •ʪÃÊ¥ ∑§ ‹Ê÷ ∑§Ê ¬Á⁄UáÊÊ◊ „ÊªÊ —

(1) •ÁŸÿ¥ÁòÊà ¬˝ÊÒlÊÁª∑§Ëÿ ‚¥flÎÁh (2) ‚¥ÿ¥òÊ ◊‡ÊËŸ⁄UË ∑§Ê •ÊÿÊÃ

(3) ¬ÿʸfl⁄UáÊ ‚¥’¥œË ◊ÈgÊ¥ ∑§Ê ªÊÒáÊ ◊ÊŸŸÊ (4) „◊Ê⁄U ‹ÊªÊ¥ ∑§Ê ªÁ⁄U◊Ê◊ÿË ¡ËflŸ Ã∑§ ¬„°ÈøÊŸÊ

15. Áfl∑§Á‚à ÷Ê⁄Uà ∑§Ë ∑§À¬ŸÊ ∑§Ê ‚Ê∑§Ê⁄U ∑§⁄UŸ ∑§ Á‹∞ •Êfl‡ÿ∑§ „Ò —

(1) ¬˝◊Èπ •ÊÁÕ¸∑§ ‡ÊÁÄà ’ŸŸ ∑§Ë •Ê∑§Ê¥ˇÊÊ

(2) ÁflŒ‡Ê ◊¥ ÃÒÿÊ⁄U ∑§Ë ªß¸ ¬Á⁄UÿÊ¡ŸÊ ¬⁄U ÁŸ÷¸⁄UÃÊ

(3) ‹ÉÊÈ∑§ÊÁ‹∑§ ¬Á⁄UÿÊ¡ŸÊ•Ê¥ ¬⁄U äÿÊŸ ∑§ÁãŒ˝Ã ∑§⁄UŸÊ

(4) ‚¥∑§ÁãŒ˝∑§ ¬˝ÊÒlÊÁª∑§Ëÿ ‡ÊÁÄà ∑§Ê Áfl∑§Ê‚

16. ∑§ˇÊʪà ‚ê¬˝·áÊ ◊¥ ∑ȧ¿U ©gˬ∑§Ê¥ ∑§Ë SflË∑§Êÿ¸ÃÊ •ÊÒ⁄U •SflË∑§Êÿ¸ÃÊ ∑§ ’Ëø Áfl÷ŒŸ Á∑§‚∑§Ê •ÊœÊ⁄U „Ò?

(1) ÁŸc¬ÊŒŸ ∑§Ë øÿŸÊà◊∑§ •¬ˇÊÊ

(2) ‚ÊÕË ‚◊Í„Ê¥ ∑§ ‚ÊÕ øÿŸÊà◊∑§ ‚ê’hÃÊ

(3) øÿŸÊà◊∑§ äÿÊŸ

(4) øÿŸÊà◊∑§ ŸÒÁÃ∑§ÃÊ

17. •Á÷∑§ÕŸ (A) : Á‡ÊˇÊ∑§ mÊ⁄UÊ ∑§ˇÊÊ ◊¥ ¿UÊòÊÊ¥ ∑§Ê ÁŒ∞ ª∞ •Ê⁄UÁê÷∑§ ‚¥Œ‡ÊÊ¥ ∑§Ê ’ÊŒ ◊¥ •¥Ã—Á∑˝§ÿÊ SÕÊÁ¬Ã ∑§⁄UŸ ∑§

Á‹∞ ◊„àfl¬Íáʸ „ÊŸÊ •Êfl‡ÿ∑§ Ÿ„Ë¥ „Ò–

Ã∑¸§ (R) : ‚ê¬˝·áÊ ¬˝Á∑˝§ÿÊ ¬⁄U •¬ˇÊÊ∑Χà •Áœ∑§ ÁŸÿ¥òÊáÊ ∑§Ê ÁŸÁ„ÃÊÕ¸ ¿UÊòÊÊ¥ mÊ⁄UÊ •Áœª◊ ¬⁄U •¬ˇÊÊ∑ΧÃ

•Áœ∑§ ÁŸÿ¥òÊáÊ „Ò–

∑ͧ≈U —

(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–

(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–

18. •Á÷∑§ÕŸ (A) : ∑§ˇÊÊ ◊¥ ∑ȧ‡Ê‹ …¥Uª ‚ ‚ê¬˝·áÊ ∑§⁄UŸÊ ∞∑§ SflÊ÷ÊÁfl∑§ ˇÊ◊ÃÊ „Ò–

Ã∑¸§ (R) : ∑§ˇÊÊ ◊¥ ¬˝÷ÊflË Á‡ÊˇÊáÊ ∑§ Á‹∞ ‚ê¬˝·áÊ ¬˝Á∑˝§ÿÊ ∑§Ê ôÊÊŸ •Êfl‡ÿ∑§ „Ò–

∑ͧ≈U —

(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–

(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–

P-00018 !J-00018-PAPER-I-SET-P! 13 P.T.O.

