Adult Education

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Signature and Name of Invigilator
1. (Signature) OMR Sheet No. : ..........................................................
(To be filled by the Candidate)
(Name)
Roll No.
2. (Signature)
(In figures as per admission card)
(Name)
Roll No.
N0 4 6 1 7 PAPER - II (In words)

Time : 1¼ hours] ADULT EDUCATION [Maximum Marks : 100

Number of Pages in this Booklet : 32 Number of Questions in this Booklet : 50
Instructions for the Candidates ¬⁄UˡÊÊÁÕ¸ÿÙ¢ ∑§ Á‹∞ ÁŸŒ¸‡Ê
1. Write your roll number in the space provided on the top of
1. ß‚ ¬ÎDU ∑§ ™§¬⁄U ÁŸÿà SÕÊŸ ¬⁄U •¬ŸÊ ⁄UÙ‹U Ÿê’⁄U Á‹Áπ∞–
this page.
2. This paper consists of fifty multiple-choice type of questions. 2. ß‚ ¬˝‡Ÿ-¬òÊ ◊¢ ¬øÊ‚ ’„ÈÁfl∑§À¬Ëÿ ¬˝‡Ÿ „Ò¥–
3. At the commencement of examination, the question booklet 3. ¬⁄UˡÊÊ ¬˝Ê⁄êU÷ „ÙŸ ¬⁄U, ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê •Ê¬∑§Ù Œ ŒË ¡ÊÿªË– ¬„‹U ¬UÊ°ø Á◊Ÿ≈U
will be given to you. In the first 5 minutes, you are requested •Ê¬∑§Ù ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê πÙ‹Ÿ ÃÕÊ ©‚∑§Ë ÁŸêŸÁ‹Áπà ¡Ê°ø ∑§ Á‹∞ ÁŒÿ
to open the booklet and compulsorily examine it as below : ¡Êÿ¢ª, Á¡‚∑§Ë ¡Ê°ø •Ê¬∑§Ù •fl‡ÿ ∑§⁄UŸË „Ò —
(i) To have access to the Question Booklet, tear off the (i) ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê πÙ‹Ÿ ∑§ Á‹∞ ¬ÈÁSÃ∑§Ê ¬⁄U ‹ªË ∑§Êª¡ ∑§Ë ‚Ë‹ ∑§Ê
paper seal on the edge of this cover page. Do not accept
a booklet without sticker-seal and do not accept an open
»§Ê«∏ ‹¢U– πÈ‹Ë „È߸ ÿÊ Á’ŸÊ S≈UË∑§⁄U-‚Ë‹U ∑§Ë ¬ÈÁSÃ∑§Ê SflË∑§Ê⁄U Ÿ ∑§⁄¢U–
booklet. (ii) ∑§fl⁄U ¬ÎDU ¬⁄U ¿U¬ ÁŸŒ¸‡ÊÊŸÈ‚Ê⁄U ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§ ¬ÎDU ÃÕÊ ¬˝‡ŸÙ¢ ∑§Ë
(ii) Tally the number of pages and number of questions in ‚¢ÅÿÊ ∑§Ù •ë¿UË Ã⁄U„ øÒ∑§ ∑§⁄U ‹¢U Á∑§ ÿ ¬Í⁄U „Ò¢U– ŒÙ·¬Íáʸ ¬ÈÁSÃ∑§Ê
the booklet with the information printed on the cover Á¡Ÿ◊¢ ¬ÎDU/¬˝‡Ÿ ∑§◊ „Ù¢ ÿÊ ŒÈ’Ê⁄UÊ •Ê ªÿ „Ù¢ ÿÊ ‚ËÁ⁄Uÿ‹U ◊¢ Ÿ „Ù¢
page. Faulty booklets due to pages/questions missing •ÕʸØ Á∑§‚Ë ÷Ë ¬˝∑§Ê⁄U ∑§Ë òÊÈÁ≈U¬Íáʸ ¬ÈÁSÃ∑§Ê SflË∑§Ê⁄U Ÿ ∑§⁄¢U ÃÕÊ
or duplicate or not in serial order or any other ©‚Ë ‚◊ÿ ©‚ ‹Uı≈UÊ∑§⁄U ©‚∑§ SÕÊŸ ¬⁄U ŒÍ‚⁄UË ‚„Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ‹
discrepancy should be got replaced immediately by a
‹¢– U ß‚∑§ Á‹∞ •Ê¬∑§Ù ¬Ê°ø Á◊Ÿ≈U ÁŒÿ ¡Êÿ¢ª– ©‚∑§ ’ÊŒ Ÿ ÃÙ
correct booklet from the invigilator within the period
of 5 minutes. Afterwards, neither the Question Booklet •Ê¬∑§Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê flʬ‚ ‹Ë ¡ÊÿªË •ı⁄U Ÿ „Ë •Ê¬∑§Ù •ÁÃÁ⁄UQ§
will be replaced nor any extra time will be given. ‚◊ÿ ÁŒÿÊ ¡ÊÿªÊ–
(iii) After this verification is over, the Test Booklet Number (iii) ß‚ ¡Ê°ø ∑§ ’ÊŒ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§Ê Ÿ¥’⁄U OMR ¬òÊ∑§ ¬⁄U •¢Á∑§Ã ∑§⁄¢U
should be entered on the OMR Sheet and the OMR Sheet •Uı⁄U OMR ¬òÊ∑§ ∑§Ê Ÿ¥’⁄U ß‚ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ¬⁄U •¢Á∑§Ã ∑§⁄U Œ¢–
Number should be entered on this Test Booklet. 4. ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ Á‹∞ øÊ⁄U ©ûÊ⁄U Áfl∑§À¬ (1), (2), (3) ÃÕÊ (4) ÁŒÿ ªÿ „Ò¢–
4. Each item has four alternative responses marked (1), (2), (3)
and (4). You have to darken the circle as indicated below on
•Ê¬∑§Ù ‚„Ë ©ûÊ⁄U ∑§ flÎûÊ ∑§Ù ¬Ÿ ‚ ÷⁄U∑§⁄U ∑§Ê‹Ê ∑§⁄UŸÊ „Ò ¡Ò‚Ê Á∑§ ŸËø
the correct response against each item. ÁŒπÊÿÊ ªÿÊ „Ò–
Example : where (3) is the correct response. ©ŒÊ„⁄UáÊ — ¡’Á∑§ (3) ‚„Ë ©ûÊ⁄U „Ò–
5. Your responses to the items are to be indicated in the OMR 5. ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ∑§fl‹ ¬˝‡Ÿ ¬ÈÁSÃ∑§Ê ∑§ •ãŒ⁄U ÁŒÿ ªÿ OMRU ¬òÊ∑§ ¬⁄U „Ë
Sheet given inside the Booklet only. If you mark your •¥Á∑§Ã ∑§⁄UŸ „Ò¥– ÿÁŒ •Ê¬ OMRU ¬òÊ∑§ ¬⁄U ÁŒÿ ªÿ flÎûÊ ∑§ •‹ÊflÊ Á∑§‚Ë
response at any place other than in the circle in the OMR •ãÿ SÕÊŸ ¬⁄U ©ûÊ⁄U ÁøqÊ¢Á∑§Ã ∑§⁄UÃ „Ò¥, ÃÙ ©‚∑§Ê ◊ÍÀUÿÊ¢∑§Ÿ Ÿ„Ë¢ „٪ʖ
Sheet, it will not be evaluated. 6. •ãŒ⁄U ÁŒÿ ªÿ ÁŸŒ¸‡ÊÙ¢ ∑§Ù äÿÊŸ¬Ífl¸∑§ ¬…∏¢U–
6. Read instructions given inside carefully.
7. ∑§ìÊÊ ∑§Ê◊ (Rough Work) ß‚ ¬ÈÁSÃ∑§Ê ∑§ •ÁãÃ◊ ¬ÎDU ¬⁄U ∑§⁄¢U–
7. Rough Work is to be done in the end of this booklet.
8. If you write your Name, Roll Number, Phone Number or 8. ÿÁŒ •Ê¬ OMR ¬òÊ∑§ ¬⁄U ÁŸÿà SÕÊŸ ∑§ •‹ÊflÊ •¬ŸÊ ŸÊ◊, ⁄UÊ‹ Ÿê’⁄U,
put any mark on any part of the OMR Sheet, except for the »§ÊŸ Ÿê’⁄U ÿÊ ∑§Ê߸ ÷Ë ∞‚Ê Áøq Á¡‚‚ •Ê¬∑§Ë ¬„øÊŸ „Ê ‚∑§, •¥Á∑§Ã ∑§⁄UÃ
space allotted for the relevant entries, which may disclose „Ò¥ •ÕflÊ •÷Œ˝ ÷Ê·Ê ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „Ò¥, ÿÊ ∑§Ê߸ •ãÿ •ŸÈÁøà ‚ÊœŸ ∑§Ê
your identity, or use abusive language or employ any other ¬˝ÿÊª ∑§⁄UÃ „Ò¥, ¡Ò‚ Á∑§ •¥Á∑§Ã Á∑§ÿ ªÿ ©ûÊ⁄U ∑§Ê Á◊≈UÊŸÊ ÿÊ ‚»§Œ SÿÊ„Ë ‚
unfair means, such as change of response by scratching or ’Œ‹ŸÊ ÃÊ ¬⁄UˡÊÊ ∑§ Á‹ÿ •ÿÊÇÿ ÉÊÊÁ·Ã Á∑§ÿ ¡Ê ‚∑§Ã „Ò¥–
using white fluid, you will render yourself liable to
9. •Ê¬∑§Ù ¬⁄UˡÊÊ ‚◊Ê# „ÙŸ §¬⁄U ◊Í‹ OMR ¬òÊ∑§ ÁŸ⁄UˡÊ∑§ ◊„ÙŒÿ ∑§Ù ‹Uı≈UÊŸÊ
disqualification.
9. You have to return the original OMR Sheet to the invigilators
•Êfl‡ÿ∑§ „Ò •ı⁄U ¬⁄UˡÊÊ ‚◊ÊÁ# ∑§ ’ÊŒ ©‚ •¬Ÿ ‚ÊÕ ¬⁄UˡÊÊ ÷flŸ ‚ ’Ê„⁄U
at the end of the examination compulsorily and must not Ÿ ‹∑§⁄U ¡Êÿ¢– „Ê‹Ê¥Á∑§ •Ê¬ ¬⁄UˡÊÊ ‚◊ÊÁ# ¬⁄U ◊Í‹ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ÃÕÊ OMR
carry it with you outside the Examination Hall. You are ¬òÊ∑§ ∑§Ë «ÈUå‹Ë∑§≈U ¬˝Áà •¬Ÿ ‚ÊÕ ‹ ¡Ê ‚∑§Ã „Ò¥–
however, allowed to carry original question booklet and 10. ∑§fl‹ ŸË‹/∑§Ê‹ ’Ê‹U åflÊßZ≈U ¬Ÿ ∑§Ê „Ë ¬˝ÿÊª ∑§⁄¢U–
duplicate copy of OMR Sheet on conclusion of examination. 11. Á∑§‚Ë ÷Ë ¬˝∑§Ê⁄U ∑§Ê ‚¢ªáÊ∑§ (∑Ò§‹∑ȧ‹≈U⁄U) UÿÊ ‹Êª ≈U’‹ •ÊÁŒ ∑§Ê
10. Use only Blue/Black Ball point pen.
¬˝ÿÙª flÁ¡¸Ã „Ò–
11. Use of any calculator or log table etc., is prohibited.
12. There are no negative marks for incorrect answers. 12. ª‹Ã ©ûÊ⁄UÊ¥ ∑§ Á‹∞ ∑§Ê߸ Ÿ∑§Ê⁄UÊà◊∑§ •¥∑§ Ÿ„Ë¥ „Ò¥–
13. In case of any discrepancy in the English and Hindi versions, 13. ÿÁŒ •¥ª˝¡Ë ÿÊ Á„¥ŒË Áflfl⁄UáÊ ◊¥ ∑§Ê߸ Áfl‚¥ªÁà „Ê, ÃÊ •¥ª˝¡Ë Áflfl⁄UáÊ •¥ÁÃ◊
English version will be taken as final. ◊ÊŸÊ ¡Ê∞ªÊ–

