Signature and Name of Invigilator Answer Sheet No. : ......................................................

(To be filled by the Candidate)

1. (Signature)
Roll No.
(Name)
(In figures as per admission card)

2. (Signature) Roll No.

(Name)
J—0 9 0 6 PAPER—II
Time : 1¼ hours] EDUCATION
Number of Pages in this Booklet : 16
Instructions for the Candidates
1. Write your roll number in the space provided on the top of this
page.
2. This paper consists of fifty multiple-choice type of questions.
3. At the commencement of examination, the question booklet
will be given to you. In the first 5 minutes, you are requested
to open the booklet and compulsorily examine it as below :
(i) To have access to the Question Booklet, tear off the paper
seal on the edge of this cover page. Do not accept a
booklet without sticker-seal 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 Serial No. of the booklet
should be entered in the Answer-sheets and the Serial
No. of Answer Sheet should be entered on this Booklet.
4. Each item has four alternative responses marked (A), (B), (C)
and (D). You have to darken the oval as indicated below on the
correct response against each item.
Example : A B C D
(In words)
Test Booklet No.
[Maximum Marks : 100
Number of Questions in this Booklet : 50
ÂÚUèÿææçÍüØô¢ ·ð¤ çÜ° çÙÎðüàæ
1. ÂãÜðU ÂëDU ·ð¤ ª¤ÂÚU çÙØÌ SÍæÙ ÂÚU ¥ÂÙæ ÚUôÜU ِÕÚU çÜç¹°Ð
2. §â ÂýàÙ-˜æ ×𢠿æâ Õãéçß·¤ËÂèØ ÂýàÙ ãñ¢Ð
3. ÂÚUèÿææ ÂýæڐUÖ ãôÙð ÂÚU, ÂýàÙ-ÂéçSÌ·¤æ ¥æ·¤ô Îð Îè ÁæØð»èÐ ÂãÜðU ÂUæ¡¿ ç×ÙÅU
¥æ·¤ô ÂýàÙ-ÂéçSÌ·¤æ ¹ôÜÙð ÌÍæ ©â·¤è çِÙçÜç¹Ì Áæ¡¿ ·ð¤ çÜ° çÎØð
ÁæØð¢»ð çÁâ·¤è Áæ¡¿ ¥æ·¤ô ¥ßàØ ·¤ÚUÙè ãñ Ñ
(i) ÂýàÙ-ÂéçSÌ·¤æ ¹ôÜÙð ·ð¤ çÜ° ©â·ð¤ ·¤ßÚU ÂðÁ¤ÂÚU Ü»è ·¤æ»Á ·¤è
âèÜ ·¤ô ȤæǸU Üð¢UÐ ¹éÜè ãé§ü Øæ çÕÙæ SÅUè·¤ÚU-âèÜU ·¤è ÂéçSÌ·¤æ
Sßè·¤æÚU Ù ·¤Úð¢UÐ
(ii) ·¤ßÚU ÂëDU ÂÚU ÀUÂð çÙÎðüàææÙéâæÚU ÂýàÙ-ÂéçSÌ·¤æ ·ð¤ ÂëDU ÌÍæ ÂýàÙô¢ ·¤è
⢁Øæ ·¤ô ¥‘ÀUè ÌÚUã ¿ñ·¤ ·¤ÚU Üð¢U ç·¤ Øð ÂêÚðU ãñ¢UÐ ÎôáÂê‡æü ÂéçSÌ·¤æ
çÁÙ×ð¢ ÂëDU / ÂýàÙ ·¤× ãô¢ Øæ ÎéÕæÚUæ ¥æ »Øð ãô¢ Øæ âèçÚUØÜU ×ð¢ Ù ãô¢
¥ÍæüÌ ç·¤âè Öè Âý·¤æÚU ·¤è ˜æéçÅUÂê‡æü ÂéçSÌ·¤æ Sßè·¤æÚU Ù ·¤Úð¢U ÌÍæ
©âè â×Ø ©âð ÜUõÅUæ·¤ÚU ©â·ð¤ SÍæÙ ÂÚU ÎêâÚUè âãè ÂýàÙ-ÂéçSÌ·¤æ
Üð Üð¢Ð U §â·ð¤ çÜ° ¥æ·¤ô Âæ¡¿ ç×ÙÅU çÎØð ÁæØð¢»ðÐ ©â·ð¤ ÕæÎ Ù
Ìô ¥æ·¤è ÂýàÙ-ÂéçSÌ·¤æ ßæÂâ Üè ÁæØð»è ¥õÚU Ù ãè ¥æ·¤ô
¥çÌçÚUQ¤ â×Ø çÎØæ ÁæØð»æÐ
(iii) §â Áæ¡¿ ·ð¤ ÕæÎ ÂýàÙ-ÂéçSÌ·¤æ ·¤è R¤× ⢁Øæ ©žæÚU-˜淤 ÂÚU ¥¢ç·¤Ì
·¤Úð¢U ¥UõÚU ©žæÚU-˜淤 ·¤è R¤×¤â¢Øæ §â ÂýàÙ-ÂéçSÌ·¤æ ÂÚU ¥¢ç·¤Ì ·¤ÚU
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4. ÂýˆØð·¤ ÂýàÙ ·ð¤ çÜ° ¿æÚU ©žæÚU çß·¤Ë (A), (B), (C) ÌÍæ (D) çÎØð »Øð ãñ¢Ð
¥æ·¤ô âãè ©žæÚU ·ð¤ Îèƒæüßëžæ ·¤ô ÂðÙ âð ÖÚU·¤ÚU ·¤æÜæ ·¤ÚUÙæ ãñ Áñâæ ç·¤ Ùè¿ð
çιæØæ »Øæ ãñÐ
©ÎæãÚU‡æ Ñ A B C D

