j 01218 paper ii home science - storage.googleapis.com · (1) ecology (2) engineering (3)...

¬⁄UËˇÊÊÁÕ¸ÿÙ¢ ∑§ Á‹∞ ÁŸŒ¸‡Ê1. ß‚ ¬ÎDU ∑§ ™§¬⁄U ÁŸÿÃ SÕÊŸ ¬⁄U •¬ŸÊ ⁄UÙ‹U Ÿê’⁄U Á‹Áπ∞–2. ß‚ ¬˝‡Ÿ-¬òÊ ◊¢ ‚ÊÒ ’„ÈÁfl∑§À¬Ëÿ ¬˝‡Ÿ „Ò¥–3. ¬⁄UËˇÊÊ ¬˝Ê⁄êU÷ „ÙŸ ¬⁄U, ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê •Ê¬∑§Ù Œ ŒË ¡ÊÿªË– ¬„‹U ¬UÊ°ø Á◊Ÿ≈U

•Ê¬∑§Ù ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê πÙ‹Ÿ ÃÕÊ ©‚∑§Ë ÁŸêŸÁ‹ÁπÃ ¡Ê°ø ∑§ Á‹∞ ÁŒÿ¡Êÿ¢ª, Á¡‚∑§Ë ¡Ê°ø •Ê¬∑§Ù •fl‡ÿ ∑§⁄UŸË „Ò —(i) ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê πÙ‹Ÿ ∑§ Á‹∞ ¬ÈÁSÃ∑§Ê ¬⁄U ‹ªË ∑§Êª¡ ∑§Ë ‚Ë‹ ∑§Ê

»§Ê«∏ ‹¢U– πÈ‹Ë „Èß¸ ÿÊ Á’ŸÊ S≈UË∑§⁄U-‚Ë‹U ∑§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·¬ÍáÊ¸ ¬ÈÁSÃ∑§ÊÁ¡Ÿ◊¢ ¬ÎDU/¬˝‡Ÿ ∑§◊ „Ù¢ ÿÊ ŒÈ’Ê⁄UÊ •Ê ªÿ „Ù¢ ÿÊ ‚ËÁ⁄Uÿ‹U ◊¢ Ÿ „Ù¢•ÕÊ¸Ã˜ Á∑§‚Ë ÷Ë ¬˝∑§Ê⁄U ∑§Ë òÊÈÁ≈U¬ÍáÊ¸ ¬ÈÁSÃ∑§Ê SflË∑§Ê⁄U Ÿ ∑§⁄¢U ÃÕÊ©‚Ë ‚◊ÿ ©‚ ‹Uı≈UÊ∑§⁄U ©‚∑§ SÕÊŸ ¬⁄U ŒÍ‚⁄UË ‚„Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ‹‹¢– U ß‚∑§ Á‹∞ •Ê¬∑§Ù ¬Ê°ø Á◊Ÿ≈U ÁŒÿ ¡Êÿ¢ª– ©‚∑§ ’ÊŒ Ÿ ÃÙ•Ê¬∑§Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê flÊ¬‚ ‹Ë ¡ÊÿªË •ı⁄U Ÿ „Ë •Ê¬∑§Ù •ÁÃÁ⁄UQ§‚◊ÿ ÁŒÿÊ ¡ÊÿªÊ–

(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¢–

4. ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ Á‹∞ øÊ⁄U ©ûÊ⁄U Áfl∑§À¬ (1), (2), (3) ÃÕÊ (4) ÁŒÿ ªÿ „Ò¢–•Ê¬∑§Ù ‚„Ë ©ûÊ⁄U ∑§ flÎûÊ ∑§Ù ¬Ÿ ‚ ÷⁄U∑§⁄U ∑§Ê‹Ê ∑§⁄UŸÊ „Ò ¡Ò‚Ê Á∑§ ŸËøÁŒπÊÿÊ 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 •Ê¬ 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¢ „ÙªÊ–

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 •Ê¬ OMR ¬òÊ∑§ ¬⁄U ÁŸÿÃ SÕÊŸ ∑§ •‹ÊflÊ •¬ŸÊ ŸÊ◊, ⁄UÊ‹ Ÿê’⁄U,

»§ÊŸ Ÿê’⁄U ÿÊ ∑§Êß¸ ÷Ë ∞‚Ê Áøq Á¡‚‚ •Ê¬∑§Ë ¬„øÊŸ „Ê ‚∑§, •¥Á∑§Ã ∑§⁄UÃ„Ò¥ •ÕflÊ •÷Œ˝ ÷Ê·Ê ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „Ò¥, ÿÊ ∑§Êß¸ •ãÿ •ŸÈÁøÃ ‚ÊœŸ ∑§Ê¬˝ÿÊª ∑§⁄UÃ „Ò¥, ¡Ò‚ Á∑§ •¥Á∑§Ã Á∑§ÿ ªÿ ©ûÊ⁄U ∑§Ê Á◊≈UÊŸÊ ÿÊ ‚»§Œ SÿÊ„Ë ‚’Œ‹ŸÊ ÃÊ ¬⁄UËˇÊÊ ∑§ Á‹ÿ •ÿÊÇÿ ÉÊÊÁ·Ã Á∑§ÿ ¡Ê ‚∑§Ã „Ò¥–

9. •Ê¬∑§Ù ¬⁄UËˇÊÊ ‚◊Ê# „ÙŸ §¬⁄U ◊Í‹ OMR ¬òÊ∑§ ÁŸ⁄UËˇÊ∑§ ◊„ÙŒÿ ∑§Ù ‹Uı≈UÊŸÊ•Êfl‡ÿ∑§ „Ò •ı⁄U ¬⁄UËˇÊÊ ‚◊ÊÁ# ∑§ ’ÊŒ ©‚ •¬Ÿ ‚ÊÕ ¬⁄UËˇÊÊ ÷flŸ ‚ ’Ê„⁄UŸ ‹∑§⁄U ¡Êÿ¢– „Ê‹Ê¥Á∑§ •Ê¬ ¬⁄UËˇÊÊ ‚◊ÊÁ# ¬⁄U ◊Í‹ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê •¬Ÿ ‚ÊÕ‹ ¡Ê ‚∑§Ã „Ò¥–

10. ∑§fl‹ ŸË‹/∑§Ê‹ ’Ê‹U åflÊßZ≈U ¬Ÿ ∑§Ê „Ë ¬˝ÿÊª ∑§⁄¢U–11. Á∑§‚Ë ÷Ë ¬˝∑§Ê⁄U ∑§Ê ‚¢ªáÊ∑§ (∑Ò§‹∑È§‹≈U⁄U) UÿÊ ‹Êª ≈U’‹ •ÊÁŒ ∑§Ê

¬˝ÿÙª flÁ¡¸Ã „Ò–12. ª‹Ã ©ûÊ⁄UÊ¥ ∑§ Á‹∞ ∑§Êß¸ Ÿ∑§Ê⁄UÊà◊∑§ •¥∑§ Ÿ„Ë¥ „Ò¥–13. ÿÁŒ •¥ª˝¡Ë ÿÊ Á„¥ŒË Áflfl⁄UáÊ ◊¥ ∑§Êß¸ Áfl‚¥ªÁÃ „Ê, ÃÊ •¥ª˝¡Ë Áflfl⁄UáÊ •¥ÁÃ◊

◊ÊŸÊ ¡Ê∞ªÊ–

Instructions for the Candidates1. Write your roll number in the space provided on the top of

this page.2. This paper consists of hundred 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 requestedto 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 accepta booklet without sticker-seal and do not accept an openbooklet.

(ii) Tally the number of pages and number of questions inthe booklet with the information printed on the coverpage. Faulty booklets due to pages/questions missingor duplicate or not in serial order or any otherdiscrepancy should be got replaced immediately by acorrect booklet from the invigilator within the periodof 5 minutes. Afterwards, neither the Question Bookletwill be replaced nor any extra time will be given.

(iii) After this verification is over, the Test Booklet Numbershould be entered on the OMR Sheet and the OMR SheetNumber should be entered on this Test Booklet.

4. Each item has four alternative responses marked (1), (2), (3)and (4). You have to darken the circle as indicated below onthe correct response against each item.

Example : where (3) is the correct response.

5. Your responses to the items are to be indicated in the OMRSheet given inside the Booklet only. If you mark yourresponse at any place other than in the circle in the OMRSheet, 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 thespace allotted for the relevant entries, which may discloseyour identity, or use abusive language or employ any otherunfair means, such as change of response by scratching orusing white fluid, you will render yourself liable todisqualification.

9. You have to return the original OMR Sheet to the invigilatorsat the end of the examination compulsorily and must notcarry it with you outside the Examination Hall. You arehowever, allowed to carry original question booklet onconclusion of examination.

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.

Signature and Name of Invigilator

1. (Signature)

(Name)

2. (Signature)

(Name) Roll No.

(In words)

Roll No.

(In figures as per admission card)

PAPER - II

HOME SCIENCETime : 2 hours] [Maximum Marks : 200

Number of Pages in this Booklet : 56 Number of Questions in this Booklet : 100

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

1 P.T.O.J-01218 !J-01218-PAPER-II!

J 1 81 20

2J-01218 !J-01218-PAPER-II! Paper-II

HOME SCIENCE

PAPER - II

Note : This paper contains hundred (100) objective type questions of two (2) marks each. Allquestions are compulsory.

1. During fevers with every 18F increase in body temperature, the Basal Metabolic Rate changesby :

(1) 7% increase (2) 7% decrease (3) 5% increase (4) 5% decrease

2. Recommended Dietary Allowance of Iron (ICMR, 2010) for a 15 year old girl is :

(1) 32 mg/day (2) 27 mg/day (3) 35 mg/day (4) 28 mg/day

3. According to JNC-7 classification of high blood pressure, the cutoff for systolic and diastolicblood pressure are :

(1) SBP<120, DBP<80 (2) SBP>140, DBP>80

(3) SBP>120, DBP>90 (4) SBP>120, DBP>80

4. 1.9 scale in a managerial grid indicates :

(1) Seeking acceptance and approval.

(2) Making contribution that makes a difference.

(3) Being popular and ‘in’.

(4) Desire to Hang on.

5. The capacity of an individual to think rationally and solve problems is a part of :

(1) Fine motor activity (2) Language development

(3) Cognitive development (4) Good management skills

6. A resilient child is one who :

(1) Gives up easily on tasks of endurance.

(2) Lacks emotional stability.

(3) Suffers from various health problems.

(4) Bounces back from circumstances that would harm most others.