N-04617 !N-04617-PAPER-II! 1 P.T.O.

 ADULT EDUCATION

PAPER - II

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

1. Leader in a group does not believe in :

(1) Authoritarian Approach (2) Distribution of responsibility

(3) Rapport with individual members (4) Understanding group dynamics

2. Communication among equal status is called :

(1) Intra Scaler (2) Inter Scaler

(3) Grapevine (4) Horizontal

3. Mass approach of communication includes :

(1) Personal letter (2) Panel discussion

(3) Workshop (4) Television

4. Who becomes the Chairperson of Zilla Saksharata Committee ?

(1) Village Panchayat Chairman (2) District Collector

(3) S.D.M. (4) Village Administrative Officer

5. Which of the following state is India’s most rural state ?

(1) Assam (2) Hariyana

(3) Himachal Pradesh (4) Chhattisgarh

6. __________ are most important prerequisites for human resource development.

(1) Food and Property (2) Shelter and Self esteem

(3) Power and prestige (4) Education and health

N-04617 !N-04617-PAPER-II! 2 Paper-II

 ¬˝ÊÒ…∏ Á‡ÊˇÊÊ
¬˝‡Ÿ-¬òÊ - II

ÁŸŒ¸‡Ê — ß‚ ¬˝‡Ÿ-¬òÊ ◊¥ ¬øÊ‚ (50) ’„È-Áfl∑§À¬UËÿ ¬˝‡Ÿ „Ò¥– ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ ŒÙ (2) •¢∑§ „Ò¥– ‚÷Ë ¬˝‡Ÿ •ÁŸflÊÿ¸ „Ò¥–
1. Á∑§‚Ë ‚◊Í„ ∑§Ê ŸÃÊ ÁŸêŸ ◊¥ ‚ Á∑§‚ ¬⁄U Áfl‡flÊ‚ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò?
(1) ¬˝ÊÁœ∑§Ê⁄UflÊŒË ©¬Êª◊ (2) ©ûÊ⁄UŒÊÁÿàfl ∑§Ê ’¥≈UflÊ⁄UÊ
(3) ‚ŒSÿÊ¥ ∑§ ‚ÊÕ ÁŸ¡Ë ‚¥’¥œ (4) ‚◊Í„ •ÊÿÊ◊Ê¥ ∑§Ë ‚◊¤Ê

2. ∞∑§ ‚◊ÊŸ ¬ŒÁSÕÁà ∑§ ’Ëø ‚¥øÊ⁄U ÁŸêŸ ◊¥ ‚ ÄÿÊ ∑§„‹ÊÃÊ „Ò —
(1) ߥ≈˛UÊ S∑§‹⁄U (2) ߥ≈U⁄U S∑§‹⁄U
(3) •$»§flÊ„ (4) ˇÊÒÁá

3. ‚¥øÊ⁄U ∑§ ¡Ÿ ©¬Êª◊ ◊¥ ‡ÊÊÁ◊‹ „ÊÃÊ „Ò —

(1) flÒÿÁÄÃ∑§ ¬òÊ (2) ¬ÒŸ‹ øøʸ
(3) ∑§Êÿ¸‡ÊÊ‹Ê (4) ŒÍ⁄UŒ‡Ê¸Ÿ

4. Á¡‹Ê ‚ÊˇÊ⁄UÃÊ ‚Á◊Áà ∑§Ê •äÿˇÊ ∑§ÊÒŸ „ÊÃÊ „Ò?

(1) ª˝Ê◊ ¬¥øÊÿà •äÿˇÊ (2) Á¡‹ÊœË‚
(3) ©¬Á¡‹Ê Œá«UÊÁœ∑§Ê⁄UË (4) ª˝Ê◊ ¬˝‡ÊÊ‚Ÿ •Áœ∑§Ê⁄UË

5. ÁŸêŸ ◊¥ ‚ ∑§ÊÒŸ ÷Ê⁄Uà ∑§Ê ‚’‚ •Áœ∑§ ª˝Ê◊ËáÊ ⁄UÊíÿ „Ò?
(1) •‚◊ (2) „Á⁄UÿÊáÊÊ
(3) Á„◊Êø‹ ¬˝Œ‡Ê (4) ¿UûÊË‚ª…∏

6. ◊ÊŸfl ‚¥‚ÊœŸ Áfl∑§Ê‚ ∑§ Á‹ÿ __________ ‚flʸÁœ∑§ ◊„àfl¬Íáʸ ¬Íflʸ¬ÁˇÊà „Ò¥–
(1) ÷Ê¡Ÿ •ÊÒ⁄U ‚ê¬ÁûÊ (2) •ÊflÊ‚ •ÊÒ⁄U •Êà◊Áfl‡flÊ‚
(3) ‚ûÊÊ •ÊÒ⁄U ¬˝ÁÃc∆UÊ (4) Á‡ÊˇÊÊ •ÊÒ⁄U SflÊSâÿ

N-04617 !N-04617-PAPER-II! 3 Paper-II

7. A basic example of a community is :
(1) Marriage (2) Family (3) Village (4) Smart city

8. Compatibility and profitability affect :

(1) Rate of diffusion of innovation (2) Rate of adoption of innovation
(3) Communication process (4) Personality of change agent

9. Who among the following helped understand group work in social work profession ?
(1) Kurt Lenin (2) H.B. Trecker (3) M.G. Ross (4) G. Hamilton

10. NRHM is a programme for :

(1) Housing (2) Human Development
(3) Health (4) Animal Husbandry

11. The long term objective of India’s population policy 2000 is :

(1) To address the unmet needs of contraception
(2) To provide integrated service delivery for basic reproductive and child care
(3) To bring the total fertility rate to replacement level by 2010
(4) To achieve a stable population by 2045

12. Which of the following is not the role of adult educator as a change agent ?
(1) Acquiring informations (2) Changing attitudes
(3) Developing skills (4) Changing Culture

13. Life long Education, as imparted institutionally by some non - governmental organisations
like :
(a) Nirantar (b) Bharat Gyan Vigyan Samiti
(c) Sewa (d) Kerala Vigyan Samiti
Code :
(1) (a), (b), (c) (2) (b) only (3) (c) and (d) (4) (a), (b), (c), (d)

N-04617 !N-04617-PAPER-II! 4 Paper-II

7. ‚◊ÈŒÊÿ ∑§Ê ∞∑§ ◊Í‹ ©ŒÊ„⁄UáÊ „Ò —
(1) ÁflflÊ„ (2) ¬Á⁄UflÊ⁄U (3) ª˝Ê◊ (4) S◊Ê≈¸U Á‚≈UË

8. ‚¥ªÃÃÊ •ÊÒ⁄U ‹Ê÷ŒÿÃÊ ÁŸêŸ ◊¥ ‚ Á∑§‚ ¬˝÷ÊÁflà ∑§⁄UÃ „Ò¥ —

(1) ŸflÊøÊ⁄U ∑§ ¬˝‚⁄UáÊ ∑§Ë Œ⁄U (2) ŸflÊøÊ⁄U ∑§ •Á÷SflË∑§⁄UáÊ ∑§Ë Œ⁄U
(3) ‚¥øÊ⁄U ¬˝Á∑˝§ÿÊ (4) ¬Á⁄UfløŸ •Á÷∑§ûÊʸ ∑§Ê √ÿÁÄÃàfl

9. ÁŸêŸ ◊¥ ‚ Á∑§‚ Ÿ ‚◊Ê¡ ∑§Êÿ¸ ¬‡Ê ◊¥ ‚◊Í„ ∑§Êÿ¸ ŒπŸ ◊¥ ◊ŒŒ ∑§Ë?
(1) ∑ȧ≈¸U ‹ÁŸŸ (2) ∞ø.’Ë. ≈˛U∑§⁄U (3) ∞◊.¡Ë. ⁄UÊÚ‚ (4) ¡Ë. „ÒÁ◊À≈UŸ