19. •Á÷∑§ÕŸ (A) : ∑§ˇÊʪà ‚ê¬˝·áÊ ∞∑§ Á∑˝§ÿÊÁãflÁÃ∑§Ê⁄UË ¬˝Á∑˝§ÿÊ „Ò–

Ã∑¸§ (R) : ∑§Ê߸ ÷Ë Á‡ÊˇÊ∑§ ß‚ ◊ÊãÿÃÊ ∑§ •¥Ãª¸Ã ∑§Êÿ¸ Ÿ„Ë¥ ∑§⁄UÃÊ Á∑§ ¿UÊòÊÊ¥ ∑§Ë •ŸÈÁ∑˝§ÿÊ∞¥ ‚Êg‡ÿ „ÊÃË

„Ò¥–

•¬Ÿ ©ûÊ⁄U ∑§ Á‹∞ ‚„Ë ∑ͧ≈U øÈÁŸ∞ —

(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–

(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–

20. ◊ÊŸfl ‚ê¬˝·áÊ ¬˝Á∑˝§ÿÊ ∑§ Áflfl⁄UáÊ ∑§ Á‹ÿ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚Ê ∑§ÕŸ ‚◊Èëøÿ ‚„Ë „Ò?

(a) •‡ÊÊÁéŒ∑§ ‚ê¬˝·áÊ ÁfløÊ⁄UÊ¥ ∑§Ê ©gËåà ∑§⁄U ‚∑§Ã „Ò¥–

(b) ‚ê¬˝·áÊ ∞∑§ •Á¡¸Ã ˇÊ◊ÃÊ „Ò–

(c) ‚ê¬˝·áÊ ∞∑§ ‚Êfl¸÷ÊÒ◊ ‚◊ʜʟ Ÿ„Ë¥ „Ò–

(d) ‚ê¬˝·áÊ π¥Á«Uà Ÿ„Ë¥ „Ê ‚∑§ÃÊ–

(e) •Áœ∑§ ‚ê¬˝·áÊ ∑§Ê •Õ¸ ¿UÊòÊÊ¥ mÊ⁄UÊ •Áœ∑§ ¬˝÷ÊflË •Áœª◊ „Ò–

(f) ∑§ˇÊʪà ‚ê¬˝·áÊ ∑§ ◊Êäÿ◊ ‚ ‚Ëπ „È∞ ∑§Ê ◊ÍÀÿ ¿UÊòÊÊ¥ ∑§ Á‹∞ ◊„àfl¬Íáʸ Ÿ„Ë¥ „Ò–

∑ͧ≈U —

(1) (a), (c), (e) •ÊÒ⁄U (f) (2) (b), (d), (e) •ÊÒ⁄U (f)

(3) (a), (b), (c) •ÊÒ⁄U (d) (4) (a), (d), (e) •ÊÒ⁄U (f)

21. oÎ¥π‹Ê

−1, 5, 15, 29,?^ , ...

∑§Ë •ª‹Ë ‚¥ÅÿÊ „Ò —

22. oÎ¥π‹Ê

ABD, DGK, HMS, MTB, SBL,?^ , ...

∑§Ë •ª‹Ë ‚¥ÅÿÊ „Ò —

(1) ZKU (2) ZCA (3) ZKW (4) KZU

23. ÿÁŒ VARANASI ∑§Ê ∑ͧ≈U WCUESGZQ „Ò, ÃÊ KOLKATA ∑§Ê ∑ͧ≈U „ÊªÊ —

(1) LOQOZEH (2) HLZEOOQ (3) ZELHOQO (4) LQOOFZH

24. ∞∑§ ◊Á„‹Ê Ÿ •¬Ÿ ¬Áà ‚ ⁄UÊ∑§‡Ê ∑§Ê ¬Á⁄Uøÿ ∑§⁄UÊÃ „È∞ ∑§„Ê, ““ß‚∑§ ÷Ê߸ ∑§ Á¬ÃÊ ◊⁄U ŒÊŒÊ ∑§ ß∑§‹ÊÒÃ ¬ÈòÊ „Ò¥–”” ÿ„

◊Á„‹Ê ⁄UÊ∑§‡Ê ∑§Ë ÄÿÊ ‹ªÃË „Ò¥?