7. Which of the following is not an Embroidery Stitch ?

(1) Dabka (2) Menthi (3) Phanda (4) Murri

3 Paper-IIJ-01218 !J-01218-PAPER-II!

ªÎ„ ÁflôÊÊŸ

¬˝‡Ÿ¬òÊ - II

ŸÊ≈U — ß‚ ¬˝‡Ÿ-¬òÊ ◊¥ ‚ÊÒ (100) ’„È-Áfl∑§À¬UËÿ ¬˝‡Ÿ „Ò¥– ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ ŒÙ (2) •¢∑§ „Ò¥– ‚÷Ë ¬˝‡Ÿ •ÁŸflÊÿ¸ „Ò¥–

1. ífl⁄U ∑§Ë •flSÕÊ ◊¥ ‡ÊÊ⁄UËÁ⁄U∑§ ÃÊ¬◊ÊŸ ◊¥ ¬˝ÁÃ 18 »Ò§. flÎÁh ‚ ãÿÍŸÃ◊ øÿÊ¬øÿ Œ⁄U ◊¥ ÁŸêŸ ¬Á⁄UflÃ¸Ÿ •ÊÃÊ „Ò —

(1) 7% ’…∏ŸÊ (2) 7% ÉÊ≈UŸÊ (3) 5% ’…∏ŸÊ (4) 5% ÉÊ≈UŸÊ

2. •Êß¸.‚Ë.∞◊.•Ê⁄U.(2010) mÊ⁄UÊ ∞∑§ 15 fl·Ë¸ÿ ‹«∏∑§Ë ∑§ Á‹∞ ŒË ªß¸ ‹ÊÒ„ ∑§Ë ¬˝SÃÊÁflÃ ¬ÊÒÁc≈U∑§ •Êfl‡ÿ∑§ÃÊ „Ò —

(1) 32 Á◊.ª˝Ê./ÁŒŸ (2) 27 Á◊.ª˝Ê./ÁŒŸ (3) 35 Á◊.ª˝Ê./ÁŒŸ (4) 28 Á◊.ª˝Ê./ÁŒŸ

3. ¡.∞Ÿ.‚Ë. 7 ∑§ flªË¸∑§⁄UáÊ ∑§ •ŸÈ‚Ê⁄U Á‚S≈UÊÁ‹∑§ •ÊÒ⁄U «UÊßS≈UÊÁ‹∑§ ⁄UÄàÊøÊ¬ ◊¥ „SÃˇÊ¬ ∑§⁄UŸ ∑§Ê SÃ⁄U ÄÿÊ „Ò¥?

(1) ∞‚.’Ë.¬Ë.<120, «UË.’Ë.¬Ë.<80 (2) ∞‚.’Ë.¬Ë.>140, «UË.’Ë.¬Ë.>80

(3) ∞‚.’Ë.¬Ë.>120, «UË.’Ë.¬Ë.>90 (4) ∞‚.’Ë.¬Ë.>120, «UË.’Ë.¬Ë.>80

4. ∞∑§ ¬˝’¥œ∑§Ëÿ Áª˝«U ◊¥ 1.9 ∑˝§◊ ÁŸêŸ ∑§Ê ‚¥∑§Ã ŒÃÊ „Ò —

(1) SflË∑Î§ÁÃ •ÊÒ⁄U ‚◊Õ¸Ÿ ‹ŸÊ–

(2) ÿÊªŒÊŸ ŒŸÊ ¡Ê ∑È§¿U Á÷ÛÊ „Ê–

(3) ◊‡Ê„Í⁄U „ÊŸÊ •ÊÒ⁄U “ßŸ” „ÊŸÊ–

(4) “„Ò¥ª-•ÊÚŸ” „ÊŸ ∑§Ë ßë¿UÊ „ÊŸÊ–

5. ∞∑§ √ÿÁÄàÊ ∑§Ë ÿÈÁÄàÊ‚¥ªÃ M§¬ ‚ ‚ÊøŸ •ÊÒ⁄U ‚◊SÿÊ•Ê¥ ∑§Ê ‚◊ÊœÊŸ ∑§⁄UŸ ∑§Ë ˇÊ◊ÃÊ Á∑§‚∑§Ê •¥ª „Ò?

(1) ‚Íˇ◊ ◊Ê≈U⁄U Á∑˝§ÿÊ (2) ÷Ê·Ê Áfl∑§Ê‚

(3) ‚¥ôÊÊŸÊà◊∑§ Áfl∑§Ê‚ (4) •ë¿UÊ ¬˝’¥œŸ ∑§ÊÒ‡Ê‹

6. ∞∑§ ‚◊ÈàÕÊŸ‡ÊË‹ ’ìÊÊ fl„ „Ò ¡Ê/Á¡‚◊¥ —

(1) ‚„Ÿ‡ÊÁÄàÊ ∑§Ë •¬ˇÊÊ flÊ‹ ∑§ÊÿÊZ ∑§Ê •Ê‚ÊŸË ‚ ¿UÊ«∏ ŒÃÊ „Ò–

(2) ÷ÊflŸÊà◊∑§ ‚ÈÁSÕ⁄UÃÊ ∑§Ê •÷Êfl „Ò–

(3) ÁflÁ÷ÛÊ ¬˝∑§Ê⁄U ∑§Ë SflÊSâÿ ‚◊SÿÊ•Ê¥ ‚ ª˝SÃ „Ò–

(4) ©Ÿ ¬Á⁄UÁSÕÁÃÿÊ¥ ‚ flÊÁ¬‚ ÁŸ∑§‹ •ÊÃÊ „Ò Á¡Ÿ◊¥ •Áœ∑§Ã⁄U ‹ÊªÊ¥ ∑§Ê ŸÈ∑§‚ÊŸ ¬„È°øªÊ–

7. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∑§…∏Êß¸ ∑§Ê ≈UÊ¥∑§Ê Ÿ„Ë¥ „Ò?

(1) Œ’∑§Ê (2) ◊ãÕË (3) »§ãŒÊ (4) ◊È⁄U⁄UË


8. For ‘basting’ operations in tailored Men’swear and Women’swear garments which of thefollowing stitch class, is generally used in the garment industry ?

(1) Class 100 (2) Class 200 (3) Class 400 (4) Class 500

9. The principle of management that “in union there is strength” is called as :

(1) Scalar Chain (2) Equity to Gain

(3) Stability of Tenure (4) Esprit De Corps

10. The study of the interaction between people and machines is called as :

(1) Ecology (2) Engineering (3) Automation (4) Ergonomics

11. Maximum number of employed women in India are part of the following sector of the Indianeconomy :

(1) Formal Sector (2) Informal Sector

(3) Corporate Sector (4) Industrial Sector

12. Advantages of written communication are :

(a) Serves as an evidence (b) Reduces ambiguity

(c) Enables authority (d) Enables uniformity

Code :

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

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

13. Researcher wants to test the association of female literacy on infant feeding practices. Whichof the following test of significance is the most appropriate for this ?

(1) F-test (2) Chi-square test

(3) ‘t’ test (4) Mann-Whitney test

14. To test the impact of Mid Day Meal Programme (MDM) on the nutritional status of SchoolChildren, the heights and weights of children were measured before the start of MDMprogramme and six months after the programme was started. Which of the following test ofsignificance is the most appropriate for the above data ?

(1) ‘t’ test (2) paired ‘t’ test (3) chi square test (4) sign test


8. ◊Á„‹Ê ∞fl◊˜ ¬ÈL§· ¬Á⁄UœÊŸÊ¥ ◊¥ ““’ÒÁS≈¥Uª”” ‚¥øÊ‹Ÿ ∑§ Á‹∞ ¬Á⁄UœÊŸ ©lÊª ◊¥ •Ê◊ÃÊÒ⁄U ¬⁄U ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ‚≈UÊ¥∑¥§ ∑§Ê flª¸ ¬˝ÿÊª ◊¥ ‹ÊÿÊ ¡ÊÃÊ „Ò?

(1) flª¸ 100 (2) flª¸ 200 (3) flª¸ 400 (4) flª¸ 500

9. √ÿflSÕÊ ∑§Ê Á‚hÊãÃ “‚¥ª∆UŸ ◊¥ ‡ÊÁÄàÊ „Ò” ÄÿÊ ∑§„‹ÊÃÊ „Ò?

(1) S∑§‹⁄U øŸ (2) ßÁÄfl≈UË ≈ÍU ªŸ

(3) S≈UÁ’Á‹≈UË •ÊÚ»§ ≈ÒUãÿÊ⁄U (4) ∞S¬⁄UË≈U «UË ∑§ÊÚ¬¸‚

10. ‹ÊªÊ¥ •ÊÒ⁄U ◊‡ÊËŸÊ¥ ∑§ ’Ëø •¥Ã—Á∑˝§ÿÊ ∑§Ê •äÿÿŸ ÄÿÊ ∑§„‹ÊÃÊ „Ò?

(1) ¬ÊÁ⁄UÁSÕÁÃ ÁflôÊÊŸ (2) ß¥¡ËÁŸÿÁ⁄¥Uª (3) Sflø‹Ë∑§⁄UáÊ (4) üÊ◊ ŒˇÊÃÊ ‡ÊÊSòÊ

11. ÷Ê⁄UÃ ◊¥ ÁŸÿÊÁ¡Ã ÁSòÊÿÊ¥ ∑§Ë •Áœ∑§Ã◊ ‚¥ÅÿÊ ÷Ê⁄UÃËÿ •Õ¸√ÿflSÕÊ ∑§ ÁŸêŸÁ‹ÁπÃ ˇÊòÊ ∑§Ê Á„S‚Ê „Ò —

(1) •ÊÒ¬øÊÁ⁄U∑§ ˇÊòÊ (2) •ŸÊÒ¬øÊÁ⁄U∑§ ˇÊòÊ

(3) ∑§ÊÚ⁄U¬Ê⁄U≈U ˇÊòÊ (4) •ÊÒlÊÁª∑§ ˇÊòÊ

12. Á‹ÁπÃ ‚ê¬˝·áÊ ∑§ ÁŸêŸÁ‹ÁπÃ ‹Ê÷ „Ò¥ —

(a) ¬˝◊ÊáÊ ∑§ M§¬ ◊¥ ∑§Ê◊ ∑§⁄UÃÊ „Ò– (b) •Ÿ∑§ÊÕ¸∑§ÃÊ ∑§◊ ∑§⁄UÃÊ „Ò–

(c) ¬˝ÊÁœ∑§Ê⁄U (•ÕÊÁ⁄U≈UË) ∑§Ê ‚◊Õ¸ ∑§⁄UÃÊ „Ò– (d) ∞∑§M§¬ÃÊ ‚¥÷fl ∑§⁄UÃÊ „Ò–

∑Í§≈U —

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

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

13. ‡ÊÊœflûÊÊ Á‡Ê‡ÊÈ •Ê„Ê⁄U (»§ËÁ«¥Uª) ¬Á⁄U¬ÊÁ≈UÿÊ¥ ◊¥ ◊ÊŒÊ ‚ÊˇÊ⁄UÃÊ ‚ ¡È«∏Êfl ∑§Ê ¬⁄UËˇÊáÊ ∑§⁄UŸÊ øÊ„Ã „Ò¥– ß‚∑§ Á‹∞ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ •Á÷¬˝Êÿ-¬⁄UËˇÊáÊ ‚’‚ •Áœ∑§ ©¬ÿÈÄàÊ „Ò?

(1) ∞»§-¬⁄UËˇÊáÊ (2) ∑§Êß-SÄ√Êÿ⁄U ¬⁄UËˇÊáÊ

(3) “≈UË” ¬⁄UËˇÊáÊ (4) ◊ÊŸ-Áfl≈UŸË ¬⁄UËˇÊáÊ

14. ÁfllÊ‹ÿËŸ ’ìÊÊ¥ ∑§Ë ¬Ê·áÊªÃ ÁSÕÁÃ ¬⁄U ◊äÿÊ„˜Ÿ ÷Ê¡Ÿ ∑§Êÿ¸∑˝§◊ (∞◊.«UË.∞◊.) ∑§ ¬˝÷Êfl ∑§Ê ¬⁄UËˇÊáÊ ∑§⁄UŸ ∑§ Á‹∞∞◊«UË∞◊ ∑§Êÿ¸∑˝§◊ ∑§Ë ‡ÊÈL§•ÊÃ ‚ ¬„‹ •ÊÒ⁄U ∑§Êÿ¸∑˝§◊ ‡ÊÈM§ „ÊŸ ∑§ ¿U„ ◊„ËŸÊ¥ ∑§ ’ÊŒ ’ìÊÊ¥ ∑§Ë ‹ê’Êß¸ •ÊÒ⁄U fl¡Ÿ ∑§Ê◊Ê¬Ê ªÿÊ– ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ê •Á÷¬˝Êÿ - ¬⁄UËˇÊáÊ ™§¬⁄U ÁŒ∞ ª∞ •Ê°∑§«∏Ê¥ ∑§ Á‹∞ ‚’‚ •Áœ∑§©¬ÿÈÄÃ „Ò?