10. ∞Ÿ.•Ê⁄U.∞ø.∞◊. ÁŸêŸ ◊¥ ‚ Á∑§‚‚ ‚¥’¥ÁœÃ ∑§Êÿ¸∑˝§◊ „Ò —

(1) ÷flŸ ÁŸ◊ʸáÊ (2) ◊ÊŸfl Áfl∑§Ê‚
(3) SflÊSâÿ (4) ¬‡ÊȬʋŸ

11. ÷Ê⁄Uà ∑§Ë ¡Ÿ‚¥ÅÿÊ ŸËÁà 2000 ∑§Ê ŒËÉʸ∑§ÊÁ‹∑§ ©g‡ÿ „Ò —

(1) ª÷¸ÁŸ⁄UÊœ ∑§Ë ‡Ê· •Êfl‡ÿ∑§ÃÊ•Ê¥ ∑§Ë ¬ÍÁø
(2) ◊Í‹÷Íà ¬˝¡ŸŸ •ÊÒ⁄U Á‡Ê‡ÊÈ Œπ-⁄Uπ ∑§ Á‹∞ ∞∑§Ë∑Χà ‚flÊ ‚¥¬˝ŒÊáÊ ◊È„ÒÿÊ ∑§⁄UÊŸÊ
(3) ‚Ÿ˜ 2010 Ã∑§ ‚◊ª˝ ¬˝¡ŸŸ Œ⁄U ∑§Ê ¬˝ÁÃSÕʬŸ SÃ⁄U Ã∑§ ‹ÊŸÊ
(4) ‚Ÿ˜ 2045 Ã∑§ ¡Ÿ‚¥ÅÿÊ ÁSÕ⁄UË∑§⁄UáÊ ¬˝Êåà ∑§⁄UŸÊ

12. ∞∑§ ¬Á⁄UfløŸ •Á÷∑§ûÊʸ ∑§ M§¬ ◊¥ ÁŸêŸ ◊¥ ‚ ∑§ÊÒŸ ¬˝ÊÒ…∏ Á‡ÊˇÊ∑§ ∑§Ë ÷ÍÁ◊∑§Ê Ÿ„Ë¥ „Ò?
(1) SÊÍøŸÊÿ¥ ª˝„áÊ ∑§⁄UŸÊ (2) √ÿfl„Ê⁄U ◊¥ ’ŒU‹Êfl ‹ÊŸÊ
(3) ∑§Ê҇ʋ Áfl∑§Á‚à ∑§⁄UŸÊ (4) ‚Ê¥S∑ΧÁÃ∑§ ’Œ‹Êfl ∑§⁄UŸÊ

13. ÁŸêŸ ◊¥ ‚ Á∑§Ÿ ªÒ⁄U-‚⁄U∑§Ê⁄UË ‚¥ª∆UŸÊ¥ mÊ⁄UÊ ‚¥SÕʪà M§¬ ‚ •Ê¡ËflŸ Á‡ÊˇÊÊ ¬˝ŒÊŸ ∑§Ë ¡ÊÃË „Ò?
(a) ÁŸ⁄¥UÃ⁄U (b) ÷Ê⁄Uà ôÊÊŸ ÁflôÊÊŸ ‚Á◊ÁÃ
(c) ‚flÊ (d) ∑§⁄U‹ ÁflôÊÊŸ ‚Á◊ÁÃ
∑ͧ≈U —
(1) (a), (b), (c) (2) Á‚»¸§ (b) (3) (c) •ÊÒ⁄U (d) (4) (a), (b), (c), (d)

N-04617 !N-04617-PAPER-II! 5 Paper-II

14. Demonstration is a :

(a) Extension methods (b) Experimental methods

(c) Content methods (d) Showing proven techniques

Code :

(1) (a) and (b) (2) (b) and (c) (3) (a) and (d) (4) (c) and (d)

15. Extension Education is :

(a) Two way process (b) One way process

(c) Multidimensional (d) Teacher centric

Code :

(1) (a) and (c) (2) (a) and (d) (3) (b) and (d) (4) (a), (c) and (d)

16. Which of the following are the objectives of Universalisation of primary education ?

(a) Universal Motivation (b) Universal Supervision

(c) Universal Provision (d) Universal Retention

Code :

(1) (a) and (b) (2) (b) and (c) (3) (b), (c) and (d) (4) (c) and (d)

17. The idea of learning Society includes :

(a) Every Individual keeps learning through out life.

(b) Life long learning is the key for Scientific humanism.

(c) Learning is continual process.

(d) Reflection of learning may not be applied in day to day life.

Code :

(1) (a) and (b) (2) (a) and (d)

(3) (b), (c) and (d) (4) (a), (b), (c) and (d)

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14. ¬˝Œ‡Ê¸Ÿ „Ò —
(a) ÁflSÃÊ⁄U ¬hÁà (b) ¬˝ÿÊªÊà◊∑§ ¬hÁÃ
(c) Áfl·ÿ flSÃÈ ¬hÁà (d) Á‚h Ã∑§ŸË∑§Ê¥ ∑§Ê ¬˝ŒÁ‡Ê¸Ã ∑§⁄UŸÊ
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b) (2) (b) •ÊÒ⁄U (c) (3) (a) •ÊÒ⁄U (d) (4) (c) •ÊÒ⁄U (d)

15. ÁflSÃÊ⁄U Á‡ÊˇÊÊ „Ò —

(a) Ám-◊ʪ˸ ¬˝Á∑˝§ÿÊ (b) ∞∑§‹ ◊ʪ˸ ¬˝Á∑˝§ÿÊ
(c) ’„È •ÊÿÊ◊Ë (d) Á‡ÊˇÊ∑§ ∑¥§ÁŒ˝Ã
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (c) (2) (a) •ÊÒ⁄U (d) (3) (b) •ÊÒ⁄U (d) (4) (a), (c) •ÊÒ⁄U (d)

16. ÁŸêŸ ◊¥ ‚ ∑§ÊÒŸ ¬˝ÊÕÁ◊∑§ Á‡ÊˇÊÊ ∑§ ‚Êfl¸÷ÊÒÁ◊∑§⁄UáÊ ∑§ ©g‡ÿ „Ò¥?
(a) ‚Êfl¸÷ÊÒÁ◊∑§ •Á÷¬˝⁄UáÊÊ (b) ‚Êfl¸÷ÊÒÁ◊∑§ ¬ÿ¸flˇÊáÊ
(c) ‚Êfl¸÷ÊÒÁ◊∑§ ¬˝ÊflœÊŸ (d) ‚Êfl¸÷ÊÒÁ◊∑§ ¬˝ÁÃœÊ⁄UáÊ
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b) (2) (b) •ÊÒ⁄U (c) (3) (b), (c) •ÊÒ⁄U (d) (4) (c) •ÊÒ⁄U (d)

17. •Áœª◊ ‚◊ÈŒÊÿ ∑§ ÁfløÊ⁄U ◊¥ ‚◊ÊÁ„à „Ò —

(a) ¬˝àÿ∑§ √ÿÁÄà •Ê¡ËflŸ ‚ËπÃÊ ⁄U„ÃÊ „Ò–
(b) flÒôÊÊÁŸ∑§ ◊ÊŸflÃÊflÊŒ ∑§ Á‹∞ •Ê¡ËflŸ •Áœª◊ •ÊœÊ⁄U „Ò–
(c) •Áœª◊ ‚Ãà ¬˝Á∑˝§ÿÊ „Ò–
(d) •Áœª◊ ∑§Ê ¬˝÷Êfl ⁄UÊ¡◊⁄Uʸ ∑§ ¡ËflŸ ◊¥ ©¬ÿÊªË „Ê ÿ„ ¡M§⁄UË Ÿ„Ë¥–
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b) (2) (a) •ÊÒ⁄U (d)
(3) (b), (c) •ÊÒ⁄U (d) (4) (a), (b), (c) •ÊÒ⁄U (d)

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18. Which of the following components is implied in the term environment building in TLC ?

(a) The development of awareness among section of community

(b) Creation of a set of attitude in the community

(c) Conservation of natural environment in the village

(d) Promotion of Willingness to act, to work and to serve the TLC

Code :

(1) (a) and (c) (2) (a), (b) and (d) (3) (b) and (c) (4) (b), (c) and (d)

19. Credibility in communication means :

(a) Trustworthiness (b) Competence (c) Complete (d) Profitable

Code :

(1) (a), (b) and (c) (2) (b) and (c) (3) (a) and (b) (4) (c) and (d)

20. Arrange the following days in order of their celebration :

(a) Human Rights Day (b) International Population Day

(c) International Literacy Day (d) International Women’s Day

Code :

(1) (b), (c), (d) and (a) (2) (d), (b), (c) and (a)

(3) (d), (c), (a) and (b) (4) (b), (d), (c) and (a)

21. The Trust areas according to vision 2020 document of India are :

(a) IT and ICT enabled Services (b) Education

(c) Community Services (d) Value Added Agro Product Services

Code :

(1) (a) and (b) (2) (b) only (3) (b) and (c) (4) (a), (b) and (c)

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18. ≈UË.∞‹.‚Ë. ◊¥ ¬Á⁄Ufl‡Ê ÁŸ◊ʸáÊ ¬Œ ◊¥ ÁŸêŸ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ÉÊ≈U∑§ ÁŸÁ„à „ÊÃ „Ò¥?
(a) ‚◊ÈŒÊÿ ∑§ flªÊZ ∑§ ’Ëø øÃŸÊ ∑§Ê Áfl∑§Ê‚
(b) ‚◊ÈŒÊÿ ◊¥ ∞∑§ •Á÷flÎÁûÊ ‚◊Í„ ‚ÎÁ¡Ã ∑§⁄UŸÊ
(c) ªÊ°fl ∑§ ¬˝Ê∑ΧÁÃ∑§ ¬Á⁄Ufl‡Ê ∑§Ê ‚¥⁄UˇÊáÊ
(d) ∑§Êÿ¸ ∑§⁄UŸ •ÊÒ⁄U ≈UË.∞‹.‚Ë. ∑§Ë ‚flÊ ∑§⁄UŸ ∑§Ë ßë¿UÊ ∑§Ê ’…∏ÊflÊ ŒŸÊ
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (c) (2) (a), (b) •ÊÒ⁄U (d) (3) (b) •ÊÒ⁄U (c) (4) (b), (c) •ÊÒ⁄U (d)

19. ‚¥øÊ⁄U ◊¥ ¬˝◊ÊÁáÊ∑§ÃÊ ∑§Ê •Á÷¬˝Êÿ „Ò —

(a) Áfl‡fl‚ŸËÿÃÊ (b) ‚ˇÊ◊ÃÊ (c) ‚¥¬Íáʸ (d) ‹Ê÷ŒÊÿ∑§
∑ͧ≈U —
(1) (a), (b) •ÊÒ⁄U (c) (2) (b) •ÊÒ⁄U (c) (3) (a) •ÊÒ⁄U (b) (4) (c) •ÊÒ⁄U (d)