(1) øÊøË (2) ◊ÊÃÊ (3) ’„Ÿ (4) ¬ÈòÊË

P-00018 !J-00018-PAPER-I-SET-P! 14

  1. Two numbers are in the ratio 2 : 5. If 16 is added to both the numbers, their ratio becomes 1 : 2. The numbers are : (1) 16, 40 (2) 20, 50 (3) 28, 70 (4) 32, 80
  2. Superiority of intellect depends upon its power of concentration on one theme in the same way as a concave mirror collects all the rays that strike upon it into one point. What type of reasoning is entailed in the above statement? (1) Mathematical (2) Psychological (3) Analogical (4) Deductive
  3. Given below are two premises (A and B). Four conclusions are drawn from them. Select the code that states validly drawn conclusion(s) (taking the premises individually or jointly). Premises : (A) Most of the dancers are physically fit. (B) Most of the singers are dancers. Conclusions : (a) Most of the singers are physically fit. (b) Most of the dancers are singers. (c) Most of the physically fit persons are dancers. (d) Most of the physically fit persons are singers. Code : (1) (a) and (b) (2) (b) and (c) (3) (c) and (d) (4) (d) and (a)
  4. Which one among the following is a presupposition in inductive reasoning? (1) Law of identity (2) Unchangeability in nature (3) Harmony in nature (4) Uniformity of nature
  5. If the proposition ‘domestic animals are hardly ferocious’ is taken to be false, which of the following proposition/propositions can be claimed to be certainly true? Select the correct code : Propositions : (a) All domestic animals are ferocious. (b) Most of the domestic animals are ferocious. (c) No domestic animal is ferocious. (d) Some domestic animals are non-ferocious. Code : (1) (a) and (b) (2) (a) only (3) (c) and (d) (4) (b) only

P-00018 !J-00018-PAPER-I-SET-P! 16

  1. Which one of the following statements is not correct in the context of Venn diagram method? (1) It is a method of testing the validity of arguments. (2) It represents both the premises of a syllogism in one diagram. (3) It requires two overlapping circles for the two premises of a standard-form categorical syllogism. (4) It can be used to represent classes as well as propositions.

The table below embodies data on the production, exports and per capita consumption of rice in country P for the five years from 2012 to 2016. Answer questions 31 - 35 based on the data contained in the table.

Year (^) (in million kg)Production (in million kg)Exports^ Per Capita Consumption (in kg)

2012 186.5 114 36. 2013 202 114 35. 2014 238 130 38. 2015 221 116 40. 2016 215 88 42

Year-wise Production, Exports and Per Capita Consumption of Rice

Where, Per Capita Consumption=(Consumption in million kg)÷(Population in million) and consumption (in million kg)=Production−Exports.

  1. The percentage increase in the consumption of rice over the previous year was the highest in which year? (1) 2013 (2) 2014 (3) 2015 (4) 2016
  2. What is the population of the country in the year 2014 (in million)? (1) 2.64 (2) 2.72 (3) 2.79 (4) 2.
  3. The ratio of exports to consumption in the given period was the highest in the year : (1) 2012 (2) 2013 (3) 2014 (4) 2015
  4. In which year, the population of country was the highest? (1) 2013 (2) 2014 (3) 2015 (4) 2016
  5. What is the average consumption of rice (in million kg) over the years 2012-2016? (1) 104 (2) 102.1 (3) 108 (4) 100.

P-00018 !J-00018-PAPER-I-SET-P! 17 P.T.O.

30. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚Ê ∑§ÕŸ flŸ ÁøòÊ ÁflÁœ ∑§ ‚¥Œ÷¸ ◊¥ ‚„Ë Ÿ„Ë¥ „Ò?