(1) “≈UË” ¬⁄UËˇÊáÊ (2) ÿÈÁÇ◊Ã “≈UË” ¬⁄UËˇÊáÊ (3) ∑§Êß-SÄ√Êÿ⁄U ¬⁄UËˇÊáÊ (4) ‚¥∑§Ã ¬⁄UËˇÊáÊ


15. The following serum parameters in biochemical evaluation of blood are indicative of liverdisorder :

(a) Serum bilirubin elevated (b) SGOT and SGPT lowered

(c) Serum albumin lowered (d) Serum globulin elevated

(e) Serum alkaline phosphate lowered

Code :

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

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

16. Following are the symptoms of diabetes mellitus :

(a) polyuria (b) polydypsia (c) hypoglycemia

(d) hyperglycemia (e) hypophagia

Code :

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

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

17. Following nutrients are required for an efficient immune response :

(a) Vitamin A (b) Zinc (c) Calcium

(d) Protein (e) Thiamin

Code :

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

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

18. Following are anthropometric methods for assessment of nutrition status :

(a) Haemoglobin estimation (b) MUAC

(c) Waist hip ratio (d) Urinary iodine measurement

(e) Body mass index

Code :

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

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

19. Following are the symptoms of ascorbic acid deficiency :

(a) Gingivitis (b) Delayed wound healing

(c) Angular stomatitis (d) Petechial hemorrhage

(e) Tachycardia

Code :

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

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


15. ⁄UÄàÊ ∑§Ë ¡Ëfl⁄UÊ‚ÊÿÁŸ∑§ •Ê°∑§‹Ÿ ◊¥ ‚Ë⁄U◊ ∑§ ÁŸêŸÁ‹ÁπÃ ¬˝ÊøÁ‹∑§ ‹Ëfl⁄U (ÿ∑Î§Ã) ∑§Ë ’Ë◊Ê⁄UË ∑§Ê ‚¥∑§Ã ŒÃ „Ò¥ —(a) ‚Ë⁄U◊ Á’Á‹M§Á’Ÿ ’…∏ŸÊ (b) ∞‚.¡Ë.•Ê.≈UË. •ÊÒ⁄U ∞‚.¡Ë.¬Ë.≈UË. ∑§◊ „ÊŸÊ(c) ‚Ë⁄U◊ ∞ÀéÿÍÁ◊Ÿ ∑§◊ „ÊŸÊ (d) ‚Ë⁄U◊ Ç‹ÊéÿÍÁ‹Ÿ ’…∏ŸÊ(e) ∞À∑Ò§‹Êß¸Ÿ »§ÊS»§≈ ∑§◊ „ÊŸÊ∑Í§≈U —(1) (a), (b) •ÊÒ⁄U (c) (2) (a), (d) •ÊÒ⁄U (e)

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

16. ◊œÈ◊„ ∑§ ‹ˇÊáÊ ÁŸêŸÁ‹ÁπÃ „Ò¥ —(a) ¬ÊÚ‹ËÿÍÁ⁄UÿÊ (b) ¬ÊÚ‹ËÁ«U¬Á‚ÿÊ (c) „Êß¸¬ÊÇ‹Êß¸‚ËÁ◊ÿÊ(d) „Êß¸¬⁄Ç‹Êß¸‚ËÁ◊ÿÊ (e) „Êß¸¬Ê»Ò§Á¡ÿÊ∑Í§≈U —(1) (a), (b) •ÊÒ⁄U (c) (2) (a), (b) •ÊÒ⁄U (e)

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

17. ∞∑§ ‚»§‹ ¬˝ÁÃ⁄UÁˇÊÃ ¬˝ÁÃÁ∑˝§ÿÊ ∑§ Á‹∞ ÁŸêŸ ¬ÊÒ·∑§ Ãûfl •Êfl‡ÿ∑§ „¥Ò —(a) Áfl≈UÊÁ◊Ÿ “∞” (b) Á¡¥∑§ (c) ∑Ò§ÁÀ‡Êÿ◊(d) ¬˝Ê≈UËŸ (e) ÕÊÿÊÁ◊Ÿ∑Í§≈U —(1) (a), (b) •ÊÒ⁄U (e) (2) (b), (c) •ÊÒ⁄U (d)

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

18. ¬Ê·áÊ SÃ⁄U ∑§ ÁŸœÊ¸⁄UáÊ ∑§ Á‹∞ ÁŸêŸ ◊ÊŸflÁ◊ÁÃ Ã⁄UË∑§ „Ò¥ —(a) Á„◊ÊÇ‹ÊÁ’Ÿ ∑§Ë ◊ÊòÊÊ ∑§Ê •ŸÈ◊ÊŸ ‹ªÊŸÊ (b) ∞◊.ÿÍ.∞.‚Ë.(c) flS≈U-Á„¬ ⁄U‡ÊÊ (d) ◊ÍòÊ ◊¥ •ÊÿÊ«UËŸ ∑§Ë ◊ÊòÊÊ ∑§Ê •ŸÈ◊ÊŸ ‹ªÊŸÊ(e) ’ÊÚ«UË ◊Ê‚ ßã«ÒUÄ‚∑Í§≈U —(1) (a), (b) •ÊÒ⁄U (e) (2) (b), (c) •ÊÒ⁄U (d)

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

19. ∞S∑§ÊÚÁ’¸∑§ ∞Á‚«U ∑§Ë ∑§◊Ë ‚ „ÊŸ flÊ‹ ‹ˇÊáÊ ÁŸêŸ „Ò¥ —(a) Á$¡ã¡ËflÊß¸Á≈U‚ (b) ÉÊÊfl ∑§Ê Œ⁄U ‚ ÷⁄UŸÊ(c) ∞ãÇÿÍ‹⁄U S≈UÊ◊≈UÊß¸Á≈U‚ (d) ¬ËÁ≈UÁøÿ‹ „Ò◊Ê⁄U$¡(e) ≈ÒU∑§Ë∑§ÊÚ⁄UÁ«UÿÊ∑Í§≈U —(1) (a), (b) •ÊÒ⁄U (c) (2) (b), (d) •ÊÒ⁄U (e)

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


20. Egg is used in cookery as :

(a) sequestrant (b) stabilizer (c) emulsifier

(d) clarifier (e) tenderiser

Code :

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

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

21. Fermentation is used in the production of :

(a) Ketchup (b) Wine (c) Cocoa powder

(d) Marmalade (e) Cheese

Code :

(1) (b), (c), (d) (2) (b), (c), (e)

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

22. Food cost increase in a restaurant can be attributed to :

(a) Raw material bought off season.

(b) Specification not precise.

(c) Kitchen being automized.

(d) Maintenance of Food Standards.

(e) Storage temperature not maintained.

Code :

(1) (b), (d), (e) (2) (a), (b), (e)

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

23. Records that help in personnel management :

(a) Job specification (b) Invoice (c) K.O.T.

(d) Work schedule (e) Organisation chart

Code :

(1) (a), (b), (d) (2) (a), (b), (e)

(3) (a), (d), (e) (4) (c), (d), (e)

24. Strategic Management involves :

(a) Assessment of external environment (b) Identification of subsystem

(c) Unity of command (d) Span of control

(e) Assessment of resources and capabilities (f) Identification of goal

Code :

(1) (a), (b), (c), (f) (2) (a), (c), (e), (f)

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


20. ÁŸêŸ ¬Ê∑§ Á∑˝§ÿÊ•Ê¥ ◊¥ •¥«U ∑§ ÿÊªŒÊŸ „Ò¥ —(a) ¬ÎÕÄ∑§⁄UáÊ (b) SÕÊÿË∑§⁄UáÊ (c) ¬Êÿ‚Ë∑§⁄UáÊ(d) Áfl‡ÊÈhË∑§⁄UáÊ (e) ◊ÎŒÍ∑§⁄UáÊ∑Í§≈U —(1) (a), (b), (c) (2) (c), (d), (e)

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

21. ÁŸêŸ ∑§ ©à¬ÊŒŸ ◊¥ π◊Ë⁄UË∑§⁄UáÊ ∑§Ê ¬˝ÿÊª „ÊÃÊ „Ò —(a) ‚Ê‚ (b) flÊß¸Ÿ (c) ∑§Ê∑§Ê ¬Ê©«U⁄U(d) ◊Ê◊¸‹«U (e) øË$¡∑Í§≈U —(1) (b), (c), (d) (2) (b), (c), (e)

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

22. ∞∑§ ⁄USÃ°⁄UÊ ◊¥ πÊl - ◊ÍÀÿ ◊¥ ’…∏Ã ÁŸêŸ ∑§ ∑§Ê⁄UáÊ „Ê ‚∑§ÃË „Ò —(a) ∑§ìÊÊ ◊Ê‹ Á’ŸÊ ◊ÊÒ‚◊ ∑§ π⁄UËŒŸÊ(b) ÁflÁŸŒ¸‡Ê ‚ÈÁŸÁ‡øÃ Ÿ „ÊŸÊ(c) ⁄U‚Êß¸ÉÊ⁄U SfløÊÁ‹Ã „ÊŸÊ(d) πÊl - ◊ÊŸ∑§Ê¥ ∑§Ê ⁄Uπ-⁄UπÊfl(e) ‚¥ª˝„ ∑§⁄UŸ ∑§ ÃÊ¬ ∑§Ê ‚ê¬˝Á·Ã Ÿ ⁄UπŸÊ∑Í§≈U —(1) (b), (d), (e) (2) (a), (b), (e)

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

23. √ÿÁÄàÊªÃ ¬˝’¥œŸ ◊¥ ◊ŒŒ ∑§⁄UŸ flÊ‹Ê ‹πÊ-¡ÊπÊ ÁŸêŸ „Ò —(a) ∑§Êÿ¸ ÁflÁŸŒ¸‡Ê (b) ßŸflÊÚß‚ (c) ∑§.•Ê.≈UË.(d) ∑§Êÿ¸-‚Ê⁄UáÊË (e) √ÿflSÕÊ¬Ÿ ∑§Ê ‹πÊ∑Í§≈U —(1) (a), (b), (d) (2) (a), (b), (e)

(3) (a), (d), (e) (4) (c), (d), (e)

24. •ŸÈ∑Í§‹ ¬˝’ãœŸ ◊¥ ‚Áê◊Á‹Ã „ÊÃ „Ò¥ —(a) ’Ê„⁄UËÿ flÊÃÊfl⁄UáÊ ∑§Ê •Ê°∑§‹Ÿ (b) ©¬-ÿÊ¡ŸÊ ∑§Ë ¬„øÊŸ(c) •ÊŒ‡Ê ∑§Ë ∞∑§ÃÊ (d) ÁŸÿãòÊáÊ ∑§Ê ÁflSÃÊ⁄U(e) ‚ÊœŸÊ¥ •ÊÒ⁄U ˇÊ◊ÃÊ ∑§Ê ◊ÍÀÿÊ¥∑§Ÿ (f) ‹ˇÿ ∑§Ë ¬„øÊŸ∑Í§≈U —(1) (a), (b), (c), (f) (2) (a), (c), (e), (f)