20. ÁŸêŸÊ¥Á∑§Ã ÁŒfl‚Ê¥ ∑§Ê ©Ÿ∑§ •ÊÿÊ¡Ÿ ∑§ ∑˝§◊ ◊¥ ‚È√ÿflÁSÕà ∑§⁄¥U —
(a) ◊ÊŸflÊÁœ∑§Ê⁄U ÁŒfl‚ (b) •¥Ã⁄Uʸc≈˛UËÿ ¡Ÿ‚¥ÅÿÊ ÁŒfl‚
(c) •¥Ã⁄Uʸc≈˛UËÿ ‚ÊˇÊ⁄UÃÊ ÁŒfl‚ (d) •¥Ã⁄Uʸc≈˛UËÿ ◊Á„‹Ê ÁŒfl‚
∑ͧ≈U —
(1) (b), (c), (d) •ÊÒ⁄U (a) (2) (d), (b), (c) •ÊÒ⁄U (a)
(3) (d), (c), (a) •ÊÒ⁄U (b) (4) (b), (d), (c) •ÊÒ⁄U (a)

21. ÷Ê⁄Uà ∑§ Áfl¡Ÿ 2020 ŒSÃÊfl¡ ∑§ •ŸÈ‚Ê⁄U äÿÊŸ ÁŒ∞ ¡ÊŸ flÊ‹ ¬˝◊Èπ ˇÊòÊ „Ò¥ —
(a) •Ê߸.≈UË. •ÊÒ⁄U •Ê߸.‚Ë.≈UË. ∞Ÿ’À«U ‚flÊÿ¥
(b) Á‡ÊˇÊáÊ
(c) ‚Ê◊ÈŒÊÁÿ∑§ ‚flÊÿ¥
(d) ◊ÍÀÿ flÁœ¸Ã ∑ΧÁ· ©à¬ÊŒ ‚flÊÿ¥
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b) (2) Á‚»¸§ (b) (3) (b) •ÊÒ⁄U (c) (4) (a), (b) •ÊÒ⁄U (c)

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22. The qualities of a leader consists of :

(a) Vision with communication skills

(b) Sense of Responsibilities and self confidence

(c) Performance - Reward Relationship

(d) Command skill

Code :

(1) (a) and (d) (2) (a) and (b) (3) (a) and (c) (4) (b) and (c)

23. Assertion (A) : Corruption is cause of poverty and underdevelopment.

Reason (R) : Poor are corrupt and undeveloped.

Code :

(1) Both (A) and (R) are correct and (R) is the correct explanation of (A).

(2) Both (A) and (R) are correct but (R) is not correct explanation of (A).

(3) (A) is true but (R) is false.

(4) (A) is false but (R) is true.

24. Assertion (A) : Community organisation leads to Social Action.

Reason (R) : Social Action may not always leads to community organisation.

Code :

(1) Both (A) and (R) are correct.

(2) (A) is correct and (R) is wrong.

(3) (R) is correct and (A) is wrong.

(4) Both (A) and (R) are wrong.

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22. ∞∑§ ŸÃÊ ∑§Ë Áfl‡Ê·ÃÊ•Ê¥ ◊¥ ÁŸêŸ ◊¥ ‚ ÄÿÊ ‡ÊÊÁ◊‹ „ÊÃÊ „Ò —
(a) ‚¥flÊŒ ∑§Ê҇ʋ ∑§ ‚ÊÕ ŒÎÁcU≈U
(b) ©ûÊ⁄UŒÊÁÿûfl ’Êœ •ÊÒ⁄U •Êà◊ Áfl‡flÊ‚
(c) ∑§Êÿ¸ÁŸc¬ÊŒŸ ¬È⁄US∑§Ê⁄U ‚¥’¥œ
(d) ∑§◊ÊŸ ∑§Ê҇ʋ
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (d) (2) (a) •ÊÒ⁄U (b) (3) (a) •ÊÒ⁄U (c) (4) (b) •ÊÒ⁄U (c)

23. •Á÷∑§ÕŸ (A) : ÷˝c≈UÊøÊ⁄U ª⁄UË’Ë •ÊÒ⁄U •À¬Áfl∑§Ê‚ ∑§Ê ∑§Ê⁄UáÊ „Ò–
Ã∑¸§ (R) : ª⁄UË’ ÷˝c≈U •ÊÒ⁄U •Áfl∑§Á‚à „ÊÃ „Ò¥–
∑ͧ≈U —
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, Á∑¥§ÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(3) (A) ‚„Ë „Ò, Á∑¥§ÃÈ (R) ª‹Ã „Ò–
(4) (A) ª‹Ã „Ò, Á∑¥§ÃÈ (R) ‚„Ë „Ò–

24. •Á÷∑§ÕŸ (A) : ‚Ê◊ÈŒÊÁÿ∑§ ‚¥ª∆UŸ ∑§Ë ¬Á⁄UáÊÁà ‚Ê◊ÊÁ¡∑§ ∑§Êÿ¸ ◊¥ „ÊÃË „¥Ò–
Ã∑¸§ (R) : ‚Ê◊ÊÁ¡∑§ ∑§Êÿ¸ ∑§Ë ¬Á⁄UáÊÁà „◊‡ÊÊ ‚Ê◊ÈŒÊÁÿ∑§ ‚¥ª∆UŸ ◊¥ „Ê, ÿ„ ¡M§⁄UË Ÿ„Ë¥ „Ò–
∑ͧ≈U —
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥–
(2) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò¥–
(3) (R) ‚„Ë „Ò •ÊÒ⁄U (A) ª‹Ã „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „¥Ò–

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25. Assertion (A) : Right to reproductive health is a key component of women’s and men’s
reproductive and sexual rights.
Reason (R) : Choice in reproductive decision - making should not be given to women.
Code :
(1) (A) and (R) both are correct.
(2) (A) and (R) both are wrong.
(3) (A) is correct and (R) is wrong and (R) is not the correct explanation of (A).
(4) (A) and (R) both are correct and (R) is the correct explanation of (A).

26. Assertion (A) : Illiteracy is higher in poor, under privileged section of society.
Reason (R) : Livelihood not education is the priority of children of poor families.
Code :
(1) (A) is correct and (R) is wrong.
(2) (R) is correct and (A) is wrong.
(3) (A) and (R) both are correct and (R) is the correct explanation of (A).
(4) (A) and (R) both are correct but (R) is not the correct explanation of (A).

27. Assertion (A) : Conflicts arise due to misperceived massages..

Reason (R) : Communication always creates conflicts.
Code :
(1) (A) is correct but (R) is wrong. (2) Both (A) and (R) are correct.
(3) (A) is wrong but (R) is correct. (4) Both (A) and (R) are wrong.

28. Assertion (A) : Education is regarded as a prerequisite for economic development and social
change.
Reason (R) : Rate of adoption of innovation is always higher in educated societies.
Code :
(1) (A) is correct and (R) is wrong.
(2) (R) is correct and (A) is wrong.
(3) (A) and (R) both are correct and (R) is the correct explanation of (A).
(4) (A) and (R) both are correct but (R) is not the correct explanation of (A).

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25. •Á÷∑§ÕŸ (A) : ◊Á„‹Ê•Ê¥ •ÊÒ⁄U ¬ÈL§·Ê¥ ∑§ ¬˝¡ŸŸ •ÊÒ⁄U ÿÊÒŸ •Áœ∑§Ê⁄UÊ¥ ∑§Ê ∞∑§ ◊„àfl¬Íáʸ ÉÊ≈U∑§ ¬˝¡ŸŸ SflÊSâÿ
•Áœ∑§Ê⁄U „Ò¥–
Ã∑¸§ (R) : ¬˝¡ŸŸ ‚¥’¥œË ÁŸáʸÿ ‹Ÿ ∑§Ê Áfl∑§À¬ ◊Á„‹Ê•Ê¥ ∑§Ê Ÿ„Ë¥ ÁŒÿÊ ¡ÊŸÊ øÊÁ„∞–
∑ͧ≈U —
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(3) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò¥–

26. •Á÷∑§ÕŸ (A) : ‚◊Ê¡ ∑§ fl¥Áøà •ÊÒ⁄U ª⁄UË’ Ã’∑§ ◊¥ ÁŸ⁄UˇÊ⁄UÃÊ •Áœ∑§ „ÊÃË „Ò–
Ã∑¸§ (R) : ª⁄UË’ ¬Á⁄UflÊ⁄UÊ¥ ∑§ ’ëøÊ¥ ∑§ Á‹∞ •Ê¡ËÁfl∑§Ê ¬˝ÊÕÁ◊∑§ÃÊ „ÊÃË „Ò, Ÿ Á∑§ Á‡ÊˇÊÊ–
∑ͧ≈U —
(1) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò–
(2) (R) ‚„Ë „Ò •ÊÒ⁄U (A) ª‹Ã „Ò–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, Á∑§ãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

27. •Á÷∑§ÕŸ (A) : ‚¥Œ‡ÊÊ¥ ∑§Ê ª‹Ã ‚◊¤Ê ¡ÊŸ ‚ ≈U∑§⁄UÊfl ©à¬ãŸ „ÊÃÊ „Ò–
Ã∑¸§ (R) : ‚¥flÊŒ ‚ „◊‡ÊÊ ≈U∑§⁄UÊfl „ÊÃÊ „Ò–
∑ͧ≈U —
(1) (A) ‚„Ë „Ò, Á∑¥§ÃÈ (R) ª‹Ã „Ò– (2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥–
(3) (A) ª‹Ã „Ò, Á∑¥§ÃÈ (R) ‚„Ë „Ò– (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–

28. •Á÷∑§ÕŸ (A) : Á‡ÊˇÊÊ ∑§Ê •ÊÁÕ¸∑§ Áfl∑§Ê‚ •ÊÒ⁄U ‚Ê◊ÊÁ¡∑§ ’Œ‹Êfl ∑§Ë ¬Íflʸ¬ˇÊÊ ◊ÊŸÊ ¡ÊÃÊ „Ò–
Ã∑¸§ (R) : ŸflÊøÊ⁄U ∑§ SflË∑§⁄UáÊ ∑§Ë Œ⁄U „◊‡ÊÊ „Ë Á‡ÊÁˇÊà ‚◊Ê¡Ê¥ ◊¥ •Áœ∑§ „ÊÃË „Ò–
∑ͧ≈U —
(1) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò
(2) (R) ‚„Ë „Ò •ÊÒ⁄U (A) ª‹Ã „Ò
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, Á∑¥§ÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

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29. Assertion (A) : Women health among tribals is grossly neglected concept due to unhealthy
practices of sex and other beliefs.

Reason (R) : Maternal malnutrition is quite common among the tribal women specially
those who have many pregnancies too closely spaced.

Code :

(1) (A) is correct and (R) is wrong.

(2) (A) and (R) both are correct and (R) is the correct explanation of (A).