(1) ÿ„ Ã∑§ÊZ ∑§Ë flÒœÃÊ ∑§ ¬⁄UˡÊáÊ ∑§Ë ∞∑§ ÁflÁœ „Ò–

(2) ÿ„ ∞∑§ ÁøòÊ ◊¥ ãÿÊÿ flÊÄÿ ∑§ ŒÊŸÊ¥ •ÊœÊ⁄U flÊÄÿÊ¥ ∑§Ê ¬˝ŒÁ‡Ê¸Ã ∑§⁄UÃË „Ò–

(3) ß‚◊¥ ÁŸ⁄U¬ˇÊ ãÿÊÿ flÊÄÿ ∑§ ◊ÊŸ∑§ M§¬ ∑§ ŒÊ •ÊœÊ⁄U flÊÄÿÊ¥ ∑§ Á‹ÿ ¬⁄US¬⁄U √ÿÊåà ŒÊ flÎûÊÊ¥ ∑§Ë •Êfl‡ÿ∑§ÃÊ

„ÊÃË „Ò–

(4) ß‚∑§Ê flªÊZ ∑§ •‹ÊflÊ •ÊœÊ⁄U flÊÄÿÊ¥ ∑§Ê ¬˝ŒÁ‡Ê¸Ã ∑§⁄UŸ ∑§ Á‹∞ ©¬ÿÊª Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò–

ÁŸêŸÊ¥Á∑§Ã ÃÊÁ‹∑§Ê ◊¥ Á∑§‚Ë Œ‡Ê P ∑§ Á‹∞ ¬Ê¥ø fl·ÊZ 2012 ‚ 2016 Ã∑§ øÊfl‹ ∑§ ©à¬ÊŒŸ, ÁŸÿʸà •ÊÒ⁄U ¬˝ÁÃ

√ÿÁÄà ©¬÷Êª ∑§ ’Ê⁄U ◊¥ •ʰ∑§«∏ ‚Ê⁄UÊ¥Á∑§Ã „Ò¥– ß‚ ÃÊÁ‹∑§Ê ◊¥ ÁŒ∞ ª∞ •ʰ∑§«∏Ê¥ ∑§ •ÊœÊ⁄U ¬⁄U ¬˝‡Ÿ ‚¥ÅÿÊ 31 - 35

∑§ ©ûÊ⁄U ŒËÁ¡∞–

fl·¸

©à¬ÊŒŸ

(Á◊Á‹ÿŸ Á∑§‹Êª˝Ê◊ ◊¥)

ÁŸÿʸÃ

(Á◊Á‹ÿŸ Á∑§‹Êª˝Ê◊ ◊¥)

¬˝Áà √ÿÁÄà ©¬÷Êª

(Á∑§‹Êª˝Ê◊ ◊¥)

øÊfl‹ ∑§Ê fl·¸-flÊ⁄U ©à¬ÊŒŸ, ÁŸÿʸà •ÊÒ⁄U ¬˝Áà √ÿÁÄà ©¬÷Êª

¡„ʰ, ¬˝Áà √ÿÁÄà ©¬÷Êª=(©¬÷Êª Á◊Á‹ÿŸ Á∑§‹Êª˝Ê◊ ◊¥)÷(¡Ÿ‚¥ÅÿÊ Á◊Á‹ÿŸ ◊¥) •ÊÒ⁄U ©¬÷Êª

(Á◊Á‹ÿŸ Á∑§‹Êª˝Ê◊ ◊¥)=©à¬ÊŒŸ−ÁŸÿʸÃ, „Ò —

31. Á∑§‚ fl·¸ ◊¥ Á¬¿U‹ fl·¸ ∑§Ë ÃÈ‹ŸÊ ◊¥ øÊfl‹ ∑§ ©¬÷Êª ◊¥ ‚flʸÁœ∑§ ¬˝ÁÇÊà ∑§Ë flÎÁh „È߸?

32. fl·¸ 2014 ◊¥ Œ‡Ê ∑§Ë ¡Ÿ‚¥ÅÿÊ (Á◊Á‹ÿŸ ◊¥) Á∑§ÃŸË ÕË?

33. Á∑§‚ fl·¸ ∑§Ë •flÁœ ◊¥ ÁŸÿʸà •ÊÒ⁄U ©¬÷Êª ∑§Ê •ŸÈ¬Êà ‚flʸÁœ∑§ ÕÊ?

34. Œ‡Ê ∑§Ë ¡Ÿ‚¥ÅÿÊ Á∑§‚ fl·¸ ◊¥ ‚flʸÁœ∑§ ÕË?

35. fl·¸ 2012-2016 ∑§Ë •flÁœ ◊¥ øÊfl‹ ∑§Ê •ÊÒ‚Ã ©¬÷Êª (Á◊Á‹ÿŸ Á∑§.ª˝Ê◊) Á∑§ÃŸÊ „Ò?