where (C) is the correct response.
5. Your responses to the items are to be indicated in the Answer
Sheet given inside the Paper I booklet only. If you mark at
any place other than in the ovals in the Answer 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 or put any mark on any part of the test
booklet, except for the space allotted for the relevant entries,
which may disclose your identity, you will render yourself
liable to disqualification.
9. You have to return the test question booklet to the invigilators
at the end of the examination compulsorily and must not carry
it with you outside the Examination Hall.
10. Use only Blue/Black Ball point pen.
11. Use of any calculator or log table etc., is prohibited.
12. There is NO negative marking.
ÁÕç·¤ (C) âãè ©žæÚU ãñÐ
5. ÂýàÙô¢ ·ð¤ ©žæÚU ·ð¤ßÜU Âýà٠˜æ I ·ð¤ ¥‹ÎÚU çÎØð »Ø𠩞æÚU-˜淤 ÂÚU ãè ¥¢ç·¤Ì
·¤ÚUÙð ãñ¢Ð ØçÎ ¥æ ©žæÚU ˜淤 ÂÚU çÎØð »Øð Îèƒæüßëžæ ·ð¤ ¥Üæßæ ç·¤âè ¥‹Ø
SÍæÙ ÂÚU ©žæÚU 翋ãæ¢ç·¤Ì ·¤ÚUÌð ãñ, Ìô ©â·¤æ ×êËUØ梷¤Ù Ùãè¢ ãô»æÐ
6. ¥‹ÎÚU çÎØð »Øð çÙÎðüàæô¢ ·¤ô ŠØæÙÂêßü·¤ Âɸð¢UÐ
7. ·¤“ææ ·¤æ× (Rough Work) §â ÂéçSÌ·¤æ ·ð¤ ¥ç‹Ì× ÂëDU ÂÚU ·¤Úð¢UÐ
8. ØçÎ ¥æ ©žæÚU-ÂéçSÌ·¤æ ÂÚU ¥ÂÙæ Ùæ× Øæ °ðâæ ·¤ô§ü Öè çÙàææÙ çÁââð ¥æ·¤è
Âã¿æÙ ãô â·ð¤, ¤ç·¤âè Öè Öæ» ÂÚU ÎàææüÌð Øæ ¥¢ç·¤Ì ·¤ÚUÌð ãñ¢ Ìô ÂÚUèÿææ ·ð¤
çÜØð ¥Øô‚Ø ƒæôçáÌ ·¤ÚU çÎØð ÁæØð¢»ðÐ
9. ¥æ·¤ô ÂÚUèÿææ â×æ# ãôÙð ¤ÂÚU ©žæÚU-ÂéçSÌ·¤æ çÙÚUèÿæ·¤ ×ãôÎØ ·¤ô ÜUõÅUæÙæ
¥æßàØ·¤ ãñ ¥õÚU ÂÚUèÿææ â×æç# ·ð¤ ÕæÎ ¥ÂÙð âæÍ ÂÚUèÿææ ÖßÙ âð ÕæãÚU Ù
Üð·¤ÚU ÁæØð¢Ð
10. ·ð¤ßÜ ÙèÜð / ·¤æÜð ÕæÜU Œßæ§ZÅU ÂñÙ ·¤æ ãè §SÌð×æÜ ·¤Úð¢UÐ
11. ç·¤âè Öè Âý·¤æÚU ·¤æ ⢻‡æ·¤ (·ñ¤Ü·é¤ÜðÅUÚU) UØæ Üæ» ÅðUÕÜ ¥æçÎ ·¤æ
ÂýØô» ßçÁüÌ ãñÐ
12. »ÜÌ ©žæÚU ·ð¤ çÜ° ¥¢·¤ Ùãè¢ ·¤æÅðU ÁæØð¢»ðÐ

J—0906 1 P.T.O.
 EDUCATION
PAPER—II

Note : This paper contains fifty (50) objective-type questions, each question carrying
two (2) marks. Attempt all of them.

1. Who said “Man is perfect and education is the manifestation of the perfection already
existing in man”.
(A) Gandhi (B) Froabal (C) Vivekananda (D) John Dewey

2. Which philosophy believes in the five following principles-truth, non-stealing, non

violence, no sex life, non attachment.
(A) Jainism (B) Buddhism (C) Hinduism (D) Islam

3. Which philosophy is indicated in the following lines :

“education finds it’s purpose, it’s process and it’s means wholly within the child life,
and the child experience”
(A) Idealism (B) Realism (C) Naturalism (D) Pragmalism

4. Match list I with List II

List-I List-II
(a) Republic (i) Rousseau
(b) Social Contract (ii) Plato
(c) My experiments with truth (iii) Vivekanand
(d) Gitanjali (iv) Gandhi
(v) Tagore
Code :
(a) (b) (c) (d)
(A) (i) (ii) (iv) (iii)
(B) (iii) (ii) (i) (iv)
(C) (ii) (i) (iv) (v)
(D) (v) (ii) (i) (iii)

5. The type of knowledge in which Idealism believes is :

(A) a priori (B) posteriori (C) experiential (D) experimental

6. The principle of learning by doing was originally propounded by :

(A) Rousseau (B) Gandhi (C) Dewey (D) Tagore

J—0906 2
 çàæÿææ

ÂýàÙ Â˜æ —II

ÙôÅU Ñ §â Âýà٠˜æ ×𢠿æâ (50) ßSÌéçÙD ÂýàÙ ãñ¢Ð ÂýˆØð·¤ ÂýàÙ ·ð¤ Îô (2) ¥¢·¤ ãñ¢Ð âÖè ÂýàÙô¢ ·ð¤ ©žæÚU
ÎèçÁ°Ð

1. ç·¤âÙð ·¤ãæ, ÒÒ×ÙécØ Âê‡æü ãñ ÌÍæ çàæÿææ, ×ÙécØ ×ð´ çßl×æÙ Âê‡æüÌæ ·¤è ¥çÖÃØç€Ì ãñÐÓÓ

(A) »æ¡Ïè (B) Èý¤ð æØÕÜ (C) çßßð·¤æÙ´Î (D) ÁæòÙ Çèßè

2. ·¤æñÙ âæ ÎàæüÙ çِ٠Âæ¡¿ çâhæ‹Ìæð´ ×ð´ çßàßæâ ·¤ÚÌæ ãñ- âˆØ, ¥çS̈ß, ¥çã´âæ, Õýã׿æØü, ¥ÂçÚ»ýãÐ

(A) ÁñÙ (B) Õñæh (C) çã‹Îê (D) §SÜæ×

3. çِ٠Â瀴ÌØæð´ ×ð´ ·¤æñÙ âæ ÎàæüÙ §´ç»Ì ãæðÌæ ãñÐ

ÒÒçàæÿææ ¥ÂÙæ ©gðàØ, Âýç·ý¤Øæ °ß´ âæÏÙ ×ð´ Âê‡æüÌæ ÕæÜ·¤ ·ð¤ ÁèßÙ ÌÍæ ÕæÜ·¤ ·ð¤ ¥ÙéÖß ×ð´ ¹æðÁÌè ãñÐÓÓ

(A) ¥æÎàæüßæÎ (B) ØÍæÌüßæÎ (C) Âý·¤ë çÌßæΤ (D) ÂýØæðÁÙßæÎ

4. âêç¿ I ·¤æ ç×ÜæÙ âêç¿ II âð ·¤èçÁØð Ñ

âêç¿-I âêç¿-II
(a) çÚÂçŽÜ·¤ (i) L¤âæð

(b) âæðàæÜ ·¤æ´Åþð€Å (ii) ÂÜðÅæð

(c) ×æ§ü °€âÂðçÚ×ð‹Åâ çßÎ ÅþäÍ (iii) çßßð·¤æًÎ

(d) »èÌæ´ÁÜè (iv) »æ¡Ïè

(v) Åñ»æñÚ

·ê¤Å Ñ
(a) (b) (c) (d)
(A) (i) (ii) (iv) (iii)
(B) (iii) (ii) (i) (iv)
(C) (ii) (i) (iv) (v)
(D) (v) (ii) (i) (iii)