(3) (A) and (R) both are correct but (R) is not the correct explanation of (A).

(4) (A) and (R) both are wrong.

30. Assertion (A) : Women literacy has negative correlation with child infant mortality rate.

Reason (R) : Increase in literacy rate increases infant mortality rate.

Code :

(1) (A) is correct and (R) is wrong and (R) is not the correct explanation of (A).

(2) (A) and (R) both are correct and (R) is the correct explanation of (A).

(3) (A) and (R) both are correct.

(4) (A) and (R) both are wrong.

31. Assertion (A) : Emotions are strong motivating force of action.

Reason (R) : The emotions of people should be given due consideration in the extension
programme if it is to be a success.

Code :

(1) (A) is correct and (R) is wrong

(2) (A) is wrong and (R) is correct

(3) (A) and (R) both are correct and (R) is the correct explanation of (A)

(4) (A) and (R) both are correct but (R) is not the correct explanation of (A)

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29. •Á÷∑§ÕŸ (A) : •ÊÁŒflÊÁ‚ÿÊ¥ ∑§ ’Ëø •SflÊSâÿ ∑§⁄ UÿÊÒŸ ‚¥’¥œÊ¥ •ÊÒ⁄U •ãÿ œÊ⁄UáÊÊ•Ê¥ ∑§ ∑§Ê⁄UáÊ ◊Á„‹Ê•Ê¥ ∑§
SflÊSâÿ ∑§Ë ÉÊÊ⁄U ©¬ˇÊÊ „ÊÃË „Ò–
Ã∑¸§ (R) : Áfl‡Ê· M§¬ ‚ ¡ÀŒË - ¡ÀŒË ª÷¸œÊ⁄UáÊ ∑§⁄UŸ flÊ‹Ë •ÊÁŒflÊ‚Ë ◊Á„‹Ê•Ê¥ ◊¥ ◊ÊÃÎ ∑ȧ¬Ê·áÊ ∑§Ê»§Ë
•Ê◊ ’Êà „Ò–
∑ͧ≈U —
(1) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „¥Ò •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, Á∑¥§ÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–

30. •Á÷∑§ÕŸ (A) : ◊Á„‹Ê ‚ÊˇÊ⁄UÃÊ ∑§Ê ’Ê‹ Á‡Ê‡ÊÈ ◊ÎàÿÈ Œ⁄U ∑§ ‚ÊÕ Ÿ∑§Ê⁄UÊà◊∑§ ‚„-‚¥’¥œ „Ò–
Ã∑¸§ (R) : ‚ÊˇÊ⁄UÃÊ Œ⁄U ◊¥ ’…∏ÊûÊ⁄UË „ÊŸ ‚ Á‡Ê‡ÊÈ ◊ÎàÿÈ Œ⁄U ’…∏ÃË „Ò–
∑ͧ≈U —
(1) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–

31. •Á÷∑§ÕŸ (A) : ÷ÊflŸÊÿ¥ Á∑˝§ÿÊ ∑§Ë ◊¡’Íà ¬˝⁄U∑§ ‡ÊÁÄà „ÊÃË „Ò¥–
Ã∑¸§ (R) : Á∑§‚Ë ÁflSÃÊ⁄U ∑§Êÿ¸∑˝§◊ ∑§Ê ‚»§‹ ’ŸÊŸ ∑§ Á‹∞ ‹ÊªÊ¥ ∑§Ë ÷ÊflŸÊ•Ê¥ ¬⁄U ¬ÿʸåà äÿÊŸ ÁŒÿÊ ¡ÊŸÊ
øÊÁ„∞–
∑ͧ≈U —
(1) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò–
(2) (A) ª‹Ã „Ò •ÊÒ⁄U (R) ‚„Ë „Ò–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, Á∑¥§ÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

N-04617 !N-04617-PAPER-II! 15 Paper-II

32. Assertion (A) : In method demonstration we show how to do a job step by step.

Reason (R) : Method demonstration is an experiment and trial.

Code :

(1) (A) is correct and (R) is wrong.

(2) (A) is wrong and (R) is correct.

(3) (A) and (R) both are correct.

(4) (A) and (R) both are wrong.

33. Match the List-I with List-II, use the code given below :

List-I List-II

(a) NAEP (i) Narender Damodardas Modi

(b) National Technology Mission (ii) P.V. Narshimha Rao

(c) New Panchayat Raj Act (iii) Morarji Desai

(d) Shakshar Bharat Abhiyan (iv) Rajeev Gandhi

(e) Swachh Bharat Mission (v) Manmohan Singh

Code :

(a) (b) (c) (d) (e)

(1) (iii) (iv) (v) (ii) (i)

(2) (iii) (iv) (ii) (v) (i)

(3) (ii) (iii) (i) (v) (iv)

(4) (i) (ii) (iii) (iv) (v)

N-04617 !N-04617-PAPER-II! 16 Paper-II

32. •Á÷∑§ÕŸ (A) : ¬hÁà ¬˝Œ‡Ê¸Ÿ ◊¥ „◊ ÿ„ Œ‡ÊʸÃ „Ò¥ Á∑§ ∑§Ë‚Ë ∑§Êÿ¸ ∑§Ê ∑Ò§‚ ø⁄UáÊ’h Ã⁄UË∑§ ‚ Á∑§ÿÊ ¡ÊÃÊ „Ò–

Ã∑¸§ (R) : ¬hÁà ¬˝Œ‡Ê¸Ÿ ∞∑§ ¬˝ÿÊª •ÊÒ⁄U ¬⁄UˡÊáÊ „Ò–

∑ͧ≈U —

(1) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò–

(2) (A) ª‹Ã „Ò •ÊÒ⁄U (R) ‚„Ë „Ò–

(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥–

(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–

33. ‚ÍøË - I ∑§Ê ‚ÍøË - II ‚ ‚È◊Á‹Ã ∑§⁄¥U, ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ —

‚ÍøË - I ‚ÍøË - II

(a) ∞Ÿ.∞.߸.¬Ë. (i) Ÿ⁄¥UŒ˝ ŒÊ◊ÊŒ⁄U ŒÊ‚ ◊ÊŒË

(b) Ÿ‡ÊŸ‹ ≈UÄŸÊÀÊÊÚ¡Ë Á◊‡ÊŸ (ii) ¬Ë.flË. Ÿ⁄UÁ‚¥„ ⁄UÊfl

(c) ãÿÍ ¬¥øÊÿà ⁄UÊ¡ ∞Ä≈U (iii) ◊Ê⁄UÊ⁄U¡Ë Œ‚Ê߸

(d) ‚ÊˇÊ⁄U ÷Ê⁄Uà •Á÷ÿÊŸ (iv) ⁄UÊ¡Ëfl ªÊ¥œË

(e) Sflë¿U ÷Ê⁄Uà Á◊‡ÊŸ (v) ◊Ÿ◊Ê„Ÿ Á‚¥„

∑ͧ≈U —

(a) (b) (c) (d) (e)

(1) (iii) (iv) (v) (ii) (i)

(2) (iii) (iv) (ii) (v) (i)

(3) (ii) (iii) (i) (v) (iv)

(4) (i) (ii) (iii) (iv) (v)

N-04617 !N-04617-PAPER-II! 17 Paper-II

34. Match the List - I with List - II, use the code given below :

List - I List - II

(a) Planning (i) Determination of the activities necessary for executing a plan of
action.

(b) Organisation (ii) It intails advance thinking of events to come.

(c) Control (iii) It is a process of inspiration that makes workers aware of their
sense of responsibility.

(d) Motivation (iv) It ensures that the activities are executed in terms of the plan.

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iv) (iii)

(2) (ii) (i) (iii) (iv)

(3) (iii) (ii) (i) (iv)

(4) (ii) (i) (iv) (iii)

35. Match the List-I with List-II use the code given below :

List-I List-II

(a) 61st Constitutional amendment (i) Panchayat Raj Bill

(b) 73 rd Constitutional amendment (ii) Made education fundamental right

(c) 74 th Constitutional amendment (iii) Nagar Palika Bill

(d) 86th Constitutional amendment (iv) Reduced the voting age from 21 to 18

Code :

(a) (b) (c) (d)

(1) (iv) (i) (iii) (ii)

(2) (i) (iv) (iii) (ii)

(3) (iv) (i) (ii) (iii)

(4) (i) (ii) (iii) (iv)

N-04617 !N-04617-PAPER-II! 18 Paper-II

34. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§Ê ‚ÍøË - II ‚ ‚È◊Á‹Ã ∑§⁄¥U —
‚ÍøË - I ‚ÍøË - II
(a) ÁŸÿÊ¡Ÿ (i) Á∑§‚Ë ∑§Êÿ¸ ÿÊ¡ŸÊ ∑§ ÁŸc¬ÊŒŸ ∑§ Á‹∞ •Êfl‡ÿ∑§ Á∑˝§ÿÊ∑§‹Ê¬ ∑§Ê ÁŸœÊ¸⁄UáÊ–
(b) ‚¥ª∆UŸ (ii) ß‚◊¥ •ÊŸflÊ‹Ë ÉÊ≈UŸÊ•Ê¥ ∑§ ’Ê⁄U ◊¥ ¬„‹ ‚ ‚ÊøŸÊ „ÊÃÊ „Ò–
(c) ÁŸÿ¥òÊáÊ (iii) ÿ„ ∞∑§ ©à¬˝⁄UáÊ ¬˝Á∑˝§ÿÊ „Ò Á¡‚∑§ ◊Êäÿ◊ ‚ ∑§Ê◊ªÊ⁄UÊ¥ ∑§Ê ©Ÿ∑§ ©ûÊ⁄UŒÊÁÿàfl ∑§Ê
’Êœ ∑§⁄UÊÿÊ ¡ÊÃÊ „Ò–
(d) •Á÷¬˝⁄UáÊÊ (iv) ÿ„ ß‚ ’Êà ∑§Ê ‚ÈÁŸÁ‡øà ∑§⁄UÃÊ „Ò Á∑§ Á∑˝§ÿÊ∑§‹Ê¬ ÿÊ¡ŸÊ ∑§ •ŸÈ‚Ê⁄U „Ê¥–
∑ͧ≈U —
(a) (b) (c) (d)

(1) (i) (ii) (iv) (iii)

(2) (ii) (i) (iii) (iv)

(3) (iii) (ii) (i) (iv)

(4) (ii) (i) (iv) (iii)

35. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§Ê ‚ÍøË - II ‚ ‚È◊Á‹Ã ∑§⁄¥U —
‚ÍøË - I ‚ÍøË - II
(a) 61 flÊ¥ ‚¥ÁflœÊŸ ‚¥‡ÊÊœŸ (i) ¬¥øÊÿà ⁄UÊ¡ Áflœÿ∑§
(b) 73 flÊ¥ ‚¥ÁflœÊŸ ‚¥‡ÊÊœŸ (ii) Á‡ÊˇÊÊ ∑§Ê ◊ÊÒÁ‹∑§ •Áœ∑§Ê⁄U ’ŸÊÿÊ ªÿÊ
(c) 74 flÊ¥ ‚¥ÁflœÊŸ ‚¥‡ÊÊœŸ (iii) Ÿª⁄U ¬ÊÁ‹∑§Ê Áflœÿ∑§
(d) 86 flÊ¥ ‚¥ÁflœÊŸ ‚¥‡ÊÊœŸ (iv) ◊ÃÊÁœ∑§Ê⁄U ∑§Ë •ÊÿÈ 21 fl·¸ ‚ ÉÊ≈UÊ∑§⁄U 18 fl·¸ ∑§Ë ªß¸
∑ͧ≈U —
(a) (b) (c) (d)

(1) (iv) (i) (iii) (ii)

(2) (i) (iv) (iii) (ii)

(3) (iv) (i) (ii) (iii)

(4) (i) (ii) (iii) (iv)

N-04617 !N-04617-PAPER-II! 19 Paper-II

36. Match the following List - I with List - II (According to the census 2011 (India)) :

List - I List - II

(a) Literacy rate (i) 82.14%

(b) Male Literacy rate (ii) 74.04%

(c) Female Literacy rate (iii) 17.64%

(d) Decadal growth rate of population (iv) 65.46%

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iv) (iii)

(2) (ii) (iv) (i) (iii)

(3) (ii) (i) (iv) (iii)

(4) (iv) (i) (ii) (iii)

37. Match the following List - I with List - II using the code given below :

List - I List - II

(a) Statement of Problem (i) Investigation of Individual

(b) Case study (ii) Testing of Theory

(c) Action Research (iii) Current Problems

(d) Hypothesis (iv) Unsolved Identified difficulty

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (iii) (iv) (i)

(3) (iii) (ii) (i) (iv)

(4) (iv) (i) (iii) (ii)

N-04617 !N-04617-PAPER-II! 20 Paper-II

36. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§Ê ‚ÍøË - II ‚ ‚È◊Á‹Ã ∑§⁄¥U (÷Ê⁄Uà ∑§Ë 2011 ∑§Ë ¡ŸªáÊŸÊ ∑§
•ŸÈ‚Ê⁄U) —
‚ÍøË - I ‚ÍøË - II
(a) ‚ÊˇÊ⁄UÃÊ Œ⁄U (i) 82.14%

(b) ¬ÈL§· ‚ÊˇÊ⁄UÃÊ Œ⁄U (ii) 74.04%

(c) ◊Á„‹Ê ‚ÊˇÊ⁄UÃÊ Œ⁄U (iii) 17.64%

(d) ¡Ÿ‚¥ÅÿÊ ∑§Ë Œ‡Ê∑§Ëÿ flÎÁh Œ⁄U (iv) 65.46%

∑ͧ≈U —
(a) (b) (c) (d)

(1) (i) (ii) (iv) (iii)

(2) (ii) (iv) (i) (iii)

(3) (ii) (i) (iv) (iii)

(4) (iv) (i) (ii) (iii)

37. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§Ê ‚ÍøË - II ‚ ‚È◊Á‹Ã ∑§⁄¥U —
‚ÍøË - I ‚ÍøË - II
(a) ‚◊SÿÊ ∑§ÕŸ (i) √ÿÒÁÄÃ∑§ •ŸÈ‚¥œÊŸ
(b) ∑§‚ S≈U«UË (ii) Á‚hʥà ¬⁄UˡÊáÊ
(c) ∑§Êÿ¸ ‡ÊÊœ (iii) flø◊ÊŸ ‚◊SÿÊ
(d) ¬˝ÊÄ∑§À¬ŸÊ (iv) •Ÿ‚È‹¤ÊË ÁøÁqà ∑§Á∆UŸÊ߸
∑ͧ≈U —
(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (iii) (iv) (i)

(3) (iii) (ii) (i) (iv)

(4) (iv) (i) (iii) (ii)

N-04617 !N-04617-PAPER-II! 21 Paper-II

38. Match the items given in List - I with the items of List - II, use the code given below :

List - I List - II

(a) Social care work (i) Social planning model

(b) Social group work (ii) Reciprocal model

(c) Community organisation (iii) Conscientization model

(d) Social Action (iv) Behaviour modification model

Code :

(a) (b) (c) (d)

(1) (iv) (i) (ii) (iii)

(2) (i) (iv) (iii) (ii)

(3) (i) (ii) (iii) (iv)

(4) (iii) (ii) (iv) (i)

39. Match the items given in List - I with the items of List - II, use the code given below :

List - I List - II

(a) Training Rural Youth for Self (i) 1993

Employment (TRYSEM)

(b) Child Labour Eradication Scheme (ii) 1979

(c) Pradhan Mantri Awas Yojana (iii) 2015

(d) Mahila Samiridhi Yojana (iv) 1994

Code :

(a) (b) (c) (d)

(1) (iv) (i) (iii) (ii)

(2) (ii) (i) (iii) (iv)

(3) (ii) (iv) (iii) (i)

(4) (i) (ii) (iii) (iv)

N-04617 !N-04617-PAPER-II! 22 Paper-II

38. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§ ◊ŒÊ¥ ∑§Ê ‚ÍøË - II ∑§ ◊ŒÊ¥ ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄¥U —
‚ÍøË - I ‚ÍøË - II
(a) ‚◊Ê¡ Œπ ⁄Uπ ∑§Êÿ¸ (i) ‚Ê◊ÊÁ¡∑§ ÁŸÿÊ¡Ÿ ◊ÊÚ«U‹
(b) ‚◊Ê¡ ‚◊Í„ ∑§Êÿ¸ (ii) ¬Ê⁄US¬Á⁄U∑§ ◊ÊÚ«U‹
(c) ‚Ê◊ÈŒÊÁÿ∑§ ‚¥ª∆UŸ (iii) •ãÃ÷ʸflŸÊà◊∑§ ◊ÊÚ«U‹
(d) ‚◊Ê¡ Á∑˝§ÿÊ (iv) √ÿfl„Ê⁄U M§¬Ê¥Ã⁄UáÊ ◊ÊÚ«U‹
∑ͧ≈U —
(a) (b) (c) (d)
(1) (iv) (i) (ii) (iii)

(2) (i) (iv) (iii) (ii)

(3) (i) (ii) (iii) (iv)
(4) (iii) (ii) (iv) (i)

39. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§Ê ‚ÍøË - II ‚ ‚È◊Á‹Ã ∑§⁄¥U —
‚ÍøË - I ‚ÍøË - II
(a) ª˝Ê◊ËáÊ ÿÈfl∑§Ê¥ ∑§Ê Sfl⁄UÊ¡ªÊ⁄U ∑§ Á‹∞ (i) 1993

¬˝Á‡ÊˇÊáÊ (≈˛UÊß‚◊)
(b) ’Ê‹ üÊ◊ ©ã◊Í‹Ÿ ÿÊ¡ŸÊ (ii) 1979

(c) ¬˝œÊŸ◊¥òÊË •ÊflÊ‚ ÿÊ¡ŸÊ (iii) 2015

(d) ◊Á„‹Ê ‚◊ÎÁh ÿÊ¡ŸÊ (iv) 1994

∑ͧ≈U —
(a) (b) (c) (d)
(1) (iv) (i) (iii) (ii)
(2) (ii) (i) (iii) (iv)

(3) (ii) (iv) (iii) (i)

(4) (i) (ii) (iii) (iv)

N-04617 !N-04617-PAPER-II! 23 Paper-II

40. Match the following items of List - I (Sex ratio in India in different years) with those of
List - II using the code given below :

List - I List - II

(a) Sex ratio 1981 (i) 927

(b) Sex ratio 1991 (ii) 933

(c) Sex ratio 2001 (iii) 940

(d) Sex ratio 2011 (iv) 934

Code :

(a) (b) (c) (d)

(1) (iv) (i) (ii) (iii)

(2) (i) (iv) (iii) (ii)

(3) (iv) (ii) (i) (iii)

(4) (ii) (i) (iv) (iii)

41. Arrange the following in order of the best sequence use the code given below :

(a) National Literacy mission (b) Rural Functional Literacy mission

(c) Continuous Education (d) Functional Literacy for Adult Women

Code :

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

42. Arrange the sequence of efforts started for extension work in India ?

(a) Gurgaon Project (b) Baroda Project

(c) Sewa Gram (d) Marthandam Project

Code :

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

N-04617 !N-04617-PAPER-II! 24 Paper-II

40. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I (ÁflÁ÷㟠fl·ÊZ ◊¥ ÷Ê⁄Uà ◊¥ Á‹¥ªÊŸÈ¬ÊÃ) ∑§Ê ‚ÍøË - II ‚ ‚È◊Á‹Ã
∑§⁄¥U —
‚ÍøË - I ‚ÍøË - II
(a) Á‹¥ª •ŸÈ¬Êà 1981 (i) 927

(b) Á‹¥ª •ŸÈ¬Êà 1991 (ii) 933

(c) Á‹¥ª •ŸÈ¬Êà 2001 (iii) 940

(d) Á‹¥ª •ŸÈ¬Êà 2011 (iv) 934

∑ͧ≈U —
(a) (b) (c) (d)

(1) (iv) (i) (ii) (iii)

(2) (i) (iv) (iii) (ii)

(3) (iv) (ii) (i) (iii)

(4) (ii) (i) (iv) (iii)

41. ÁŸêŸÊ¥Á∑§Ã ∑§Ê ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ë ◊ŒŒ ‚ ‚flÊ¸ûÊ◊ ∑˝§◊ ◊¥ ‚È√ÿflÁSÕà ∑§⁄¥U —
(a) ⁄UÊc≈˛UËÿ ‚ÊˇÊ⁄UÃÊ Á◊‡ÊŸ (b) ª˝Ê◊ËáÊ ∑§Êÿʸà◊∑§ ‚ÊˇÊ⁄UÃÊ Á◊‡ÊŸ
(c) ‚Ãà Á‡ÊˇÊÊ (d) ¬˝ÊÒ…∏ ◊Á„‹Ê•Ê¥ ∑§ Á‹∞ ∑§Êÿʸà◊∑§ ‚ÊˇÊ⁄UÃÊ
∑ͧ≈U —
(1) (a), (d), (c), (b) (2) (b), (a), (d), (c) (3) (d), (b), (a), (c) (4) (b), (d), (c), (a)