P-00018 !J-00018-PAPER-I-SET-P! 19 P.T.O.

36. •Ê߸.‚Ë.≈UË. ‡ÊéŒ ¬Œ ∑§ ’Ê⁄U ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚Ê/∑§ÊÒŸ‚ ∑§ÕŸ ‚„Ë „Ò/„Ò¥?

P : •Ê߸.‚Ë.≈UË. ¬˝Õ◊ÊˇÊ⁄UË ŸÊ◊ „Ò, Á¡‚∑§Ê ¬Í⁄UÊ ŸÊ◊ ߥÁ«UÿŸ ċʂË∑§‹ ≈UÄŸÊ‹ÊÚ¡Ë „Ò–

Q : •Ê߸.‚Ë.≈UË. ∑§ •¥Ãª¸Ã fl ¬Á⁄UáÊÊ◊Ë ¬˝ÊflÁœ∑§Ë ‚Áê◊Á‹Ã „Ò¥ Á¡Ÿ∑§ •¥Ãª¸Ã üÊ√ÿ-ŒÎ‡ÿ, ŒÍ⁄U÷Ê· •ÊÒ⁄U ∑§êåÿÍ≈U⁄U

(‚¥ªáÊ∑§) Ÿ≈Ufl∑¸§ ∞∑§ ‚ÊÕ ‚◊ÊŸ ∑§’Á‹¥ª ¬˝áÊÊ‹Ë mÊ⁄UÊ ‚¥ÿÊÁ¡Ã Á∑§∞ ¡ÊÃ „Ò¥–

(1) ∑§fl‹ P (2) ∑§fl‹ Q (3) P •ÊÒ⁄U Q (4) Ÿ ÃÊ P •ÊÒ⁄U Ÿ „Ë Q

37. ∞∑§ Ÿ∞ ‹Ò¬≈UÊÚ¬ ∑§Ê ÁŸ◊ʸáÊ Á∑§ÿÊ ªÿÊ „Ò, Á¡‚∑§Ê ÷Ê⁄U ∑§◊ „Ò •ÊÒ⁄U •Áœ∑§ ‹ÉÊÈ „Ò ÃÕÊ •¬Ÿ ¬Ífl¸flÃ˸ ◊ÊÚ«UÀ‚ ∑§Ë

ÃÈ‹ŸÊ ◊¥ ∑§◊ Á’¡‹Ë ∑§Ê ©¬ÿÊª „ÊÃÊ „Ò–

ß‚∑§Ê ’ŸÊŸ ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ ¬˝ÊÒlÊÁª∑§Ë ∑§Ê ©¬ÿÊª Á∑§ÿÊ ªÿÊ „Ò?

(1) ÿÍÁŸfl‚¸‹ ‚ËÁ⁄Uÿ‹ ’‚ ◊Ê©‚ (2) »§ÊS≈U⁄U ⁄ÒUã«U◊ ∞Ä‚‚ ◊◊Ê⁄UË

(3) éÀÿÍ ⁄U «˛UÊßfl (4) ‚ÊÁ‹«U S≈U≈U „Ê«¸U «˛UÊßfl

38. ÁŸêŸÁ‹Áπà ߸◊‹ »§ËÀ«˜U‚ ◊¥ ‚ “SflÊ◊Ë” ∑§Ê ‚¥Œ‡Ê Á◊‹Ÿ ¬⁄U fl„ ∑§ÊÒŸ ‚ ߸◊‹ ¬ÃÊ¥ ∑§Ê ¡ÊŸ ‚∑§ªÊ?