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


25. Theorists that extended the work of psychoanalytic theorist Freud are :

(a) Erik Erikson (b) Carl Jung

(c) Urie Bronfenbrenner (d) Alfred Adler

Code :

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

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

26. What are the most common Chromosomal Anomalies ?

(a) Multiple sclerosis (b) Down’s syndrome

(c) Klinefelter’s syndrome (d) Turner syndrome

Code :

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

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

27. Childhood trauma can cause the following psychiatric problems :

(a) Chronic Disassociation (b) PTSD

(c) Rhinitis (d) Depression

Code :

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

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

28. Which of these theorists contributed to behaviourism ?

(a) Pavlov (b) Skinner (c) Watson (d) Voigt

Code :

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

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

29. Which of the terms relate to language development ?

(a) Syncretic (b) Semantics (c) Syntax (d) Pragmatics

Code :

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

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


25. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ Á∑§Ÿ-Á∑§Ÿ Á‚hÊãÃ∑§Ê⁄UÊ¥ Ÿ Á‚hÊãÃ∑§Ê⁄U »˝§ÊÚÿ«U ∑§ ◊ŸÊÁfl‡‹·áÊÊà◊∑§ ∑§Êÿ¸ ∑§Ê •Êª ’…∏ÊÿÊ?

(a) ∞Á⁄U∑§ ∞Á⁄Ä‚Ÿ (b) ∑§Ê‹¸ ¡¥ª

(c) ©⁄UË ’˝ÊŸ»§Ÿ’˝Ÿ⁄U (d) •À»˝§«U ∞«U‹⁄U

∑Í§≈U —

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

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

26. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-∑§ÊÒŸ ‚Ë ‚’‚ •Áœ∑§ •Ê◊ M§¬ ‚ „ÊŸ flÊ‹Ë ªÈáÊ‚ÍòÊË •‚¥ªÁÃÿÊ° „Ò¥?

(a) ◊À≈UË¬‹ S∑§‹⁄UÊÁ‚‚ (b) «UÊ©ã‚ Á‚¥«˛UÊ◊

(c) Ä‹ÊßŸ»§À≈U‚¸ Á‚¥«˛UÊ◊ (d) ≈UŸ¸⁄U Á‚¥«˛UÊ◊

∑Í§≈U —

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

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

27. ’ÊÀÿÊflSÕÊ ‚¥ÉÊÊÃ ‚ ÁŸêŸÁ‹ÁπÃ ◊ŸÊÁfl∑§Ê⁄UË ‚◊SÿÊ∞¥ ©à¬ÛÊ „Ê ‚∑§ÃË „Ò¥ —

(a) ª¥÷Ë⁄U •‚Ê„øÿ¸ (b) ¬Ë.≈UË.∞‚.«UË.

(c) ŸÊ‚Ê‡ÊÊÕ (d) •fl‚ÊŒ

∑Í§≈U —

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

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

28. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ Á∑§Ÿ-Á∑§Ÿ Á‚hÊãÃflÊÁŒÿÊ¥ Ÿ √ÿfl„Ê⁄UflÊŒ ◊¥ ÿÊªŒÊŸ Á∑§ÿÊ?

(a) ¬Êfl‹Êfl (b) ÁS∑§Ÿ⁄U (c) flÊÚ≈U‚Ÿ (d) flÊ∞≈U

∑Í§≈U —

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

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

29. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚ ¬Œ ÷Ê·Ê Áfl∑§Ê‚ ‚ ‚¥’¥ÁœÃ „Ò¥?

(a) ‚◊ÁîÊÃ (b) •Õ¸-•S¬c≈ÃÊ (c) flÊÄÿÁflãÿÊ‚ (d) ‚¥∑§Ã¬˝ÿÊªÁflôÊÊŸ

∑Í§≈U —

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

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


30. Which of the following are major properties of activewear that are of interest today ?

(a) Thermal insulation (b) Stretch with full recovery

(c) Moisture transfer (d) Water resistance

(e) Flame retardant

Code :

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

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

31. Which of the following are Ikat centres in India ?

(a) Chirala (b) Sambalpur (c) Mandvi

(d) Ajanta (e) Bhuj

Code :

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

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

32. Which of the following are twill weave fabrics ?

(a) Chino (b) Chambray (c) Monk’s cloth

(d) Drill (e) Broad cloth

Code :

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

(3) (a), (d), (e) (4) (a), (c), (d)

33. Which of the following reagents can be used for removing brown stains left after the use ofpotassium permaganate ?

(a) Salt of lemon (b) Acetic acid (c) Oleic acid (d) Oxalic acid

Code :

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

34. While buying a coat for yourself you realize that its buttonholes are untidy with the cut endsprotruding between stitches. What could be the probable reasons ?

(a) Buttonholes cut after they are made

(b) Use of lock stitch for buttonhole sewing

(c) Absence of gimp

(d) Incorrect stitch bight

Code :

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


30. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ‚Á∑˝§ÿÁflÿ⁄U ∑§ ∑§ÊÒŸ‚ ¬˝◊Èπ ªÈáÊ „Ò¥ Á¡Ÿ◊¥ •Ê¡∑§‹ L§Áø „Ò¥?

(a) Õ◊¸‹ ßã‚È‹‡ÊŸ (b) ¬ÍáÊ¸ ¬˝ÁÃ‹Áéœ ∑§ ‚ÊÕ Áπ¥øÊfl

(c) Ÿ◊Ë SÕÊŸÊ¥Ã⁄UáÊ (d) ¬ÊŸË ¬˝ÁÃ⁄UÊœ

(e) íflÊ‹Ê •fl⁄UÊœ∑§

∑Í§≈U —(1) (b), (c), (d), (e) (2) (a), (b), (d), (e)

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

31. ÷Ê⁄UÃ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚ ßÄ∑§Ã ∑¥§Œ˝ „Ò¥?

(a) Áø⁄UÊ‹Ê (b) ‚ê’‹¬È⁄U (c) ◊Êã«UflË

(d) •¡ãÃÊ (e) ÷È¡

∑Í§≈U —(1) (b), (c), (d), (e) (2) (a), (b), (c), (d)

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

32. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ≈˜UÁfl‹ ’ÈŸÊß¸ ∑§ ∑§¬«∏ ∑§ÊÒŸ ‚ „Ò¥?

(a) øËŸÊ (b) ‡ÊÒ◊’˝ (c) ◊ÊÒ¥∑§‚ Ä‹ÊÕ

(d) Á«˛U‹ (e) ’˝ÊÒ«U Ä‹ÊÕ

∑Í§≈U —(1) (a), (b), (c) (2) (b), (d), (e)

(3) (a), (d), (e) (4) (a), (c), (d)

33. ¬Ê≈UÁ‡Êÿ◊ ¬⁄U◊ÊªŸ≈U ∑§ ¬˝ÿÊª ∑§ ’ÊŒ ÷Í⁄U œé’ ∑§Ê ¿UÈ≈UÊŸ ∑§ Á‹∞ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚ •Á÷∑§◊¸ ßSÃ◊Ê‹ Á∑§∞¡Ê ‚∑§Ã „Ò¥?

(a) ŸË¥’Í ∑§ Ÿ◊∑§ (b) ∞Á‚Á≈U∑§ •ê‹ (c) •ÊÁ‹∑§ •ê‹ (d) •ÊÄ‚ÊÁ‹∑§ •ê‹

∑Í§≈U —

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

34. •Ê¬ •¬Ÿ Á‹∞ ∑§Ê≈U π⁄UËŒÃ „È∞ ◊„‚Í‚ ∑§⁄UÃ „Ò¥ Á∑§ ß‚∑§ ∑§Ê$¡ •ÁSÕ⁄U „Ò •ÊÒ⁄U ≈UÊ¥∑§Ê¥ ∑§ ’Ëø ◊¥ ‚ ∑§≈U „È∞ Á∑§ŸÊ⁄U’Ê„⁄U ÁŸ∑§‹ ⁄U„ „Ò¥– ß‚∑§ ‚¥÷ÊÁflÃ ∑§Ê⁄UáÊ ÄÿÊ „Ê ‚∑§Ã „Ò¥?

(a) ’ŸÊŸ ∑§ ’ÊŒ ∑§Ê$¡ ∑§Ê ∑§Ê≈UŸÊ

(b) ∑§Ê$¡ ’ŸÊŸ ∑§ Á‹∞ ‹ÊÚ∑§ ≈UÊ¥∑§ ∑§Ê ¬˝ÿÊª

(c) Áªê¬ ∑§Ë •ŸÈ¬ÁSÕÁÃ

(d) ª‹Ã Á‚‹Êß¸ ’Êß≈U

∑Í§≈U —(1) (a), (b), (c) (2) (b), (c), (d) (3) (a), (b), (d) (4) (a), (c), (d)


35. Which of the following are the intrinsic values in management ?

(a) Co-operation (b) Technological satisfaction

(c) Honesty (d) Creativity

Code :

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

36. Hidden Family Income is derived from a combination of :

(a) Investment Income (b) Community Income

(c) Employment Benefit (d) Psychic Income

Code :

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

37. The 4 P’s of marketing mix given by Philip Kotler are :

(a) Price (b) Purchase (c) Promotion(d) Place (e) Product

Code :

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

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

38. Which of the following combination of colours on the Prang color wheel make acomplementary colour scheme ?

(a) Red and Blue (b) Blue and Orange

(c) Red and Green (d) Yellow and Purple

Code :

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

39. Which of the following are included in the four C’s of credit ?

(a) Character (b) Capacity (c) Causes

(d) Capital (e) Collateral

Code :

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

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

40. The tools used for Public Relations are :

(a) Organising a Press Conference (b) Issuing a Press Release

(c) Managing Media Relations (d) Advertising for Promotion

Code :

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


35. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ √ÿflSÕÊ ∑§ SflÊ÷ÊÁfl∑§ ◊ÍÀÿ ∑§ÊÒŸ ‚ „Ò¥?

(a) ‚„∑§ÊÁ⁄UÃÊ (b) ÿ¥òÊ-ÁflôÊÊŸ ‚¥’¥œË ‚¥ÃÈÁc≈U

(c) ß¸◊ÊŸŒÊ⁄UË (d) ⁄UøŸÊà◊∑§ÃÊ

∑Í§≈U —(1) (a), (b), (c) (2) (b), (c), (d) (3) (a), (c), (d) (4) (a), (b), (d)

36. ªÈåàÊ (Á„«UŸ) ¬ÊÁ⁄UflÊÁ⁄U∑§ •Êÿ Á∑§Ÿ∑§ ‚¥ÿÊª ‚ ¬˝ÊåàÊ „ÊÃË „Ò?