5. ¥æÎàæüßæÎ ç·¤â Âý·¤æÚ ·ð¤ ™ææÙ ×ð´ çßàßæâ Ú¹Ìæ ãñÐ

(A) Âýæ·÷¤¥æÙéÖçß·¤ (B) ¥ÙéÖßæçŸæÌ (C) ¥æÙéÖçß·¤ (D) ÂýØæð»æˆ×·¤

6. ·¤×ü ·ð¤ mæÚæ ¥ŠØØÙ ·¤æ çâhæ´‹Ì ×êÜÌÑ ç·¤âÙð â´SÍæçÂÌ ç·¤Øæ ÍæÐ

(A) L¤âæð (B) »æ¡ÏèÁè (C) Çßê§ü (D) Åñ»æñÚ

J—0906 3 P.T.O.
7. The principle of “Education for Good Life” was propounded by :
(A) Pragmatism (B) Existentialism
(C) Realism (D) Naturalism

8. Utility and change are basic principles of the philosophy of :

(A) Pragmatism (B) Realism
(C) Naturalism (D) Existentialism

9. Social change does not involve :

(A) Urbanization (B) Westernization
(C) Socialization (D) Modernization

10. Sociology of education means :

(A) Consideration of education as a social institution
(B) Acceptance of social dominance in education
(C) A study of educated society
(D) To combine education and society while teaching

11. What is the real significance of education is democracy ?

(A) It is the birth-right of human being
(B) It helps in political power capturing
(C) It provides good workers
(D) It makes people to behave freely

12. The most powerful tool in the process of modernization of a society is :

(A) The progressive schools
(B) Enlightened citizenship
(C) People’s new ways of living
(D) Science and technology based education

13. The Normal Probability Curve has a :

(A) mean equal to 1 and standard deviation equal to 0
(B) mean equal to 0 and standard deviation equal to 1
(C) mean equal to 3 and standard deviation equal to 3
(D) mean equal to 1 and standard deviation equal to 1

14. The following is not a research method usually used by an educational psychologist :
(A) Introspection (B) Genetic
(C) Experimental Method (D) Historical Method

J—0906 4
7. ÒÒ©žæ× ÁèßÙ ·ð¤ çÜØð çàæÿææÓÓ ·¤æ çâhæ‹Ì ç·¤âÙð â´SÍæçÂÌ ç·¤Øæ?

(A) ÂýØæðÁÙßæÎ (B) ¥çS̈ßßæÎ

(C) ØÍæÍüßæÎ (D) Âý·¤ë çÌßæÎ

8. ç·¤â ÎàæüÙ ·¤æ ×éØ çâhæ‹Ì ©ÂØæðç»Ìæ ÌÍæ ÕÎÜæß ãñÐ

(A) ÂýØæðÁÙßæÎ (B) ØÍæÍüßæÎ

(C) Âý·¤ë çÌßæÎ (D) ¥çS̈ßßæÎ

9. âæ×æçÁ·¤ ÂçÚßÌüÙ ×ð´ âçóæçãÌ Ùãè´ ãñÐ

(A) àæãÚ跤ڇæ (B) Âçà¿×跤ڇæ

(C) âæ×æçÁ·¤è·¤Ú‡æ (D) ¥æÏéçÙ·¤è·¤Ú‡æ

10. àæñçÿæ·¤ â×æÁ àææ ¥ÍæüÌÐ

(A) çàæÿææ ·¤æ âæ×æçÁ·¤ â´SÍæ ·ð¤ L¤Â ×ð´ Sßè·¤æÚ

(B) çàæÿææ ×ð´ âæ×æçÁ·¤ ÂýÖéˆß ·¤æ Sßè·¤æÚ

(C) çàæçÿæÌ â×æÁ ·¤æ ¥Øæâ

(D) âè¹æÌð â×Ø çàæÿææ ¥æñÚ â×æÁ ·¤æ â׋ßØ

11. Üæð·¤Ì‹˜æ ×ð´ çàæÿææ ·¤æ â×éç¿Ì ×ãˆß €Øæ ãñ?

(A) ßã ×ÙécØ ·¤æ Á‹× çâh ¥çÏ·¤æÚ ãñ

(B) ßã ÚæÁÙèçÌ·¤ âžææ ãçÍØæÙð ×ð´ âãæØ·¤ ãæðÌè ãñ

(C) ßã Øæð‚Ø ·¤×ü¿æçÚØæð´ ·¤è ÂêçÌü ·¤ÚÌè ãñ

(D) ßã ×ÙécØæð´ ·¤æð ×é€Ì ÃØßãæÚ ·ð¤ âÿæ× ÕÙæÌè ãñ

12. °·¤ â×æÁ ·¤è ¥æÏéçÙ·¤è·¤Ú‡æ ·¤è Âýç·ý¤Øæ ×ð´ âßæüçÏ·¤ âàæ€Ì âæÏÙ ãñ´ Ñ

(A) Âý»çÌßæÎè çßlæÜØ

(B) ÂýÕéh Ùæ»çÚ·¤Ìæ

(C) Üæð»æð´ ·ð¤ ÚãÙð ·ð¤ ÙØð ÌÚè·ð¤

(D) çߙææÙ °ß´ Ì·¤Ùè·¤è ¥æÏæçÚÌ çàæÿææ

13. âæ×æ‹Ø âÖæÃØÌæ ß·ý¤ ×ð´ Ñ

(A) ׊Ø×æÙ 1 ÌÍæ ×æÙ·¤ çß¿ÜÙ 0 ãæðÌæ ãñ

(B) ׊Ø×æÙ 0 ÌÍæ ×æÙ·¤ çß¿ÜÙ 1 ãæðÌæ ãñ

(C) ׊Ø×æÙ 3 ÌÍæ ×æÙ·¤ çß¿ÜÙ 3 ãæðÌæ ãñ

(D) ׊Ø×æÙ 1 ÌÍæ ×æÙ·¤ çß¿ÜÙ 1 ãæðÌæ ãñ

14. çِÙçÜç¹Ì ×ð´ âð ·¤æñÙ âè àææðÏ çßçÏ °·¤ àæñçÿæ·¤ ×Ùæñßð™ææçÙ·¤ mæÚæ âæ×æ‹ØÌØæ ©ÂØæð» ×ð´ ÜæØè ÁæÙð ßæÜè àææðÏ

çßçÏ Ùãè´ ãñ Ñ

(A) ¥‹ÌçÙüÚèÿæ‡æ (B) ¥æÙéß´çàæ·¤ çßçÏ

(C) ÂýØæð»æˆ×·¤ çßçÏ (D) °ðçÌãæçâ·¤ çßçÏ

J—0906 5 P.T.O.
15. Assertion (A) : In Ex post facto research the researcher does not have control on
independent variables.
Reason (B) : Manifestation of independent variables have already occured
(A) (A) alone is true
(B) (B) alone is true
(C) Both (A) and (B) are false
(D) Both (A) and (B) are true

16. Which of the following is not the characteristics of the Probability Sampling :
(A) Every individual has the equal opportunity of being selected
(B) It provides a representative sample
(C) It’s data are used for inferential purpose
(D) It may be selected by identifying some subjects purposefully

17. Attribute variable is a category of :

(A) Independent Variable
(B) Dependent Variable
(C) Confounding Variable
(D) Extraneous Variable

18. The systematic random sample is selected :

(A) When the population is divided into homogeneous categories
(B) When the subjects are selected intentionally
(C) When the sample is drawn out of a properly recorded population
(D) When the subjects are chosen from intact groups