To… ⁄Ê◊@≈US≈U.∑§ÊÚ◊

Cc… ⁄Ê¡@≈US≈U.∑§ÊÚ◊; ⁄UÁfl@≈US≈U.∑§ÊÚ◊

Bcc… SflÊ◊Ë@≈US≈U.∑§ÊÚ◊; ⁄UÊ◊Ê@≈US≈U.∑§ÊÚ◊

(1) ⁄UÊ◊@≈US≈U.∑§ÊÚ◊

(2) ⁄UÊ◊@≈US≈U.∑§ÊÚ◊; ⁄UÊ¡@≈US≈U.∑§ÊÚ◊; ⁄UÁfl@≈US≈U.∑§ÊÚ◊

(3) ⁄UÊ◊@≈US≈U.∑§ÊÚ◊; ⁄UÊ◊Ê@≈US≈U.∑§ÊÚ◊

(4) ⁄UÊ◊@≈US≈U.∑§ÊÚ◊; ⁄UÊ◊Ê@≈US≈U.∑§ÊÚ◊; ⁄UÊ¡@≈US≈U.∑§ÊÚ◊; ⁄UÁfl@≈US≈U.∑§ÊÚ◊

39. ÷¥«UÊ⁄UáÊ ∑§Ë ÁŸêŸÁ‹Áπà ß∑§ÊßÿÊ¥ ∑§Ê ‚„Ë ∑˝§◊ ◊¥ ⁄UÁπ∞, Á¡‚◊¥ ¬„‹ ‹ÉÊÈÃ◊ ß∑§Ê߸ ‚ ¬˝Ê⁄Uê÷ ∑§⁄UÃ „È∞ ŒËÉʸÃ◊

ß∑§Ê߸ ∑§Ë •Ê⁄U ø‹Ã ¡Ê∞¥ —

(a) Á∑§‹Ê’Êß≈U (b) ’Êß≈U (c) ◊ªÊ’Êß≈U

(d) ≈U⁄UÊ’Êß≈U (e) ªËªÊ’Êß≈U (f) Á’≈U

ÁŸêŸÁ‹Áπà ∑ͧ≈U ‚ •¬ŸÊ ©ûÊ⁄U ŒËÁ¡∞ —

(1) (f), (b), (a), (c), (d), (e) (2) (f), (b), (a), (d), (e), (c) (3) (f), (b), (a), (c), (e), (d) (4) (f), (b), (a), (d), (c), (e)

40. ∑§êåÿÍ≈U⁄U ◊◊Ê⁄UË ∑§ ’Ê⁄U ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚Ê/∑§ÊÒŸ‚ ∑§ÕŸ ‚„Ë „Ò/„Ò¥?

P : ⁄UË«U •ÊŸ‹Ë ◊◊Ê⁄UË (ROM) “flÊÚ‹≈UÊß‹” ◊◊Ê⁄UË „Ò–

Q : ⁄ÒUã«U◊ ∞Ä‚‚ ◊◊Ê⁄UË (RAM) “flÊÚ‹≈UÊß‹” ◊◊Ê⁄UË „Ò–

R : ‚∑§ã«U⁄UË ◊◊Ê⁄UË “flÊÚ‹≈UÊß‹” ◊◊Ê⁄UË „Ò–

(1) ∑§fl‹ P (2) ∑§fl‹ Q (3) ∑§fl‹ P •ÊÒ⁄U Q (4) ∑§fl‹ P •ÊÒ⁄U R

P-00018 !J-00018-PAPER-I-SET-P! 20

  1. ‘Fly ash’ produced in thermal power plants is an ecofriendly resource for use in : (a) agriculture as micro-nutrient (b) wasteland development (c) dam and water holding structures (d) brick industry Choose the correct answer from the code given below : (1) (a), (b) and (d) only (2) (b), (c) and (d) only (3) (a), (c) and (d) only (4) (a), (b), (c) and (d)
  2. Which of the following types of natural disasters has no definite beginning and end? (1) Earthquakes (2) Landslides (3) Hurricanes (4) Droughts
  3. Assertion (A) : Indoor air pollution is a serious health hazard. Reason (R) : The dispersal of air pollutants is rather limited in indoor environment. Choose the correct answer from the code given below : (1) Both (A) and (R) are true and (R) is the correct explanation of (A). (2) Both (A) and (R) are true but (R) is not the correct explanation of (A). (3) (A) is true and (R) is false. (4) Both (A) and (R) are false.
  4. In terms of their contribution to the total power generation in India, identify the correct sequence of energy sources - Thermal Power Plants (TPP), Large Hydropower Projects (LHP), Nuclear Energy (NE) and Renewable Energy (RE) which includes solar energy, wind energy, biomass and small hydropower projects. (1) TPP > RE > LHP > NE (2) TPP > LHP > RE > NE (3) LHP > TPP > RE > NE (4) LHP > TPP > NE > RE
  5. Which of the following is considered as major source of pollution in rivers of India? (1) Unregulated small scale industry (2) Untreated sewage (3) Agricultural run-off (4) Thermal power plants
  6. India has the largest Higher Education System in the World after : (a) The United States of America (b) Australia (c) China (d) United Kingdom (U.K.) Select the correct answer from the code given below : (1) (a), (b), (c) and (d) (2) (a), (b) and (c) only (3) (a), (c) and (d) only (4) (a) and (c) only