(a) ¬Í°¡Ë ÁŸfl‡Ê •Êÿ (b) ‚Ê◊ÈŒÊÁÿ∑§ •Êÿ

(c) ŸÊÒ∑§⁄UË ‚ ¬˝ÊåàÊ ‚ÈÁflœÊ∞° (d) ‚ÊßÁ∑§∑§ •Êÿ

∑Í§≈U —(1) (a), (b), (c) (2) (a), (c), (d) (3) (a), (b), (d) (4) (b), (c), (d)

37. “»§Ë‹Ë¬ ∑§Ê≈U‹⁄U ∑§ mÊ⁄UÊ ÁŒ∞ ª∞ 4 P „Ò¥ —

(a) ¬˝Êß‚ (b) ¬⁄ø‚ (c) ¬˝Ê◊Ê‡ÊŸ

(d) å‹‚ (e) ¬˝Ê«UÄ≈U

∑Í§≈U —(1) (b), (c), (d), (e) (2) (a), (c), (d), (e)

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

38. ¬˝Ò¥ª ∑§‹⁄U flË‹ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚ ‚¥ÿÊ¡Ÿ ∞∑§ ∑§ÊÒê¬‹Ë◊¥≈U⁄UË ∑§‹⁄U S∑§Ë◊ ’ŸÊÃ „¥Ò?

(a) ‹Ê‹ •ÊÒ⁄U ŸË‹Ê (b) ŸË‹Ê •ÊÒ⁄U ‚¥Ã⁄UË

(c) ‹Ê‹ •ÊÒ⁄U „⁄UÊ (d) ¬Ë‹Ê •ÊÒ⁄U ’Ò¥ªŸË

∑Í§≈U —(1) (a), (b), (c) (2) (a), (b), (d) (3) (a), (c), (d) (4) (b), (c), (d)

39. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚ ©œÊ⁄U ∑§ 4 ‚Ë ◊¥ ‚Áê◊Á‹Ã „Ò¥?

(a) ∑Ò§⁄UÄ≈U⁄U (b) ∑Ò§¬ÒÁ‚≈UË (c) ∑§Ê⁄UáÊ

(d) ∑Ò§Á¬≈U‹ (e) ∑§Ê‹Ò≈U⁄U‹

∑Í§≈U —(1) (a), (b), (c), (d) (2) (b), (c), (d), (e)

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

40. ‹Ê∑§ ‚ê’ãœÊ¥ ∑§ Á‹∞ ©¬ÿÊª Á∑§∞ ¡ÊŸ flÊ‹ ‚ÊœŸ „Ò¥ —

(a) ¬òÊ∑§Ê⁄U SÊê◊‹Ÿ •ÊÿÊ¡Ÿ (b) ¬˝∑§Ê‡ÊŸÊÕ¸ ÁflôÊÁåàÊ ¡Ê⁄UË ∑§⁄UŸÊ

(c) ¡Ÿ ‚ê¬∑¸§ ‚ê’ãœÊ¥ ∑§Ê ‚¥øÊ‹Ÿ (d) ‚¥flœ¸Ÿ „ÃÈ ÁflôÊÊ¬Ÿ

∑Í§≈U —(1) (a), (b), (c) (2) (b), (c), (d) (3) (a), (c), (d) (4) (a), (b), (d)


41. Our ‘self-concept’ which influences our communication behaviour is developed due to thefollowing factors :

(a) Cultural traditions (b) Self-evaluation

(c) Social roles (d) Social organisation

Code :

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

42. A whatsapp chat between two friends can be an example of the following :

(a) Formal Communication (b) Informal Communication

(c) Dyadic Communication (d) Interpersonal Communication

Code :

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

43. The adopters of new ideas and technologies can be categorised under the following heads asper the Evret Roger’s diffusion of innovation approach.

(a) Laggards (b) Explorers (c) Early Majority

(d) Inventors (e) Innovators

Code :

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

44. Which of the following are time related PLA methods ?

(a) Historical Transect (b) Venn diagrams (c) Matrix ranking

(d) Seasonal diagram (e) Trend analysis

Code :

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

45. Following are the characteristics of pearson’s ‘r’ :

(a) Bivariate distribution (b) Univariate distribution

(c) Value varies between ±1 (d) Value varies between +1 & 0

Code :

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


41. „◊Ê⁄UË •Êà◊-•flœÊ⁄UáÊÊ ¡Ê „◊Ê⁄U ‚ê¬˝·áÊ √ÿfl„Ê⁄U ∑§Ê ¬˝÷ÊÁflÃ ∑§⁄UÃË „Ò ÁŸêŸÁ‹ÁπÃ ∑§Ê⁄U∑§Ê¥ ∑§ ∑§Ê⁄UáÊ Áfl∑§Á‚Ã„ÊÃË „Ò —

(a) ‚Ê¥S∑Î§ÁÃ∑§ ¬⁄Uê¬⁄UÊ∞° (b) Sfl-◊ÍÀÿÊ¥∑§Ÿ

(c) ‚Ê◊ÊÁ¡∑§ ÷ÍÁ◊∑§Ê∞° (d) ‚Ê◊ÊÁ¡∑§ ‚¥ª∆UŸ

∑Í§≈U —

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

42. ŒÊ Á◊òÊÊ¥ ∑§ ’Ëø √„Ê≈U”‚ ∞å¬ ¬⁄U ª¬‡Ê¬ ÁŸêŸÁ‹ÁπÃ ∑§Ê ©ŒÊ„⁄UáÊ „Ò —

(a) •ÊÒ¬øÊÁ⁄U∑§ ‚ê¬˝·áÊ (b) •ŸÊÒ¬øÊÁ⁄U∑§ ‚ê¬˝·áÊ

(c) ÁmÁ∑§ÿ ‚ê¬˝·áÊ (d) •¥Ã—flÒÿÁÄàÊ∑§ ‚ê¬˝·áÊ

∑Í§≈U —

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

43. ∞fl⁄U≈U ⁄UÊ¡⁄U ∑§ ŸflÊã◊·áÊ ∑§Ê ¬˝‚Ê⁄U ŒÎÁc≈U∑§ÊáÊ ∑§ •ŸÈ‚Ê⁄U Ÿ∞ ÁfløÊ⁄UÊ¥ ∞fl¥ ¬˝ÊÒlÊÁªÁ∑§ÿÊ¥ ∑§ ª˝„áÊ∑§ÃÊ¸•Ê¥ ∑§Ê ÁŸêŸÁ‹ÁπÃüÊÁáÊÿÊ¥ ∑§ •¥Ãª¸Ã flªË¸∑Î§Ã Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò —

(a) ◊¥Œ¬Ä√Ê (b) •ãfl·∑§ (c) ‡ÊÈL§•ÊÃË ’„È◊Ã

(d) •ÊÁflc∑§Ê⁄U∑§ (e) ŸflÊã◊·∑§

∑Í§≈U —

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

44. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚Ë ‚◊ÿ ‚ê’Œ˜œ ¬Ë∞‹∞ ¬hÁÃÿÊ° „Ò¥?

(a) ∞ÁÃ„ÊÁ‚∑§ ≈˛UÊ¥‚Ä≈U (b) flŸ •Ê⁄Uπ (c) ◊ÒÁ≈˛UÄ‚ ⁄Ò¥UÁ∑¥§ª

(d) ´§ÃÈÁŸc∆U •Ê⁄Uπ (e) ¬˝flÎÁûÊ Áfl‡‹·áÊ

∑Í§≈U —

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

45. ¬Ëÿ‚¸ã‚ “•Ê⁄U” ∑§ ÁŸêŸÁ‹ÁπÃ •Á÷‹ˇÊáÊ „ÊÃ „Ò¥ —

(a) Ámø⁄U ’á≈UŸ (b) ∞∑§ø⁄U ’á≈UŸ

(c) ◊ÊŸ ±1 ∑§ ’Ëø ÉÊ≈UÃÊ-’…∏ÃÊ „Ò (d) ◊ÊŸ +1 & 0 ∑§ ’Ëø ÉÊ≈UÃÊ-’…∏ÃÊ „Ò

∑Í§≈U —

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


46. Following are the characteristics of a positively skewed distribution :

(a) Skewed to right

(b) Skewed to left

(c) Median and mode greater than mean

(d) Mean greater than median and mode

(e) Bell shaped curve

Code :

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

47. Assertion (A) : Public Health Nutrition Programmes should create more open spaces forphysical activity to promote fitness.

Reason (R) : Overweight and obesity are major predisposing factors for developingNon-communicable diseases.

Code :

(1) Both (A) and (R) are incorrect (2) (A) is correct and (R) is incorrect

(3) (A) is incorrect and (R) is correct (4) Both (A) and (R) are correct

48. Assertion (A) : To assess malnutrition levels in population during famines the most widelyaccepted practice is to assess it in children ages 6 to 59 months.

Reason (R) : In times of food shortages, the young children are the first to develop signsof malnutrition.

Code :

(1) Both (A) and (R) are correct (2) Both (A) and (R) are incorrect

(3) (A) is correct and (R) is incorrect (4) (A) is incorrect and (R) is correct

49. Assertion (A) : Dietary Guidelines of all countries strongly recommend that vegetable andfruits be consumed daily in sufficient quantities.

Reason (R) : Vegetable and fruits are recognised as foods for promotion of health andprevention of chronic diseases due to their bioactive constituents.

Code :

(1) Both (A) and (R) are correct (2) (A) is correct and (R) is incorrect

(3) (A) is incorrect and (R) is correct (4) Both (A) and (R) are incorrect


46. ÁŸêŸÁ‹ÁπÃ œŸÊà◊∑§ M§¬ ‚ Áfl·◊ ÁflÃ⁄UáÊ ∑§ •Á÷‹ˇÊáÊ „Ò¥ —

(a) ŒÊ∞° ∑§ ¬˝ÁÃ Áfl·◊

(b) ’Ê∞° ∑§ ¬˝ÁÃ Áfl·◊

(c) ◊ÊÁäÿ∑§Ê •ÊÒ⁄U ’„È‹∑§, ◊Êäÿ ‚ •¬ˇÊÊ∑Î§Ã •Áœ∑§ „Ò¥

(d) ◊Êäÿ, ◊ÊÁäÿ∑§Ê •ÊÒ⁄U ’„È‹∑§ ‚ •¬ˇÊÊ∑Î§Ã •Áœ∑§ „Ò¥

(e) ÉÊ¥≈UË ∑§ •Ê∑§Ê⁄U ∑§Ë fl∑˝§

∑Í§≈U —

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

47. •Á÷∑§ÕŸ (A) : ¡Ÿ SflÊSâÿ fl ¬Ê·áÊ ∑§Êÿ¸∑˝§◊Ê¥ ◊¥ ‡ÊÊ⁄UËÁ⁄U∑§ Á∑˝§ÿÊ•Ê¥ ∑§ Á‹∞ •Áœ∑§ πÈ‹ SÕÊŸ ’ŸÊ∞ ¡ÊŸøÊÁ„∞ ÃÊÁ∑§ SflSâÊÃÊ ∑§Ê ’…∏ÊflÊ ÁŒÿÊ ¡Ê ‚∑§–

∑§Ê⁄UáÊ (R) : •Áœ∑§ ‡ÊÊ⁄UËÁ⁄U∑§ ÷Ê⁄U fl ◊Ê≈UÊ¬Ê ªÒ⁄U-‚¥∑˝§◊áÊ ⁄UÊªÊ¥ ∑§ Áfl∑§Ê‚ ∑§Ê ’…∏ÊflÊ ŒŸ ∑§ ◊ÈÅÿ ∑§Ê⁄UáÊ „Ò¥–

∑Í§≈U —

(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥– (2) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò–