19. Which of the following is affected when a constant is added to every score in the
distribution ?
(A) Mean (B) Median (C) Mode (D) All above

20. The value of a t-ratio computed to ascertain the significance of difference between two
means was found to be significant at 0.05 level of significance. It means that :
(A) the researcher may have 95% confidence on his result
(B) the researcher may have 5% confidence on his result
(C) the researcher may have 50% confidence on his result
(D) the researcher may have 0.05% confidence on his result

21. The type of error involving the acceptance of the null hypothesis when it is false is
known as :
(A) Type I error (B) Type II error
(C) Type III error (D) Type IV error

J—0906 6
15. ·¤ÍÙ (A) : °€â ÂæðSÅ Èñ¤€Åæð ¥Ùéâ´ÏæÙ ×ð´ Sß̋˜æ ¿Úæð´ ÂÚ ¥Ùéâ´ÏæÙ·¤Ìæü ·¤æ çÙ؋˜æ‡æ Ùãè´ ãæðÌæÐ

·¤æڇæ (B) : Sß̋˜æ ¿Úæð´ ·¤æ Âý·¤Å÷Ø Âêßü ×ð´ ãè ãæð ¿é·¤æ ãæðÌæ ãñÐ

(A) ·ð¤ßÜ (A) ãè âˆØ ãñ

(B) ·ð¤ßÜ (B) ãè âˆØ ãñ

(C) (A) ÌÍæ (B) ÎæðÙæð´ ãè ¥âˆØ ãñ´

(D) (A) ÌÍæ (B) ÎæðÙæð´ ãè âˆØ ãñ´

16. çِÙçÜç¹Ì ×ð´ âð ·¤æñÙ âè âÖæÃØÌæ ‹ØæÎàæüÙ ·¤è çßàæðáÌæ Ùãè´ ãñ Ñ

(A) ÂýˆØð·¤ çßáØè ·¤è ¿éÙð ÁæÙð ·¤è âÖæßÙæ ÕÚæÕÚ ãæðÌè ãñ

(B) Øã °·¤ ÂýçÌçÙçÏ-‹ØæÎàæü ·¤æð ÂýÎæÙ ·¤ÚÌæ ãñ

(C) §â·ð¤ ÂýΞææð´ ·¤æ ©ÂØæð» çÙc·¤áæðü ·¤æð ÂýæŒÌ ·¤ÚÙð ãðÌé ç·¤Øæ ÁæÌæ ãñ´

(D) ·é¤À çßáçØØæð´ ·¤æð ©gðàØÂê‡æü É´» âð ·¤Ú ç¿çqÌ ·¤Ú ¿ØçÙÌ ç·¤Øæ ÁæÌæ ãñÐ

17. çßàæðá‡æ ¿Ú ç·¤â ß»ü âð ãñ Ñ

(A) SßÌ´˜æ ¿Ú (B) ÂÚÌ´˜æ ¿Ú (C) â´àæØæðˆÂæη¤ ¿Ú (D) Õæs ¿Ú

18. ÃØßçSÍÌ ØæÎëç‘À·¤ ‹ØæÎàæü ·¤æ ¿ØÙ ç·¤Øæ ÁæÌæ ãñ ÁÕ Ñ

(A) ÁÙâ´´Øæ â×æ´» ß»æðZ ×ð´ çßÖæçÁÌ ãæð

(B) çßáçØØæð´ ·¤æ ¿ØÙ âæðÎðàØÂêßü·¤ ãæð

(C) ‹ØæÎàæü çßçÏßÌ É´» âð ¥çÖÜðç¹Ì ÁÙⴁØæ âð çÜØæ »Øæ ãæð

(D) çßáçØØæð´ ·¤æ ¿ØÙ ¥çÖóæ ß»æðZ ×ð´ âð ç·¤Øæ »Øæ ãæð

19. çßÌÚ‡æ ·ð¤ ÂýˆØð·¤ ÂýΞæ ×ð´ °·¤ çSÍÚæ·´ ÁæðǸÙð ÂÚ çِ٠×ð´ âð ·¤æñÙ ÂýÖæçßÌ ãæðÌæ ãñ Ѥ

(A) ׊Ø×æÙ (B) ׊Øæ´·¤ (C) ÕãéÜæ´·¤ (D) ©ÂØéü€Ì âÖè

20. Îæð ׊Ø×æÙæð´ ·ð¤ ×ŠØ ¥‹ÌÚ ·¤è âæÍü·¤Ìæ ·¤æð ™ææÌ ·¤ÚÙð ·ð¤ çÜØð çÁâ Åè-¥ÙéÂæÌ ·¤è »‡æÙæ ·¤è »Øè ©â·¤æ ×æÙ 0.05
âæÍü·¤Ìæ SÌÚ ÂÚ âæÍü·¤ ÂæØæ »Øæ, §â·¤æ ÌæˆÂØü ãñ ç·¤ Ñ

(A) àææðÏ·¤Ìæü ¥ÂÙð Âçڇææ× ÂÚ 95% çßàßæâ ·¤Ú â·¤Ìæ ãñ

(B) àææðÏ·¤Ìæü ¥ÂÙð Âçڇææ× ÂÚ 5% çßàßæâ ·¤Ú â·¤Ìæ ãñ

(C) àææðÏ·¤Ìæü ¥ÂÙð Âçڇææ× ÂÚ 50% çßàßæâ ·¤Ú â·¤Ìæ ãñ

(D) àææðÏ·¤Ìæü ¥ÂÙð Âçڇææ× ÂÚ 0.05% çßàßæâ ·¤Ú â·¤Ìæ ãñ

21. ¥âˆØ ãæðÙð´ ÂÚ Öè àæê‹Ø ÂçÚ·¤ËÂÙæ ·¤æð Sßè·¤æÚ ·¤Ú ÜðÙð ·¤è ˜æéçÅ ·¤æð ·¤ãÌð ãñÐ

(A) Åæ§Â °·¤ ˜æéçÅ (B) Åæ§Â Îæð ˜æéçÅ

(C) Åæ§Â ÌèÙ ˜æéçÅ (D) Åæ§Â ¿æÚ ˜æéçÅ

J—0906 7 P.T.O.
22. Which one of the following is not correct :
(A) The simplest measures of dispersion is Range
(B) Semi-inter quartile range is Standard Deviation
(C) Algebraic signs (1 or 2) are totally ignored in Mean Deviation
(D) One half the scale between Q3 and Q1 is Quartile Deviation

23. The primary purpose of fundamental research is to :

(A) solve an immediate problem
(B) extend the existing body of knowledge
(C) study the problem of the past
(D) solve a problem for providing information for decision making

24. The distribution is mesokertic in nature when the value of kurtosis is equal to :
(A) 0.236 (B) 0.363 (C) 0.263 (D) 0.326

25. The statistic variance referes to the :

(A) Square of Standard Deviation
(B) Square root of Standard Deviation
(C) Difference between standard deviation and average deviation
(D) difference between mean and a score

26. Standard Error of mean refers to :

(A) Error in the computation of mean
(B) Error in making use of the appropriate formula for the computation of mean
(C) The difference between sample mean and population mean
(D) The difference between the values of mean and standard deviation