42. ÷Ê⁄Uà ◊¥ ÁflSÃÊ⁄U ∑§Êÿ¸ ∑§ Á‹∞ ‡ÊÈM§ Á∑§ÿ ª∞ ¬˝ÿÊ‚Ê¥ ∑§ ∑˝§◊ ∑§Ê ‚È√ÿflÁSÕà ∑§⁄¥U —
(a) ªÈ«∏ªÊ¥fl ¬Á⁄UÿÊ¡ŸÊ (b) ’«∏ÊÒŒÊ ¬Á⁄UÿÊ¡ŸÊ
(c) ‚flÊ ª˝Ê◊ (d) ◊ÊÕÊZ«U◊ ¬Á⁄UÿÊ¡ŸÊ
∑ͧ≈U —
(1) (a), (b), (c), (d) (2) (b), (a), (c), (d) (3) (c), (d), (a), (b) (4) (d), (c), (b), (a)

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43. Characteristics of extension are :

(a) Voluntary (b) Flexible (c) Rigid (d) Broad Scopes

Code :

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

44. Characteristics of Rural Society are :

(a) Close contact with Nature

(b) Highly Literate

(c) Agriculture as the main Occupation

(d) Small in Size

Code :

(1) (a), (c), and (d) (2) (a), (b), (c) and (d)

(3) (b), (c), (d) (4) (c), (d)

45. Arrange the Extension Education programmes in which they started in India from earliest to
latest :

(a) Etawah Pilot Project

(b) Community Development Programme

(c) Extension Education at graduate level

(d) Extension Education at post graduate level

Code :

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

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43. ÁflSÃÊ⁄U ∑§Ë Áfl‡Ê·ÃÊÿ¥ „Ò¥ —

(a) Sflÿ¥‚flË (b) ‹ÊøŒÊ⁄U (c) ŒÎ…∏ (d) ÁflSÃÎà ˇÊòÊ

∑ͧ≈U —

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

44. ª˝Ê◊ËáÊ ‚◊Ê¡ ∑§Ë Áfl‡Ê·ÃÊÿ¥ „Ò¥ —

(a) ¬˝∑ΧÁà ∑§ ‚ÊÕ ÁŸ∑§≈U ∑§Ê ‚¥’¥œ

(b) ©ìÊ ‚ÊˇÊ⁄U

(c) ∑ΧÁ· ∑§Ê ◊ÈÅÿ √ÿfl‚Êÿ „ÊŸÊ

(d) •Ê∑§Ê⁄U ◊¥ ¿UÊ≈UÊ

∑ͧ≈U —

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

(3) (b), (c), (d) (4) (c), (d)

45. ¬„‹ ‚ ’ÊŒ ‡ÊÈM§ „ÊŸ ∑§ ∑˝§◊ ◊¥ ÷Ê⁄Uà ◊¥ ÁflSÃÊ⁄U Á‡ÊˇÊáÊ ∑§Êÿ¸∑˝§◊Ê¥ ∑§Ê ‚È√ÿflÁSÕà ∑§⁄¥U —

(a) ß≈UÊflÊ ¬Êÿ‹≈U ¬Á⁄UÿÊ¡ŸÊ

(b) ‚Ê◊ÈŒÊÁÿ∑§ Áfl∑§Ê‚ ∑§Êÿ¸∑˝§◊

(c) SŸÊÃ∑§ SÃ⁄U ¬⁄U ÁflSÃÊ⁄U Á‡ÊˇÊáÊ

(d) SŸÊÃ∑§ÊûÊ⁄U SÃ⁄U ¬⁄U ÁflSÃÊ⁄U Á‡ÊˇÊáÊ

∑ͧ≈U —

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

N-04617 !N-04617-PAPER-II! 27 Paper-II

Direction (Q. Nos. 46 - 50) : Read the passage given below and answer the questions based
on your understanding of the passage.

The attempts to empower women have travelled through several decades. Considerable
efforts have been made by government and other agencies and most especially the Millennium
Development Goals have been established to address Women’s needs and their exclusion
from the benefits of development. True empowerment will only be reached when women
take part actively in the decision making process of our Country. Main streaming and women’s
empowerment is central to human development. Empowerment of women could only be
achieved if their economic and social status is improved. This could be possible only by
adopting definite social and economic policies with a view of total development of women
and to make them realize that they have the potential to be strong human beings. The
various articles of our constitution enshrine principle of gender equality. We have started
giving special attention to the cause of women by the fifth five - year plan. For considering
the grievances and preventing the atrocities against women a National Commission for Women
(NCW) was set up in 1990. But despite all these measures there should be a strong
determination among every man that every woman in this country should be honoured.
Only then empowerment in its true meaning will be realised.

46. Millennium Development Goals have been established to address :

(1) Socio - economic problems of tribal women

(2) Men’s needs and problems

(3) Women’s needs and their exclusion from the benefits of development

(4) Women’s educational priorities

47. Central need for human development is :

(1) Main streaming and Women’s empowerment

(2) Irradication of Women’s illiteracy

(3) Irradication of Women’s poverty

(4) Women’s employability

48. Women’s empowerment could be achieved by :

(1) Giving them reservation

(2) Providing them economic resources

(3) Changing men’s attitude

(4) Improving socio - economic status of women

N-04617 !N-04617-PAPER-II! 28 Paper-II

•ŸÈŒ‡Ê (¬˝. ‚¥. 46 - 50) — ŸËø ÁŒ∞ ª∞ •ŸÈë¿UŒ ∑§Ê ¬…∏ •ÊÒ⁄U •ŸÈë¿UŒ ∑§Ë •¬ŸË ‚◊¤Ê ∑§ •ÊœÊ⁄U ¬⁄U ÁŒ∞ ª∞
¬˝‡ŸÊ¥ ∑§Ê ©ûÊ⁄U Œ¥–
◊Á„‹Ê•Ê¥ ∑§Ê ‚‡ÊÄà ’ŸÊŸ ∑§Ë ∑§ÊÁ‡Ê‡Ê¥ ∑§ß¸ Œ‡Ê∑§Ê¥ ‚ „ÊÃË ⁄U„Ë „Ò¥– ◊Á„‹Ê•Ê¥ ∑§Ë •Êfl‡ÿ∑§ÃÊ•Ê¥ ∑§Ë ¬ÍÁø
•ÊÒ⁄U Áfl∑§Ê‚ ∑§ ‹Ê÷Ê¥ ‚ ©Ÿ∑§ fl¥Áøà „ÊŸ ∑§Ê äÿÊŸ ◊¥ ⁄UπÃ „È∞ ‚⁄U∑§Ê⁄U •ÊÒ⁄U •ãÿ ∞¡¥Á‚ÿÊ¥ Ÿ ∆UÊ‚ ¬˝ÿÊ‚ Á∑§ÿ „Ò¥ •ÊÒ⁄U
‚’‚ ’«∏Ë ’Êà ÿ„ „Ò Á∑§ ©Ÿ∑§ Á‹∞ ‚„dÊÁéŒ Áfl∑§Ê‚ ‹ˇÿ Ãÿ Á∑§ÿ ªÿ „Ò¥– •‚‹Ë ‚‡ÊÁÄÃ∑§⁄UáÊ Ã÷Ë „ÊªÊ ¡’
◊Á„‹Êÿ¥ „◊Ê⁄U Œ‡Ê ∑§Ë ÁŸáʸÿ ¬˝Á∑˝§ÿÊ ◊¥ ‚Á∑˝§ÿ ÷ʪˌÊ⁄UË ∑§⁄UŸÊ ‡ÊÈM§ ∑§⁄¥U– ◊Á„‹Ê•Ê¥ ∑§Ê ◊ÈÅÿœÊ⁄UÊ ◊¥ ‹ÊŸÊ •ÊÒ⁄U
©Ÿ∑§Ê ‚‡ÊÁÄÃ∑§⁄UáÊ ◊ÊŸfl Áfl∑§Ê‚ ∑§Ê ∑¥§ãŒ˝Ëÿ Ãàfl „Ò– ◊Á„‹Ê•Ê¥ ∑§Ê ‚‡ÊÁÄÃ∑§⁄UáÊ ©Ÿ∑§Ë •ÊÁÕ¸∑§ •ÊÒ⁄U ‚Ê◊ÊÁ¡∑§
Œ‡ÊÊ ◊¥ ‚ÈœÊ⁄U „ÊŸ ∑§ ’ÊŒ „Ë ‚¥÷fl „Ò– ∞‚Ê Ã÷Ë „Ê ‚∑§ÃÊ „Ò ¡’ ◊Á„‹Ê•Ê¥ ∑§ ‚¥¬Íáʸ Áfl∑§Ê‚ ∑§ ŒÎÁc≈U∑§ÊáÊ ‚
ÁŸÁ‡øà ‚Ê◊ÊÁ¡∑§ •ÊÒ⁄U •ÊÁÕ¸∑§ ŸËÁÃÿÊ¥ ’ŸÊ߸ ¡Êÿ¥ •ÊÒ⁄U ©ã„¥ ß‚ ’Êà ∑§Ê •„‚Ê‚ ∑§⁄UÊÿÊ ¡Êÿ Á∑§ ©Ÿ◊¥ ‚Ȍ΅∏
◊ÊŸflËÿ ’ŸŸ ∑§Ë ˇÊ◊ÃÊ „Ò „◊Ê⁄U ‚¥ÁflœÊŸ ∑§ ÁflÁ÷㟠•ŸÈë¿UŒÊ¥ ◊¥ ‹Ò¥Áª∑§ ‚◊ÊŸÃÊ ∑§ Á‚hʥà ∑§Ê ‚◊ÊÁ„à Á∑§ÿÊ ªÿÊ
„Ò– „◊Ÿ ¬Ê°øflË ¬¥øfl·Ë¸ÿ ÿÊ¡ŸÊ ∑§ ‚ÊÕ „◊Ÿ ◊Á„‹Ê•Ê¥ ∑§Ë ‚◊SÿÊ•Ê¥ ¬⁄U Áfl‡Ê· äÿÊŸ ŒŸÊ ‡ÊÈM§ Á∑§ÿÊ „Ò–
◊Á„‹Ê•Ê¥ ∑§Ë Á‡Ê∑§ÊÿÃÊ¥ ¬⁄U ÁfløÊ⁄U ∑§⁄UŸ •ÊÒ⁄U ©Ÿ∑§ ÁflL§h „ÊŸ flÊ‹ •àÿÊøÊ⁄UÊ¥ ∑§Ê ⁄UÊ∑§Ÿ ∑§ Á‹∞ 1990 ◊¥ ⁄UÊc≈˛UËÿ
◊Á„‹Ê •ÊÿÊª (NCW) ∑§Ë SÕʬŸÊ ∑§Ë ªß¸– ‹Á∑§Ÿ ߟ Ã◊Ê◊ ©¬ÊÿÊ¥ ∑§ ’Êfl¡ÍŒ ¬˝àÿ∑§ ¬ÈL§· ∑§ ◊Ÿ ◊¥ ÿ„ ŒÎ…∏
‚¥∑§À¬ „ÊŸÊ øÊÁ„∞ Á∑§ fl„ Œ‡Ê ∑§Ë „⁄U ◊Á„‹Ê ∑§Ê ‚ê◊ÊŸ ∑§⁄UªÊ– ß‚∑§ ’ÊŒ „Ë ‚„Ë •ÕÊZ ◊¥ ‚‡ÊÁÄÃ∑§⁄UáÊ ‚Ê∑§Ê⁄U
„ÊªÊ–
46. ‚„dÊÁéŒ Áfl∑§Ê‚ ‹ˇÿ ÁŸêŸ ◊¥ ‚ Á∑§‚∑§ Á‹∞ ÁŸœÊ¸Á⁄Uà Á∑§ÿ ªÿ „Ò¥?
(1) •ÊÁŒflÊ‚Ë ◊Á„‹Ê•Ê¥ ∑§Ë •ÊÁÕ¸∑§-‚Ê◊ÊÁ¡∑§ ‚◊SÿÊÿ¥
(2) ¬ÈL§·Ê¥ ∑§Ë •Êfl‡ÿ∑§ÃÊÿ¥ •ÊÒ⁄U ‚◊SÿÊÿ¥
(3) ◊Á„‹Ê•Ê¥ ∑§Ë •Êfl‡ÿ∑§ÃÊÿ¥ •ÊÒ⁄U Áfl∑§Ê‚ ∑§ ‹Ê÷Ê¥ ‚ ©Ÿ∑§Ê fl¥Áøà „ÊŸÊ
(4) ◊Á„‹Ê•Ê¥ ∑§Ë ‡ÊÒÁˇÊ∑§ ¬˝ÊÕÁ◊∑§ÃÊÿ¥