(3) (A) ª‹Ã „Ò •ÊÒ⁄U (R) ‚„Ë „Ò– (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥–

48. •Á÷∑§ÕŸ (A) : •∑§Ê‹ ∑§ ‚◊ÿ ◊¥ ∞∑§ ¡Ÿ‚◊ÈŒÊÿ ◊¥ ∑È§¬Ê·áÊ ∑§ SÃ⁄U ∑§Ê ÁŸœÊ¸⁄UáÊ ∑§⁄UŸ ∑§ Á‹∞ ‚’‚√ÿÊ¬∑§ ◊Êãÿ Ã⁄UË∑§Ê „Ò Á∑§ ß‚∑§Ê ÁŸœÊ¸⁄UáÊ 6-59 ◊Ê„ ∑§Ë ©◊˝ ∑§ ’ìÊÊ¥ ◊¥ Á∑§ÿÊ ¡Ê∞–

∑§Ê⁄UáÊ (R) : •Ê„Ê⁄U ∑§Ë ∑§◊Ë ∑§ ‚◊ÿ ◊¥ ∑È§¬Ê·áÊ ∑§ ‹ˇÊáÊ ‚’‚ ¬„‹ ¿Ê≈U ’ìÊÊ¥ ◊¥ Áfl∑§Á‚Ã „ÊÃ „Ò¥–

∑Í§≈U —

(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥– (2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–

(3) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò– (4) (A) ª‹Ã „Ò •ÊÒ⁄U (R) ‚„Ë „Ò–

49. •Á÷∑§ÕŸ (A) : ‚’ Œ‡ÊÊ¥ ∑§Ë •Ê„Ê⁄UËÿ ‚¥ŒÁ‡Ê¸∑§Ê ß‚ ’ÊÃ ∑§Ë $¡Ê⁄UŒÊ⁄U Á‚»§ÊÁ⁄U‡Ê ∑§⁄UÃ „Ò¥ Á∑§ ¬˝ÁÃÁŒŸ »§‹ fl‚Áé¡ÿÊ¥ ∑§Ê ¬ÿÊ¸åàÊ ◊ÊòÊÊ ◊¥ ª˝„áÊ ∑§⁄UŸÊ øÊÁ„∞–

∑§Ê⁄UáÊ (R) : »§‹ fl ‚Áé¡ÿÊ° •¬Ÿ ’ÊÿÊ∞ÁÄ≈Ufl •flÿflÊ¥ ∑§ ∑§Ê⁄UáÊ SflÊSâÿ flœ¸∑§ •ÊÒ⁄U Áø⁄U∑§ÊÁ‹∑§ ’Ë◊ÊÁ⁄UÿÊ¥‚ ’øÊfl ∑§⁄UŸ flÊ‹ πÊl-¬ŒÊÕ¸ ◊ÊŸ ¡ÊÃ „Ò¥–

∑Í§≈U —

(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥– (2) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò–

(3) (A) ª‹Ã „Ò •ÊÒ⁄U (R) ‚„Ë „Ò– (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–


50. Assertion (A) : Green leafy vegetables should be cooked in open pan to retain its greencolour.

Reason (R) : The formation of dark green colour is brought about by the reaction of ironand sulphur present in it which forms ferrous sulphide.

Code :

(1) Both (A) and (R) are correct . (2) Both (A) and (R) are incorrect.

(3) (A) is correct and (R) is incorrect. (4) (A) is incorrect and (R) is correct.

51. Assertion (A) : Prime vending is a method of purchase that has gained popularity amongrestaurants.

Reason (R) : The buyer agrees to buy certain items from a supplier for an agreed onperiod of time, based on a fixed mark-up over the vendor’s cost.

Code :

(1) Both (A) and (R) are correct. (2) Both (A) and (R) are incorrect.


52. Assertion (A) : Food safety plan serves as an operational tool.

Reason (R) : HACCP is a stand alone safety plan for food service unit.

Code :



53. Assertion (A) : Premature child tends to make faster developmental strides through lifethan those born at full term.

Reason (R) : The parental overprotectiveness leads to positive gains for children whoare born prematurely.

Code :



54. Assertion (A) : When the elderly are not cared for by their children they develop earlydementia.

Reason (R) : Caring for the aged leads to a greater sense of well being and this preventsonset of dementia.

Code :




50. •Á÷∑§ÕŸ (A) : „⁄UË ¬ûÊŒÊ⁄U ‚Áé¡ÿÊ¥ ∑§Ê „⁄UÊ ⁄¥Uª ’ŸÊ∞ ⁄UπŸ ∑§ Á‹∞ ©ã„¥ πÈ‹ ’Ã¸Ÿ ◊¥ ¬∑§ÊŸÊ øÊÁ„∞–

∑§Ê⁄UáÊ (R) : ßŸ◊¥ ©¬ÁSÕÃ ‹Ê„ •ÊÒ⁄U ‚À»§⁄U ◊¥ ¬˝ÁÃÁ∑˝§ÿÊ „ÊŸ ‚ »Ò§⁄U‚-‚À»§Êß«U ’ŸŸ ∑§ ∑§Ê⁄UáÊ ª„⁄UÊ „⁄UÊ⁄¥Uª ’Ÿ ¡ÊÃÊ „Ò–

∑Í§≈U —



51. •Á÷∑§ÕŸ (A) : •Ê⁄¥UÁ÷∑§ Áfl∑˝§ÿ π⁄UËŒÊ⁄UË ∑§Ê ∞∑§ Ã⁄UË∑§Ê „Ò ¡Ê ⁄USÃ⁄UÊ° ◊¥ ¬˝Á‚h „Ê øÈ∑§Ê „Ò–

∑§Ê⁄UáÊ (R) : π⁄UËŒÊ⁄U ∞∑§ ‚„◊Ã ‚◊ÿ ∑§ Á‹∞ Áfl∑˝§ÃÊ ∑§Ë ‹ÊªÃ ¬⁄U ∞∑§ ÁŸÁ‡øÃ ◊ÍÀÿ ’…∏ÊŸ ∑§ ‚ÊÕ ∑È§¿U¬ŒÊÕ¸ π⁄UËŒŸ ∑§ Á‹∞ ◊ÊŸ ¡ÊÃÊ „Ò–

∑Í§≈U —



52. •Á÷∑§ÕŸ (A) : πÊl-‚È⁄UˇÊÊ ÿÊ¡ŸÊ ¬Á⁄UøÊ‹Ÿ ÿãòÊ ∑§Ê ∑§Êÿ¸ ∑§⁄UÃË „Ò–

∑§Ê⁄UáÊ (R) : ∞ø.∞.‚Ë.‚Ë.¬Ë. πÊl ÁflÃ⁄UáÊ ß∑§Êß¸ ∑§Ê ∞∑§ ◊ÊòÊ ‚È⁄UˇÊÊ ÿÊ¡ŸÊ „Ò–

∑Í§≈U —



53. •Á÷∑§ÕŸ (A) : ∑§Ê‹¬Ífl¸ ¬ÒŒÊ „È∞ ’ìÊ ◊¥ ¬ÍáÊ¸ ‚◊ÿ ¬⁄U ¡ã◊ éÊìÊÊ¥ ∑§Ë ÃÈ‹ŸÊ ◊¥ ¡ËflŸ ∑§ ‚ÊÕ-‚ÊÕ •Áœ∑§Ã¡Ë ‚ Áfl∑§Ê‚ ∑§⁄UŸ ∑§Ë ¬˝flÎÁûÊ „ÊÃË „Ò–

∑§Ê⁄UáÊ (R) : ¡Ÿ∑§Ëÿ •ÁÃ‚¥⁄UˇÊ∑§ÃÊ ∑§ ¬Á⁄UáÊÊ◊SflM§¬ ©Ÿ ’ìÊÊ¥ ∑§Ê ‚∑§Ê⁄UÊà◊∑§ ‹Ê÷ Á◊‹Ã „Ò¥, ¡Ê ∑§Ê‹¬Ífl¸¬ÒŒÊ „ÊÃ „Ò¥–

∑Í§≈U —



54. •Á÷∑§ÕŸ (A) : ¡’ ’È¡Èª¸ ‹ÊªÊ¥ ∑§Ë ©Ÿ∑§ ’ìÊÊ¥ ∑§ mÊ⁄UÊ Œπ÷Ê‹ Ÿ„Ë¥ ∑§Ë ¡ÊÃË „Ò ÃÊ ©ã„¥ ‡ÊÈL§•ÊÃË ◊ŸÊ÷˝¥‡Ê „Ê¡ÊÃÊ „Ò–

∑§Ê⁄UáÊ (R) : ’È¡Èª¸ ‹ÊªÊ¥ ∑§Ë Œπ÷Ê‹ „ÊŸ ‚ ©Ÿ∑§Ë •Áœ∑§ Ã¥ŒÈL§SÃ „ÊŸ ∑§Ë ÷ÊflŸÊ ©à¬ÛÊ „ÊÃË „Ò •ÊÒ⁄U ÿ„◊ŸÊ÷˝¥‡Ê ∑§ •Êª◊Ÿ ∑§Ê ⁄UÊ∑§ÃÊ „Ò–

∑Í§≈U —




55. Assertion (A) : Studies have also shown that bilingual children achieve higher scores thanmonolingual on a number of tests of cognitive theory.

Reason (R) : Bilingualism trains children to focus their attention on the relevant variablesin the context, particularly that is ambiguous or contradictory.

Code :



56. Assertion (A) : Embroidery, sequins and applique form the structural design in a Garment.

Reason (R) : Structural design is the surface enrichment of the Garment.

Code :


(3) (A) is correct but (R) is incorrect. (4) (A) is incorrect but (R) is correct.

57. Assertion (A) : The grain in a woven fabric can be identified by the degree of stretch alongthe yarns.

Reason (R) : Warp yarns stretch more in comparison to weft yarns.

Code :


(3) (A) is incorrect but (R) is correct. (4) (A) is correct but (R) is incorrect.

58. Assertion (A) : Acid dyes are suitable for wool and silk.

Reason (R) : Acid dyes form ionic bonds with the hydroxy groups found in wool andsilk.

Code :


(3) (A) is correct but (R) is incorrect. (4) (A) is incorrect but (R) is correct.

59. Assertion (A) : The system is a set of inter-dependent subsystems that constitute a unitedwhole.

Reason (R) : The management of a family depends upon the components of theenvironments of these subsystems.