27. The distribution is platykurtic in nature when the value of kurtosis is :

(A) greater than 0.263 (B) greater than 0.253
(C) greater than 0.243 (D) greater than 0.233

28. Individuals with _____________ intellectual ability are highly vulnerable to the attack
of self-destructive intelligence syndrome.
(A) Very high (B) Moderate (C) low (D) Very low

29. Which of the following is a projective technique of personality measurement :

(A) Questionnaire (B) Rating Scale
(C) Rorschach Ink Blot (D) Interview

J—0906 8
22. çِ٠×ð´ âð ·¤æñÙ ¥âˆØ ãñÐ

(A) çÕ¹Úæß ·¤æ âÚÜÌ× ×æÂÙ Úð´Á ãñ

(B) ×æÙ·¤ çß¿ÜÙ âðç× §‹ÅÚ €ßæÅü§Ü Úð´Á ãñ

(C) ×æŠØ çß¿ÜÙ (×èÙ Çñçß°àæÙ) ×ð´ ÕèÁ»‡æÌèØ ç¿‹ã (1 ß 2) · è ¥ßãðÜÙæ ·¤è ÁæÌè ãñ

(D) Q3 ß Q1 ·ð¤ ׊Ø, Âñ×æÙð ·¤æ ¥æÏæ ¿ÌéÍü·¤ çß¿ÜÙ ãñ

23. ¥æÏæÚÖêÌ ¥Ùéâ‹ÏæÙ ·¤æ ÂýæÍç×·¤ ©gðàØ ãñÐ

(A) ¥çßÜÕ â×SØæ ·¤æð ãÜ ·¤ÚÙæ

(B) ØÍæ ™ææÙ ·¤æð ¥æ»ð ÕɸæÙæ

(C) ÖêÌ·¤æÜ ·¤è â×SØæ ·¤æ ¥ŠØØÙ ·¤ÚÙæ

(D) çهæüØ ÜðÙð ·ð¤ çÜ° â×SØæ ·¤æ â×æÏæÙ ·¤Ú âê¿Ùæ ÂýÎæÙ ·¤ÚÙæ

24. çßÌÚ‡æ ·¤è Âý·ë¤çÌ ×ðâæð·¤çÅü·¤ ãæðÌè ãñ ÁÕ ·¤Åæðüçââ ·¤æ ×æÙ .................. ·ð¤ ÕÚæÕÚ ãæðÌæ ãñÐ

(A) 0.236 (B) 0.363 (C) 0.263 (D) 0.326

25. Âý¿ÜÙ (ßñÚ槴â) Ùæ×·¤ âæ´çØ·¤è .................. ãñÐ

(A) ×æÙ·¤ çß¿ÜÙ ·¤æ ß»ü

(B) ×æÙ·¤ çß¿ÜÙ ·¤æ ß»ü×êÜ

(C) ×æÙ·¤ çß¿ÜÙ ÌÍæ âæ×æ‹Ø çß¿ÜÙ ·¤æ ¥‹ÌÚ

(D) ׊Ø×æÙ ÌÍæ °·¤ S·¤æðÚ ·¤æ ×ŠØ ¥‹ÌÚ

26. ׊Ø×æÙ ·¤è ×æÙ·¤ ˜æéçÅ â´Õç‹ÏÌ ãñÐ

(A) ׊Ø×æÙ ·¤è »‡æÙæ ×ð´ ãé§ü ˜æéçÅ âð

(B) ׊Ø×æÙ ·¤è »‡æÙæ ãðÌé ÂýØé€Ì ©ÂØé€Ì âê˜æ ×𴠘æéçÅ âð

(C) ‹ØæÎàæü ·ð¤ ׊Ø×æÙ ÌÍæ ÁÙⴁØæ ·ð¤ ׊Ø×æÙ ×ð´ ¥‹ÌÚ âð

(D) ׊Ø×æÙ ÌÍæ ×æÙ·¤ çß¿ÜÙ ·ð¤ ×æÙæð´ ×ð´ ¥‹ÌÚ âð

27. çßÌÚ‡æ ·¤è Âý·ë¤çÌ ŒÜðÅè·¤çÅü·¤ ãæðÌè ãñ ÁÕ ·¤Åæðüçââ ·¤æ ×æÙ Ñ

(A) 0.263 âð ¥çÏ·¤ ãæðÌæ ãñ (B) 0.253 âð ¥çÏ·¤ ãæðÌæ ãñ

(C) 0.243 âð ¥çÏ·¤ ãæðÌæ ãñ (D) 0.233 âð ¥çÏ·¤ ãæðÌæ ãñ

28. _____________ Õæñçh·¤ Øæð‚ØÌæ ßæÜð ÃØç€Ì ¥æˆ×ƒææÌè Õéçh Üÿæ‡æ â×é¿Ø ·ð¤ ÂýãæÚ â𠥈ØçÏ·¤ ¥æ·ý¤×‡æèØ

ãæðÌð ãñ´Ð

(A) ¥çÌ ©“æ (B) âæ×æ‹Ø (C) çِ٠(D) ¥çÌ çِÙ

29. çِ٠×ð´ âð ·¤æñÙ âè ÃØçQ¤ˆß ×æÂÙ ·¤è ÂýÿæðÂè Ì·¤Ùè·¤ ãñÐ

(A) ÂýàÙæßÜè (B) ÚðçÅ´» S·ð¤Ü

(C) Úæðàææ ÚæðàæÙæ§ü ώÕæ (D) âæÿæ户¤æÚ

J—0906 9 P.T.O.
30. Which one of the following was not a humanistic psychologist :
(A) Eric Frowm (B) Rollo May (C) Carl Rogers (D) Adler

31. A test that can measure the different achievement levels of pupils is said to be :
(A) Comprehensive (B) Discriminative
(C) Reliable (D) Valid

32. Triarchic theory of intelligence was developed by :

(A) Gardner (B) Sternberg (C) Thorndike (D) Welschler

33. “Children construct their own understanding through interaction with their
environment” Who said this ____________
(A) Skinner (B) Guilford (C) Piaget (D) Burt

34. Guilford ‘s structure of intellect model identifies :

(A) 100 factors (B) 25 factors (C) 150 factors (D) 15 factors

35. Which one of the following is most appropriate to develop higher order cognitive skills?
(A) lecture-demonstration (B) Role play
(C) Discussion Session (D) Inquiry learning

36. Which is not included in Allport’s classification of values :

(A) Aesthetic (B) Theoretical (C) Economic (D) Scientific

37. Which of the following is not correct :

(A) Mental Age (B) Dental Age (C) Skeletal Age (D) Social Age

38. Which one of the following terms is not found in Freud’s theory :
(A) Masochism (B) Saddism (C) Animism (D) Narcissism

39. Identify the term which is not included in Piaget’s theory :

(A) Computational (B) Combinatorial
(C) Proportional (D) Probabilistic

40. Maktabs are related to :

(A) Elementary Education (B) Primary Education
(C) Secondary Education (D) Higher Education