47. ◊ÊŸfl Áfl∑§Ê‚ ∑§Ë ∑¥§Œ˝Ëÿ •Êfl‡ÿ∑§ÃÊ „Ò —

(1) ◊Á„‹Ê•Ê¥ ∑§Ê ◊ÈÅÿœÊ⁄UÊ ◊¥ ‹ÊŸÊ •ÊÒ⁄U ©Ÿ∑§Ê ‚‡ÊÁÄÃ∑§⁄UáÊ
(2) ◊Á„‹Ê ÁŸ⁄UˇÊ⁄UÃÊ ∑§Ê ©ã◊Í‹Ÿ
(3) ◊Á„‹Ê ÁŸœ¸ŸÃÊ ∑§Ê ©ã◊Í‹Ÿ
(4) ◊Á„‹Ê ÁŸÿÊ¡ŸËÿÃÊ

48. ◊Á„‹Ê ‚‡ÊÁÄÃ∑§⁄UáÊ ÁŸêŸ ◊¥ ‚ Á∑§‚∑§ mÊ⁄UÊ ¬˝Êåà Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò —
(1) ©ã„¥ •Ê⁄UˇÊáÊ Œ ∑§⁄U
(2) ©ã„¥ •ÊÁÕ¸∑§ ‚¥‚ÊœŸ Œ ∑§⁄U
(3) ¬ÈL§·Ê¥ ∑§ √ÿfl„Ê⁄U ◊¥ ’Œ‹Êfl ‹Ê ∑§⁄U
(4) ◊Á„‹Ê•Ê¥ ∑§Ë •ÊÁÕ¸∑§ - ‚Ê◊ÊÁ¡∑§ Œ‡ÊÊ ◊¥ ‚ÈœÊ⁄U ‹Ê ∑§⁄U

N-04617 !N-04617-PAPER-II! 29 Paper-II

49. For Women’s empowerment it is essential to make them realise that :

(1) They are free citizen of India.

(2) They have right to protest against anybody.

(3) They are as strong as men.

(4) They have the potential to be strong human beings.

50. Which of the following measures have been taken for gender equality and women’s
empowerment ?

(a) Woman cell were constituted at panchayat level.

(b) Special attention have been given to the cause of women by the fifth five year plan.

(c) National Commission for Women (NCW) was set up.

(d) Constitutional provisions were made to enshrine principle of gender equality.

Code :

(1) (a) and (b) (2) (a), (b) and (c)

(3) (b), (c) and (d) (4) (a) and (d)

-oOo-

N-04617 !N-04617-PAPER-II! 30 Paper-II

49. ◊Á„‹Ê ‚‡ÊÁÄÃ∑§⁄UáÊ ∑§ Á‹∞ ◊Á„‹Ê•Ê¥ ◊¥ ÁŸêŸ ◊¥ Á∑§‚∑§Ê •„‚Ê‚ „ÊŸÊ •Êfl‡ÿ∑§ „Ò?
(1) fl ÷Ê⁄Uà ∑§Ë SflÃ¥òÊ ŸÊªÁ⁄U∑§ „Ò¥–
(2) ©ã„¥ Á∑§‚Ë ∑§ ÁflL§h Áfl⁄UÊœ ∑§Ê •Áœ∑§Ê⁄U „Ò–
(3) fl ¬ÈL§·Ê¥ Á¡ÃŸË „Ë ‚Ȍ΅∏ „Ò¥–
(4) ©Ÿ∑§ •¥Œ⁄U ‚Ȍ΅∏ ◊ÊŸflËÿ ’ŸŸ ∑§Ë ˇÊ◊ÃÊ „Ò–

50. ‹Ò¥Áª∑§ ‚◊ÊŸÃÊ •ÊÒ⁄U ◊Á„‹Ê ‚‡ÊÁÄÃ∑§⁄UáÊ ∑§ Á‹∞ ÁŸêŸ ◊¥ ‚ ∑§ÊÒŸ ‚ ©¬Êÿ Á∑§ÿ ªÿ „Ò¥?
(a) ¬¥øÊÿà SÃ⁄U ¬⁄U ◊Á„‹Ê ¬˝∑§Êc∆U ªÁ∆Uà Á∑§ÿ ªÿ „Ò¥–
(b) ¬Ê°øflË ¬¥øfl·Ë¸ÿ ÿÊ¡ŸÊ ‚ ◊Á„‹Ê•Ê¥ ∑§Ë ‚◊SÿÊ•Ê¥ ¬⁄U Áfl‡Ê· äÿÊŸ ÁŒÿÊ ªÿÊ „Ò–
(c) ⁄UÊc≈˛UËÿ ◊Á„‹Ê •ÊÿÊª (NCW) ∑§Ë SÕʬŸÊ ∑§Ë ªß¸–
(d) ‹Ò¥Áª∑§ ‚◊ÊŸÃÊ ∑§ Á‚hÊ¥ÃÊ¥ ∑§Ê ‚¥ÁflœÊŸ ∑§ ¬˝ÊflœÊŸÊ¥ ◊¥ ‡ÊÊÁ◊‹ Á∑§ÿÊ ªÿÊ–
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b) (2) (a), (b) •ÊÒ⁄U (c)
(3) (b), (c) •ÊÒ⁄U (d) (4) (a) •ÊÒ⁄U (d)

-oOo-

N-04617 !N-04617-PAPER-II! 31 Paper-II

 Space For Rough Work

N-04617 !N-04617-PAPER-II! 32 Paper-II

UGC-NOVEMBER-2017 PAPER-2 05/11/2017 Set :- Date. 29/12/2017 Pg. 45
SUBJECT CODE & NAME:- (046) Adult Edu./Con. Edu./And
---------------------------------------------------------------------------
| QNO ANS | QNO ANS | QNO ANS | QNO ANS |
---------------------------------------------------------------------------
| 1 1 | 26 3 | 51 | 76 |
--------------------------------------------------
| 2 1 | 27 1 | 52 | 77 |
--------------------------------------------------
| 3 4 | 28 3 | 53 | 78 |
--------------------------------------------------
| 4 2 | 29 2 | 54 | 79 |
--------------------------------------------------
| 5 3 | 30 1 | 55 | 80 |
--------------------------------------------------
| 6 4 | 31 3 | 56 | 81 |
--------------------------------------------------
| 7 3 | 32 1 | 57 | 82 |
--------------------------------------------------
| 8 2 | 33 2 | 58 | 83 |
--------------------------------------------------
| 9 2 | 34 4 | 59 | 84 |
--------------------------------------------------
| 10 3 | 35 1 | 60 | 85 |
--------------------------------------------------
| 11 4 | 36 3 | 61 | 86 |
--------------------------------------------------
| 12 4 | 37 4 | 62 | 87 |
--------------------------------------------------
| 13 1 | 38 1 | 63 | 88 |
--------------------------------------------------
| 14 3 | 39 3 | 64 | 89 |
--------------------------------------------------
| 15 1 | 40 1 | 65 | 90 |
--------------------------------------------------
| 16 4 | 41 3 | 66 | 91 |
--------------------------------------------------
| 17 1 | 42 3 | 67 | 92 |
--------------------------------------------------
| 18 2 | 43 1 | 68 | 93 |
--------------------------------------------------
| 19 3 | 44 1 | 69 | 94 |
--------------------------------------------------
| 20 2 | 45 1 | 70 | 95 |
--------------------------------------------------
| 21 3 | 46 3 | 71 | 96 |
--------------------------------------------------
| 22 2 | 47 1 | 72 | 97 |
--------------------------------------------------
| 23 3 | 48 4 | 73 | 98 |
--------------------------------------------------
| 24 1 | 49 4 | 74 | 99 |
--------------------------------------------------
| 25 3 | 50 3 | 75 | 100 |
--------------------------------------------------
9=ALL,A=12,B=13,C=14,D=123,E=124,F=134,G=1234,H=23,I=24,J=234,K=34