Code :




55. •Á÷∑§ÕŸ (A) : •äÿÿŸÊ¥ ◊¥ ÿ„ ÷Ë ŒπÊ ªÿÊ „Ò Á∑§ Ám÷Ê·Ë ’ìÊÊ¥ ∑§Ê ∑§ß¸ ¬˝∑§Ê⁄U ∑§ ‚¥ôÊÊŸÊà◊∑§ Á‚hÊãÃ¬⁄UËˇÊáÊÊ¥ ◊¥ ∞∑§÷Ê·Ë ’ìÊÊ¥ ∑§Ë ÃÈ‹ŸÊ ◊¥ •Áœ∑§ •¥∑§ ¬˝ÊåàÊ „ÊÃ „Ò¥–

∑§Ê⁄UáÊ (R) : Ám÷Ê·ËflÊŒ ’ìÊÊ¥ ∑§Ê ‚¥Œ÷¸, Áfl‡Ê·∑§⁄U fl„ ¡Ê •Ÿ∑§ÊÕ¸∑§ ÿÊ Áfl⁄UÊœÊà◊∑§ „Ò, ‚ ‚¥ªÃ ¬Á⁄UflÃÊZ ¬⁄U•¬ŸÊ äÿÊŸ ∑§ÁãŒ˝Ã ∑§⁄UŸ ∑§ Á‹∞ ¬˝Á‡ÊÁˇÊÃ ∑§⁄UÃÊ „Ò–

∑Í§≈U —



56. •Á÷∑§ÕŸ (A) : ¬Á⁄UœÊŸ ◊¥ ∑§…∏Êß¸, ‚ÁÄflŸ fl ∞¬‹Ë∑§ ‚¥⁄UøŸÊà◊∑§ Á«U$¡ÊßŸ ’ŸÊÃ „Ò¥–

∑§Ê⁄UáÊ (R) : ‚¥⁄UøŸÊà◊∑§ Á«U$¡ÊßŸ ¬Á⁄UœÊŸ ∑§Ë ‚Ã„ ‚¥flœ¸Ÿ „Ò–

∑Í§≈U —


(3) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò– (4) (A) ª‹Ã „Ò ‹Á∑§Ÿ (R) ‚„Ë „Ò–

57. •Á÷∑§ÕŸ (A) : ∞∑§ flÿŸ ∑§⁄U (flÊflŸ) „È∞ ∑§¬«∏ ◊¥ ª˝Ÿ ∑§Ê ÿÊŸ¸ ∑§ ‚ÊÕ Áπ¥øÊfl ∑§Ë Á«Uª˝Ë ‚ ¬„øÊŸÊ ¡Ê‚∑§ÃÊ „Ò–

∑§Ê⁄UáÊ (R) : ÃÊŸ œÊªÊ¥ ◊¥ ’ÊŸ œÊªÊ¥ ∑§Ë •¬ˇÊÊ •Áœ∑§ Áπ¥øÊfl „ÊÃÊ „Ò–

∑Í§≈U —


(3) (A) ª‹Ã „Ò ‹Á∑§Ÿ (R) ‚„Ë „Ò– (4) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–

58. •Á÷∑§ÕŸ (A) : ∞Á‚«U ⁄¥U¡∑§ ™§Ÿ fl ⁄U‡Ê◊ ∑§ Á‹∞ ©¬ÿÈÄàÊ „Ò–

∑§Ê⁄UáÊ (R) : ∞Á‚«U ⁄¥U¡∑§ ™§Ÿ •ÊÒ⁄U ⁄U‡Ê◊ ◊¥ ¬Ê∞ ª∞ „Êß«˛UÊÄ‚Ë ‚◊Í„ ∑§ ‚ÊÕ Á◊‹∑§⁄U •ÊÿÊÁŸ∑§ ’Ê¥«U ’ŸÊÃ „Ò¥–

∑Í§≈U —


(3) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò– (4) (A) ª‹Ã „Ò ‹Á∑§Ÿ (R) ‚„Ë „Ò–

59. •Á÷∑§ÕŸ (A) : ¬˝áÊÊ‹Ë •¥ÃÁŸ¸÷¸⁄U ©¬-¬˝áÊÊÁ‹ÿÊ¥ ∑§Ê fl„ ‚◊ÈìÊÿ „Ò Á¡‚‚ ∞∑§ ‚¥ÿÈÄàÊ ‚ê¬ÍáÊ¸ ∑§Ê ÁŸ◊Ê¸áÊ „ÊÃÊ„Ò–

∑§Ê⁄UáÊ (R) : ∞∑§ ¬Á⁄UflÊ⁄U ∑§Ê ¬˝’¥œŸ ßŸ ©¬-¬˝áÊÊÁ‹ÿÊ¥ ∑§ ¬Á⁄Ufl‡ÊÊ¥ ∑§ ‚¥ÉÊ≈U∑§Ê¥ ¬⁄U ÁŸ÷¸⁄U ∑§⁄UÃÊ „Ò–

∑Í§≈U —




60. Assertion (A) : Record keeping in money management helps to compare monthlyexpenditure with the spending plan.

Reason (R) : Records show distribution of money after expenditure has been made.

Code :

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

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

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

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

61. Assertion (A) : Work curve is an important tool for managing work time.

Reason (R) : Work curves help to study the changes in output of work over a period oftime.

Code :



62. Assertion (A) : Listening is the same activity as hearing.

Reason (R) : Most people are capable of receiving many sounds that they do not listen toat all.

Code :



63. Assertion (A) : The process of socialisation of children as girls and boys is called gendering.

Reason (R) : Children internalise behaviours and roles as per the gendering processes.

Code :



64. Assertion (A) : Organising for social change is empowering and transformative.

Reason (R) : Organising for social change has to be pro-empowered and pro-rich to bemore effective.

Code :




60. •Á÷∑§ÕŸ (A) : •Õ¸-√ÿflSÕÊ ∑§Ê Á⁄U∑§Ê«¸U ’ŸÊŸÊ, ◊ÊÁ‚∑§ πø¸ ∑§Ë √ÿÿ ÿÊ¡ŸÊ ∑§ ‚ÊÕ ÃÈ‹ŸÊ ∑§⁄UŸ ◊¥ ◊ŒŒ∑§⁄UÃÊ „Ò–

∑§Ê⁄UáÊ (R) : Á⁄U∑§Ê«¸U‚, œŸ ∑§ πø¸ ∑§Ê ÁflÃ⁄UáÊ Œ‡ÊÊ¸ÃÊ „Ò–∑Í§≈U —(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥–(2) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò–(3) (A) ª‹Ã „Ò •ÊÒ⁄U (R) ‚„Ë „Ò–(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–

61. •Á÷∑§ÕŸ (A) : fl∑¸§ ∑§fl¸ ∑§Êÿ¸ ∑§⁄UŸ ∑§ ‚◊ÿ ∑§Ê √ÿflSÕÊÁ¬Ã ∑§⁄UŸ ∑§Ê ∞∑§ ◊„ûfl¬ÍáÊ¸ ÿãòÊ „Ò–∑§Ê⁄UáÊ (R) : fl∑¸§ ∑§fl¸, ‚◊ÿ ∑§ •ãÃ⁄UÊ‹ ‚, ∑§Êÿ¸ ∑§ ©à¬ÊŒŸ ◊¥ •ÊŸ flÊ‹ ’Œ‹Êfl ∑§Ê •äÿÿŸ ∑§⁄UŸ ◊¥

‚„ÊÿÃÊ ∑§⁄UÃÊ „Ò–∑Í§≈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) ŒÊŸÊ¥ ‚„Ë „Ò¥– (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–

62. •Á÷∑§ÕŸ (A) : üÊfláÊ ∑§⁄UŸÊ ‚ÈŸŸ ∑§ ¡Ò‚Ë „Ë Á∑˝§ÿÊ „Ò–∑§Ê⁄UáÊ (R) : •Áœ∑§Ê¥‡Ê ‹Êª ’„ÈÃ ‚Ë •ÊflÊ¡¥ ª˝„áÊ ∑§⁄UŸ ◊¥ ‚ˇÊ◊ „ÊÃ „Ò¥ ¡Ê Á∑§ fl Á’À∑È§‹ ÷Ë üÊfláÊ Ÿ„Ë¥

∑§⁄UÃ „Ò¥–∑Í§≈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) ŒÊŸÊ¥ ‚„Ë „Ò¥– (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–

63. •Á÷∑§ÕŸ (A) : ‹«∏Á∑§ÿÊ¥ •ÊÒ⁄U ‹«∏∑§Ê¥ ∑§Ê ’ìÊÊ¥ ∑§ M§¬ ◊¥ ‚Ê◊Ê¡Ë∑§⁄UáÊ ∑§Ë ¬˝Á∑˝§ÿÊ Á‹¥ª-ÁŸœÊ¸⁄UáÊ (¡¥«UÁ⁄¥Uª)∑§„‹ÊÃË „Ò–

∑§Ê⁄UáÊ (R) : ’ìÊ √ÿfl„Ê⁄UÊ¥ ∞fl¥ ÷ÍÁ◊∑§Ê•Ê¥ ∑§Ê ¡¥«UÁ⁄¥Uª ¬˝Á∑˝§ÿÊ•Ê¥ ∑§ •ŸÈ‚Ê⁄U •Êà◊‚ÊÃ ∑§⁄U ‹Ã „Ò¥–∑Í§≈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) ŒÊŸÊ¥ ‚„Ë „Ò¥– (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–

64. •Á÷∑§ÕŸ (A) : ‚Ê◊ÊÁ¡∑§ ¬Á⁄UflÃ¸Ÿ ∑§ Á‹∞ ‚¥ªÁ∆UÃ ∑§⁄UŸÊ ‚◊Õ¸∑§Ê⁄UË •ÊÒ⁄U M§¬Ê¥Ã⁄U∑§Ê⁄UË „ÊÃÊ „Ò–∑§Ê⁄UáÊ (R) : ‚Ê◊ÊÁ¡∑§ ¬Á⁄UflÃ¸Ÿ ∑§ Á‹∞ ‚¥ªÁ∆UÃ ∑§⁄UŸ ∑§Ê •Áœ∑§ ¬˝÷ÊflË „ÊŸ ∑§ Á‹∞ ß‚ SÊ◊Õ¸-Á„ÃÒ·Ë ∞fl¥

œŸflÊŸ-Á„ÃÒ·Ë „ÊŸÊ øÊÁ„∞–∑Í§≈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) ŒÊŸÊ¥ ‚„Ë „Ò¥– (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–


65. Arrange the following food items in increasing order of their protein content per 100 g offood.

(a) egg (hen) (b) almonds (c) white bread

(d) rajmah (e) buffalo milk

Code :

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

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

66. Arrange in correct sequence the monitoring and evaluation process of a national nutritionprogramme.

(a) Develop a structure for the analysis.

(b) Determine key indicators for the evaluation and monitoring process.

(c) Write up the findings and conclusions.

(d) Identify patterns, trends and possible interpretations.

(e) Collect information on the indicators.