J—0906 10
30. Ùè¿ð Îè ãé§ü âê¿è ×ð´ ·¤æñÙ ×æÙßßæÎè ×Ùæðßñ™ææçÙ·¤ Ùãè´ ãñÐ

(A) °çÚ·¤ Èý¤æ× (B) ÚæðÜæð´ ×ð´ (C) ·¤æÜü ÚæðÁ$Áü (D) °ÇÜÚ

31. çßlæçÍüØæð´ ·ð¤ çßçÖóæ ©ÂÜçŽÏ SÌÚæð´ ·¤æ ×æÂÙ ·¤ÚÙð ßæÜð ÂçÚÿæ‡æ ·¤æð ·¤ãæ ÁæÌæ ãñ Ñ

(A) ÃØæ·¤ (B) çßÖðη¤æÚè (C) çßàßâÙèØ (D) ßñÏ

32. Õéçh ·¤æ ç˜æ¥æÚç·¤·¤ çâhæ‹Ì ç·¤â·ð¤ mæÚæ çÎØæ »ØæÐ

(A) »æÇüÙÚ (B) SÅÙüÕÚ (C) ÍæòÙÇ槷¤ (D) ßñàæÜÚ

33. ÒÒՓæð ¥ÂÙð ßæÌæßÚ‡æ ·ð¤ âæÍ âÕ‹Ï ÕÙæÌð ãé° ¥ÂÙè â×Ûæ ·¤æ çß·¤æâ ·¤Ú ÜðÌð ãñÓÓ ç·¤âÙð ·¤ãæ Ñ

(A) S·¤èÙÚ (B) ç»ÜȤæðÇü (C) ŒØæÁð (D) ÕÅü

34. ç»ÜȤæðÇü ·¤æ Õéçh â´»ÆÙ €Øæ ÂçÚÜçÿæÌ ·¤ÚÌæ ãñÐ

(A) 100 ·¤æÚ·¤ (B) 25 ·¤æÚ·¤ (C) 150 ·¤æÚ·¤ (D) 15 ·¤æÚ·¤

35. ©“æ SÌÚèØ ™ææÙæˆ×·¤ ·¤æñàæÜæð´ ·¤æ çß·¤æâ ·¤ÚÙð ×ð´ çِ٠×ð´ âð ·¤æñÙ âæ âßæüçÏ·¤ ©ÂØé€Ì ãñ?

(A) ÃØæØæÙ çÙÎàüæÙ (B) Öêç×·¤æ ¥çÖÙØ (C) ¿¿æü â˜æ (D) àææƒæ ¥çÖÙØ

36. ¥ÜÂæðÅü ·ð¤ ×êËØæð´ ·ð¤ ß»èü·¤Ú‡æ ×ð´ ·¤æñÙ Ùãè´ ¥æÌæÐ

(A) âæñ‹ÎØü àææS˜æèØ (B) âñhæç‹Ì·¤ (C) ¥æçÍü·¤ (D) ßñ™ææçÙ·¤

37. çِ٠×ð´ âð ·¤æñÙ âæ âãè Ùãè´ ãñ?

(A) ×æÙçâ·¤ ¥æØé (B) Î´Ì ¥æØé (C) ·´¤·¤æÜ ¥æØé (D) âæ×æçÁ·¤ ¥æØé

38. çِ٠×ð´ âð Èý¤æØÇ ·ð¤ çâhæ‹Ì ×ð´ ·¤æñÙ âæ Ùãè´ ãñÐ

(A) ¥æˆØÂèǸ٠(B) ÂÚ ÂèǸ٠(C) çÙÁèüß ·¤æð Áèß ×ð´ Îð¹Ùæ (D) SßæÂýð×

39. ŒØæÁð ·ð¤ çâhæ‹Ì ×ð´ Áæð Ùãè´ çÜØæ »Øæ ãñ ©âð ÕÌæØð´Ð

(A) â´»‡æÙæˆ×·¤ (B) â´ØæðÁÙèØ (C) ¥æÙéÂæçÌ·¤ (D) ¥Ùé×æçÙÌ

40. ×·¤ÌÕ âÕç‹ÏÌ ãñ´Ð

(A) ÂýæÚçÖ·¤ çàæÿææ (B) ÂýæÍç×·¤ çàæÿææ (C) ×æŠØç×·¤ çàæÿææ (D) ©“æ çàæÿææ

J—0906 11 P.T.O.
41. “There can not be educated people without educated women” was indicated by :
(A) The resolution on the National Policy on Education (1968)
(B) The UN declaration on the Elimination of discrimination against women (1967)
(C) The University Education Commission (1948-49)
(D) The National Policy on Education (1986)

42. Which one of the following is a projected aid

(A) Photographs (B) Flash Cards
(C) Slides (D) Puppets

43. With whom of the following, the Sociometric technique is associated with :
(A) N. A. Flanders (B) D. C. Mcclleland
(C) J. F. Moreno (D) P. V. Young

44. Who called Non-Formal education “Organised out of school education programmes”
(A) Philip Coombs (B) La Bella
(C) Illich (D) John Dewey

45. Match list I with List II

List-I List-II
(a) Syntax (i) Meaning
(b) Semantics (ii) Sound
(c) Phonetics (iii) Vocabalary
(d) Lexicon (iv) Grammar
(v) Writing
Code :
(a) (b) (c) (d)
(A) (iii) (ii) (i) (v)
(B) (iv) (i) (ii) (iii)
(C) (iii) (ii) (i) (iv)
(D) (ii) (i) (v) (iii)

Direction (Q. No. 46-50) :

Read the following passage and answer the questions that follows:
The term ‘discipline’ has different connotations in different situations. In it’s most
exacted sense, it means self discipline, a process by which an individual regulates and
manages his own behaviour patterns to fit in with his own aims and purposes on the
needs and requirements of others. Discipline, in this sense, involves the development of
character education. In a narrow sense, it means punishment, as in the case of someone
being ‘disciplined’. When teachers talk about matters relating to discipline, they refer
to the problem of maintaining classroom order and of the larger concept of classroom
management. The problems of classroom management are intimately linked to the larger
concerns of teaching styles, motivation, interest, strategies for ensuring success, the
effect of group forces and the incorporation of mental hygiene principles into daily

J—0906 12
41. ÒÒçàæçÿæÌ ×çãÜæ¥æð´ ·ð¤ çÕÙæ çàæçÿæÌ ×ÙécØ Ùãè´ ãæð â·¤ÌðÐÓÓ ç·¤âÙð ·¤ãæ Íæ?

(A) ÚæcÅþèØ çàæÿææ ÙèçÌ (1968) ÂÚ ÂýSÌæß

(B) Øê. °Ù ·¤è ©Îƒææðá‡ææ Ò×çãÜæ¥æð´ ·ð¤ ÂýçÌ çßÖðÎ ·¤æ çÙßæڇæÓ (1967)
(C) çßàßçßlæÜØ çàæÿææ ¥æØæð» (1948-49)
(D) ÚæcÅþèØ çàæÿææ ÙèçÌ (1986)

42. çِ٠×ð´ âð ·¤æñÙ âæ ÂýÿæðçÂÌ ©Â·¤Ú‡æ Ùãè´ ãñÐ

(A) ȤæðÅæð»æý Ȥ (B) Üñàæ ·¤æÇü (C) SÜæ§Ç (D) ·¤ÆÂéÌÜè

43. çِ٠×ð´ âð 緤⠷ð¤ âæÍ âæðçàæØæð×ñçÅþ·¤ Ì·¤Ùè·¤ âÕç‹ÏÌ ãñÐ

(A) °Ù. °. Üñ‹Çâü (B) Çè. âè. ×ñ€·¤Üñ܋Ç

(C) Áð. °È¤. ×æðÚèÙæð´ (D) Âè. ßè. Ø´»

44. ¥æñ¿æçÚ·¤ çàæÿææ ·¤æð ç·¤âÙð ÒÒçßlæÜØ ·ð¤ àæñçÿæ·¤ ·¤æØü·ý¤×æð´ ·ð¤ ÕæãÚ ¥æØæðçÁÌÓÓ ·¤ãæÐ

(A) çȤçÜ ·ê¤Õ (B) Üæ ÕðÜæ (C) §çÜàæ (D) ÁæòÙ Çðßè

45. âê¿è I ·¤æ ç×ÜæÙ âê¿è II âð ·¤èçÁ° Ñ

âê¿è-I âê¿è-II
(a) ÂÎØæðÁÙæ (i) ¥Íü

(b) àæŽÎæÍü çߙææÙ (ii) ŠßçÙ

(c) ©“ææڇæ çߙææÙ (iii) àæŽÎ·¤æðá

(d) ·¤æðá (iv) ÃØ淤ڇæ

(v) çܹÙæ

·¤æðÇ Ñ
(a) (b) (c) (d)
(A) (iii) (ii) (i) (v)
(B) (iv) (i) (ii) (iii)
(C) (iii) (ii) (i) (iv)
(D) (ii) (i) (v) (iii)

çÙÎðüàæ (Âý. 46-50) Ñ çِ٠»læ´àæ ·¤æð Âɸð ÌÍæ ÂýàÙæ𴠷𤠩žæÚ ÎèçÁ° Ñ
çßçÖóæ çSÍçÌØæð´ ×ð´ ¥ÙéàææâÙ ·ð¤ çßçÖóæ ÜÿØæÍü ãæðÌð ãñ´Ð ¥ÂÙð âßæüçÏ·¤ âÅè·¤ Öæß ×ð´ §â·¤æ ¥Íü

ÒSß-¥ÙéàææâÙÓ ãñ Áæð °·¤ °ðâè Âýç·ý¤Øæ ãñ çÁâ·ð¤ mæÚæ °·¤ ÃØç€Ì ¥ÂÙð ÃØßãæÚ ·ð¤ ÂýçÌ×æÙæð´ ·¤æð çßçÙØç×Ì ÌÍæ ÂýÕ´çÏÌ

·¤ÚÌæ ãñ Ìæç·¤ ßð ©â ÃØç€Ì ·ð¤ ÜÿØæð´ ÌÍæ ©gðàØæð´ ¥Íßæ ¥‹Ø ÃØç€ÌØæð´ ·¤è ¥æßàØ·¤Ìæ¥æð´ ¥æñÚ ÁL¤ÚÌæð´ ·ð¤ âæÍ ©ÂØé€Ì

ãæð â·ð´¤Ð §â Öæß ×ð´ ¥ÙéàææâÙ ×ð´ ¿çژæ-çàæÿææ ·¤æ çß·¤æâ ·¤ÚÙæ âçóæçãÌ ãñÐ °·¤ â´·é¤ç¿Ì Öæß ×ð´ Øã Î‡Ç ·¤æØü ·¤æð

ÜçÿæÌ ·¤ÚÌæ ãñ, ©ÎæãڇæSßL¤Â ç·¤âè ·¤æðÓ ¥ÙéàææçâÌ ·¤ÚÙðÓ âð Øãè Öæß Î÷ØæðçÌÌ ãæðÌæ ãñÐ ÁÕ ¥ŠØæ·¤ ¥ÙéàææâÙ âð

â´ÕçÏÌ çßáØæð´ ÂÚ ÕæÌ ·¤ÚÌð ãñ´ ÌÕ ßð ©Ù·¤æ §àææÚæ ·¤ÿææ ×ð´ ÃØßSÍæ ÕÙæ° Ú¹Ùð ÌÍæ ·¤ÿææ-ÂýÕ´Ï Áñâð °·¤ ÃØæ·¤ Ïæڇææ

·¤è ¥æñÚ ãæðÌæ ãñÐ

·¤ÿææ-ÂýÕ´ÏÙ ·¤è â×SØæ°¡ ¥Ùð·¤ ÃØæ·¤-çßáØæð´ âð â´Õ´çÏÌ ãæðÌè ãñ´, Áñâð çàæÿæ‡æ-àæñçÜØæ¡, ¥çÖÂýðڇææ, ¥çÖL¤ç¿,

âȤÜÌæ ·¤æð âéçÙçà¿Ì ·¤ÚÙð ßæÜè ڇæÙèçÌØæ¡, â×êã-ÕÜæð´ ·¤æ ÂýÖæß ÌÍæ ÎñçÙ·¤ ·¤ÿææ-¥Øæâ ×ð´ SßS‰ØÂÚ·¤ çâhæ´Ìæð´

J—0906 13 P.T.O.
 classroom practice. However, many educators and administrators have not accepted
the existence of the problem of managing the classroom or they have related the problems
to poor teachers and their teaching. When problems of management erupt the advice
and guidance given to teachers will be to “establish rapport,” “make learning interesting”
or “Manifest warmth, friendliness, understanding and patience for students” These
may be desirable attributes to develop but in themselves they will not help in managing
the classroom. Other practical steps have to be taken to manage the classroom. Teachers
must follow a developmental approach to discipline and use those approved practices
found to be successful by good managers. Since the goals of classroom discipline and
education are the same, namely, to help pupils become self-directing, the older concepts
of discipline stressing the use of pupils energy to control themselves are divorced from
educational goals. This type of static discipline has to give way to dynamic discipline
involving self-direction as opposed to self-control. Discipline should be dynamic, helping
pupils to channel their energy towards learning goals.

46. Self discipline helps in :

(A) management of classroom, activities
(B) management of classroom behaviour
(C) development of character
(D) Maintaining classroom discipline

47. Which statements are true to class management :

(a) it should have good teaching style
(b) proper motivation
(c) strict discipline
(d) principles of mental hygiene
(A) (a) (b) and (d) are correct
(B) (a) (c) and (b) are correct
(C) (b) (c) and (d) are correct
(D) (c) and (d) are correct

48. To “establish rapport” helps in :

(A) friendly behaviour of the teacher
(B) no punishment to students
(C) knowing the students
(D) class management

49. “Self directing” is related to :

(A) strict discipline (B) developmental approach
(C) self control (D) educational goals

50. Learning goals can be achieved through :

(A) static discipline (B) classroom discipline
(C) discipline in life (D) self discipline

J—0906 14
 ·¤æ â×æßðàæÙÐ ÌÍæç ¥Ùð·¤ çàæÿæ·¤ ÌÍæ Âýàææâ·¤ ·¤ÿææ ÂýÕ´ÏÙ ·¤è â×SØæ¥æ𴠷𤠥çSÌˆß ·¤æð Ù·¤æÚ ÎðÌð ãñ´ ¥Íßæ §Ù

â×SØæ¥æð´ ·¤æð ·¤×ÁæðÚ ¥ŠØæ·¤æð´ ÌÍæ ©Ù·ð¤ ¥ŠØæÂÙ âð â´ÕçÏÌ ×æÙÌð ãñ´Ð ÁÕ ÂýÕ´ÏÙ ·¤è â×SØæ°¡ Èê¤Å ÂǸÌè ãñ´ ÌÕ

¥ŠØæ·¤æð´ ·¤æð ҃æçÙcÆÌæ ÕɸæÙðÓ çàæÿæ‡æ-·¤æØü ·¤æð ÒÚæð¿·¤ ÕÙæÙðÓ Øæ ÒÀæ˜ææð´ ·ð¤ ÂýçÌ »×üÁæðàæè, ×ñ˜æèˆß, â×Ûæ ÌÍæ ÏèÚÁ

ÎàææüÙð ·¤è âÜæã Îè ÁæÌè ãñ Øæ çÎàææ-çÙÎðüàæ çΰ ÁæÌð ãñ´Ð §Ù »é‡ææð´ ·¤æð çß·¤çâÌ ·¤ÚÙæ ßæ´ÀÙèØ ãæð â·¤Ìæ ãñ ÂڋÌé Øð ¥ÂÙð

¥æ ×ð´ ·¤ÿææ-ÂýÕ´ÏÙ ×ð´ âãæØ·¤ Ùãè´ ãæð»ð´Ð ·¤ÿææ-ÂýÕ´ÏÙ ·ð¤ çÜ° ¥‹Ø ÃØæßãæçÚ·¤ ·¤Î× Öè ©ÆæÙð ãæð´»ðÐ

¥ÙéàææâÙ ·ð¤ ÂýçÌ ¥ŠØæ·¤æð´ ·¤æð °·¤ çß·¤æâÂÚ·¤ ©Âæ»× ·¤æ ¥ÙéâÚ‡æ ¥ßàØ ãè ·¤ÚÙæ ¿æçã° ÌÍæ ©žæ× ÂýÕ´Ï·¤æð´

mæÚæ âȤÜÌæ·¤æÚè Âæ° »° ×æ‹Ø ÂýÍæ¥æð´ ·¤æ ©ÂØæð» Öè ¥ßàØ ãè ·¤ÚÙæ ¿æçã°Ð ¿ê¡·¤è ·¤ÿææ ¥ÙéàææâÙ ÌÍæ çàæÿææ §Ù

ÎæðÙæð´ ·¤æ °·¤ ãè ÜÿØ ãñ, ¥ÍæüÌ Àæ˜ææð´ ·¤æð Sß-çÙÎðüàæÙ ×ð´ âÿæ× ÕÙæÙð ×ð´ âãæØÌæ ·¤ÚÙæ ãñ, ¥ÌÑ ¥ÙéàææâÙ ·¤è ÂéÚæÙè

×æ‹ØÌæ Áæð Àæ˜ææð´ ·¤è ª¤Áæü ·¤æð Sß´Ø ·¤æð çÙØ´ç˜æÌ ·¤ÚÙð ÂÚ ÕÜ ÎðÌè ãñ, ·¤æð ¥Õ àæñçÿæ·¤ ÜÿØæð´ âð ãÅæ çÎØæ »Øæ ãñÐ §â

Âý·¤æÚ ·ð¤ SÍæßÚ ¥ÙéàææâÙ ·ð¤ SÍæÙ ÂÚ °·¤ »ˆØæˆ×·¤ ¥ÙéàææâÙ ·¤æð Üð ¥æÙæ ãæð»æ çÁâ×ð´ ÒSß-çÙØ´˜æ‡æÓ ·ð¤ çßL¤h ÒSß-

çÙÎðüàæÙÓ âçóæçãÌ ãæð»æÐ ¥ÙéàææâÙ ·¤æ𠻈Øæˆ×·¤ ãæðÙæ ¿æçã° Áæð ¥ÂÙè ª¤Áæü ·¤æð çàæÿæ‡æ ·ð¤ ÜÿØæð´ ·¤è ¥æñÚ »çÌ×æÙ ·¤ÚÙð

×ð´ Àæ˜ææð´ ·¤è âãæØÌæ ·¤Úð´Ð

46. SߥÙéàææâÙ âãæØ·¤ ãñÐ

(A) ·¤ÿææ ç·ý¤Øæ¥æð´ ·¤æ ÂýՋÏÙ (B) ·¤ÿææ ÃØßãæÚ ·¤æ ÂýՋÏÙ

(C) ¿çÚ˜æ ·¤æ çß·¤æâ (D) ·¤ÿææ ¥ÙéàææâÙ ÕÙæØð Ú¹Ùæ

47. ·¤ÿææ ÂýÕ‹Ï ·ð¤ â´ÎÖü ×ð´ çِ٠×ð´ ·¤æñÙ âð ßæ€Ø âˆØ ãñ´?

(a) §â×ð´ çàæÿæ‡æ àæñÜè ¥‘Àè ãæðÙè ¿æçã°

(b) âãè Âýðڇææ

(c) ·¤ÆæðÚ ¥ÙéàææâÙ

(d) ×æÙçâ·¤ SßæSÍ çߙææÙ ·ð¤ çâhæ‹Ì

(A) (a) (b) ¥æñÚ (d) âãè ãñ

(B) (a) (c) ¥æñÚ (b) âãè ãñ

(C) (b) (c) ¥æñÚ (d) âãè ãñ

(D) (c) ¥æñÚ (d) âãè ãñ

48. ÒÒâæL¤ŒØ SÍæÂÙæÓÓ âãæØ·¤ ãñÐ

(A) çàæÿæ·¤ ·¤æ çטæßÌ ÃØßãæÚ (B) Àæ˜ææð´ ·¤æð Î‡Ç Ù ÎðÙæ

(C) Àæ˜ææð´ ·¤æð ÁæÙÙæ (D) ·¤ÿææ ÂýՋÏ

49. ÒÒ¥æˆ× çÙÎðüàæÓ ·¤æ âÕ‹Ï ãñÐ

(A) ·¤ÆæðÚ ¥ÙéàææâÙ (B) çß·¤æâæˆ×·¤ ©ÂæÎæÙ

(C) ¥æˆ× çÙ؋˜æ‡æ (D) àæñçÿæ·¤ ÜÿØ

50. âè¹Ùð ·ð¤ ÜÿØ ÂýæŒÌ ãæð â·¤Ìð ãñ´Ð

(A) çSÍÚ ¥ÙéàææâÙ (B) ·¤ÿææ ¥ÙéàææâÙ

(C) ÁèßÙ ×ð´ ¥ÙéàææâÙ (D) ¥æˆ× ¥ÙéàææâÙ

J—0906 15 P.T.O.
 Space For Rough Work

J—0906 16