Code :

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

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

67. Arrange the process of cheese making in the proper sequence.

(a) Curd formation (b) Cheddar (c) Pasteurization

(d) Ripening (e) Moulding (f) Milling and salting

Code :

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

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

68. Arrange in the right sequence the steps required for establishing a TQM program.

(a) Brainstorm (b) Be persistent

(c) Analyse the process (d) Be openminded and flexible

(e) Learn from others (f) Be selective

(g) Listen to employee’s problem

Code :

(1) (c), (g), (a), (f), (b), (d), (e) (2) (e), (g), (c), (a), (b), (f), (d)

(3) (c), (d), (a), (f), (b), (g), (e) (4) (a), (c), (e), (f), (d), (g), (b)


65. ÁŸêŸ πÊl-¬ŒÊÕÊZ ∑§Ê ¬˝ÁÃ 100 ª˝Ê◊ πÊl-¬ŒÊÕ¸ ‚ ¬˝ÊåàÊ „ÊŸ flÊ‹Ë ¬˝Ê≈UËŸ ∑§Ë ◊ÊòÊÊ ∑§ •ÊœÊ⁄U ¬⁄U ’…∏Ã „È∞ ∑˝§◊ ◊¥‹ªÊ∞°–

(a) ◊ÈªË¸ ∑§Ê •¥«UÊ (b) ’ÊŒÊ◊ (c) ‚»§Œ «U’‹⁄UÊ≈UË

(d) ⁄UÊ$¡◊Ê„ (e) ÷Ò¥‚ ∑§Ê ŒÍœ

∑Í§≈U —(1) (c), (a), (e), (b), (d) (2) (e), (c), (a), (d), (b)

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

66. ⁄UÊc≈˛UËÿ ¬Ê·áÊ ∑§Êÿ¸∑˝§◊ ∑§Ë ÁŸª⁄UÊŸË •ÊÒ⁄U ◊ÍÀÿÊ¥∑§Ÿ ¬˝Á∑˝§ÿÊ ∑§Ê ‚„Ë ∑˝§◊ ‚ ‹ªÊ∞°–

(a) Áfl‡‹·áÊ ∑§ Á‹∞ ‚¥⁄UøŸÊ ∑§Ê Áfl∑§Ê‚ ∑§⁄UŸÊ

(b) ◊ÍÀÿÊ¥∑§Ÿ •ÊÒ⁄U ÁŸª⁄UÊŸË ∑§Ë ¬˝Á∑˝§ÿÊ ∑§ Á‹∞ ◊Í‹ ‚Íø∑§Ê¥ ∑§Ê ÁŸœÊ¸⁄UáÊ ∑§⁄UŸÊ

(c) ©¬‹ÁéœÿÊ¥ •ÊÒ⁄U ¬Á⁄UáÊÊ◊ ∑§ ’Ê⁄U ◊¥ Á‹πŸÊ

(d) Ÿ◊ÍŸ, ¬˝flÎÁûÊ •ÊÒ⁄U ‚¥÷ÊÁflÃ √ÿÊÅÿÊ ∑§Ë ¬„øÊŸ ∑§⁄UŸÊ

(e) ‚Íø∑§Ê¥ ∑§ ’Ê⁄U ◊¥ ¡ÊŸ∑§Ê⁄UË ∞∑§ÁòÊÃ ∑§⁄UŸÊ

∑Í§≈U —(1) (b), (a), (d), (e), (c) (2) (b), (d), (a), (c), (e)

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

67. øË$¡ ’ŸÊŸ ∑§Ë ¬˝Á∑˝§ÿÊ ∑§Ê ‚„Ë ∑˝§◊ ◊¥ ‹ªÊ∞°–

(a) Œ„Ë ¡◊ÊŸÊ (b) ‡ÊÒ«U⁄U (c) ¬ÊSÃÈ⁄UË∑§⁄UáÊ

(d) ¬Á⁄U¬Ä√ÊŸ (e) ‚Ê°ø ◊¥ …UÊ‹ŸÊ (f) ¬Ë‚ŸÊ •ÊÒ⁄U Ÿ◊∑§ ‹ªÊŸÊ

∑Í§≈U —(1) (c), (a), (b), (f), (d), (e) (2) (a), (c), (b), (e), (d), (f)

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

68. ≈UË.ÄÿÍ.∞◊. ¬˝Êª˝Ê◊ ∑§Ê SÕÊÁ¬Ã ∑§⁄UŸ ◊¥ •Êfl‡ÿ∑§ ø⁄UáÊÊ¥ ∑§Ê ‚„Ë ∑˝§◊ ◊¥ ‹ªÊ∞° —

(a) ÁfløÊ⁄U ◊ãÕŸ (b) ŒÎ…∏ „ÊŸÊ

(c) ¬˝Á∑˝§ÿÊ ∑§Ê Áfl‡‹·áÊ (d) ©ŒÊ⁄U◊ÁÃ •ÊÒ⁄U ‹øË‹Ê „ÊŸÊ

(e) ŒÍ‚⁄UÊ¥ ‚ ‚ËπŸÊ (f) øÿŸÊà◊∑§ „ÊŸÊ

(g) ∑§Êÿ¸∑§ûÊÊ¸•Ê¥ ∑§Ë ‚◊SÿÊ•Ê¥ ∑§Ê ‚ÈŸŸÊ

∑Í§≈U —(1) (c), (g), (a), (f), (b), (d), (e) (2) (e), (g), (c), (a), (b), (f), (d)

(3) (c), (d), (a), (f), (b), (g), (e) (4) (a), (c), (e), (f), (d), (g), (b)


69. Arrange in sequence the development of language in children.

(a) Holophrastic (b) Early complex sentences

(c) Telegraphic stage (d) Linguistic Intutions

(e) Complex sentences

Code :

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

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

70. Arrange in sequence the development of milestones during infancy.

(a) Social smile (b) Sits without support

(c) Turns from prone to supine (d) Pulls to standing

(e) Climbs stairs

Code :

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

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

71. Give the correct sequence in the processing of textiles.

(a) Bleaching (b) Mercerization (c) Scouring

(d) Singing (e) Desizing

Code :

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

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

72. Give the correct sequence of ‘Kani’ shawl weaving.

(a) Drawing of design pattern (b) Threading of warp onto the loom

(c) Weaving of shawl in long strips (d) Winding of thread

(e) Combing and spinning of fibers (f) Collection and sorting of fleece

(g) Joining together of fragments of shawl (h) Washing and dyeing

Code :

(1) (b), (c), (d), (e), (f), (a), (g), (h) (2) (f), (e), (h), (d), (b), (a), (c), (g)

(3) (f), (g), (h), (a), (b), (c), (d), (e) (4) (a), (b), (d), (c), (f), (e), (g), (h)


69. ’ìÊÊ¥ ◊¥ ÷Ê·Ê ∑§ Áfl∑§Ê‚ ∑§Ê •ŸÈ∑˝§◊ ÁŸœÊ¸Á⁄UÃ ∑§⁄¥U–

(a) ‚◊ª˝’ÊœË (b) ‡ÊÈL§•ÊÃË ¡Á≈U‹ flÊÄÿ

(c) ≈U‹Ëª˝ÊÁ»§∑§ ø⁄UáÊ (d) ÷Ê·Êß¸ ‚„¡’Êœ

(e) ¡Á≈U‹ flÊÄÿ

∑Í§≈U —

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

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

70. ‡ÊÒ‡ÊflÊflSÕÊ ◊¥ Áfl∑§Ê‚ ∑§ ‚Ê¬ÊŸÊ¥ ∑§Ê •ŸÈ∑˝§◊ ÁŸœÊ¸Á⁄UÃ ∑§⁄¥U–

(a) ‚Ê◊ÊÁ¡∑§ ◊ÈS∑§ÊŸ (b) Á’ŸÊ ‚„Ê⁄U ∑§ ’Ò∆UŸÊ

(c) •œÊã◊Èπ ‚ ™§äfl¸◊Èπ ◊¥ ¬‹≈UŸÊ (d) ©∆U∑§⁄U π«∏Ê „ÊŸÊ

(e) ‚ËÁ…∏ÿÊ° ø…∏ŸÊ

∑Í§≈U —

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

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

71. ≈ÒUÄ‚≈UÊßÀ‚ ¬˝‚¥S∑§⁄UáÊ ∑§Ê ‚„Ë ∑˝§◊ ŒËÁ¡∞–

(a) é‹Ëø ∑§⁄UŸÊ (b) ◊⁄U‚⁄UÊß¡‡ÊŸ (c) S∑§ÊÁ⁄¥Uª

(d) Á‚Á¡¥ª (e) «UË ‚ÊßÁ¡¥ª

∑Í§≈U —

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

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

72. ∑§ãŸË ‡ÊÊÚ‹ ’ÈŸÊß¸ ∑§Ê ‚„Ë ∑˝§◊ ŒËÁ¡∞–

(a) Á«U$¡ÊßŸ Ÿ◊ÍŸ ∑§ •Ê∑§Ê⁄U ’ŸÊŸÊ (b) ∑§⁄UÉÊ ¬⁄U ÃÊŸÊ¥ ∑§Ê ‚ÍòÊáÊ

(c) ‹ê’Ë ¬Á^ÿÊ¥ ◊¥ ‡ÊÊÚ‹ ∑§Ë ’ÈŸÊß¸ (d) œÊª ∑§Ê ÉÊÈ◊Êfl

(e) ÃãÃÈ•Ê¥ ∑§Ë ∑§ãÉÊË •ÊÒ⁄U ∑§ÃÊß¸ (f) ™§Ÿ ∑§Ê ‚¥ª˝„ •ÊÒ⁄U ¿¥U≈UÊß¸

(g) ‡ÊÊÚ‹ ∑§ ≈ÈU∑§«∏Ê¥ ∑§Ê ‚ÊÕ ¡Ê«∏ŸÊ (h) œÊŸÊ fl ⁄¥UªŸÊ

∑Í§≈U —

(1) (b), (c), (d), (e), (f), (a), (g), (h) (2) (f), (e), (h), (d), (b), (a), (c), (g)

(3) (f), (g), (h), (a), (b), (c), (d), (e) (4) (a), (b), (d), (c), (f), (e), (g), (h)


73. A consumer passes through five stages in buying decision process. Arrange the sequence ofdecision making steps in correct order.

(a) Information search (b) Problem recognition

(c) Purchase decision (d) Post purchase behaviour

(e) Evaluation of alternatives

Code :

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

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

74. Arrange the following stages of family life cycle as per their order of occurrence.

(a) Period of establishment and elementary school

(b) Child-bearing and pre-school

(c) Vocational adjustment of children

(d) High School and College

(e) Retirement

(f) Financial Recovery

Code :

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

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

75. Arrange the following legislations in the chronological order of their implementation.

(a) Medical Termination of Pregnancy Act

(b) Dowry Prohibition Act

(c) Pre-conception and Pre-natal Diagnostics techniques Act

(d) Hindu Marriage Act

(e) Protection of women from Domestic Violence Act

(f) The sexual harassment of women at workplace (Prevention, Prohibition and RedressalAct)

Code :

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

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

76. Arrange the following steps of persuasive speech as proposed by Aristotle.

(a) Arrangement (b) Invention (c) Style

(d) Delivery (e) Memory

Code :

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

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


73. ∞∑§ ©¬÷ÊÄàÊÊ π⁄UËŒÊ⁄UË ∑§Ë ÁŸáÊ¸ÿ ¬˝Á∑˝§ÿÊ ∑§ ¬Ê°ø ø⁄UáÊÊ¥ ‚ ªÈ¡⁄UÃÊ „Ò– ÁŸáÊ¸ÿ ¬˝Á∑˝§ÿÊ ∑§ ÁflÁ÷ÛÊ ø⁄UáÊÊ¥ ∑§Ê ‚„Ë ∑˝§◊◊¥ ‹ªÊ∞°–(a) ôÊÊ¬Ÿ ‡ÊÊœ (b) ‚◊SÿÊ ¬ÈÁc≈U

(c) π⁄UËŒÊ⁄UË ∑§Ê ÁŸáÊ¸ÿ (d) π⁄UËŒÊ⁄UË ¬‡øÊÃ •Êø⁄UáÊ(e) Áfl∑§À¬Ê¥ ∑§Ê ◊ÍÀÿÊ¥∑§Ÿ

∑Í§≈U —(1) (c), (d), (e), (b), (a) (2) (a), (c), (e), (d), (b)

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

74. ¬ÊÁ⁄UflÊÁ⁄U∑§ ¡ËflŸ ø∑˝§ ∑§ ÁŸêŸÁ‹ÁπÃ ø⁄UáÊÊ¥ ∑§Ê ©Ÿ∑§Ë ©¬ÁSÕÁÃ ∑§ •ŸÈ‚Ê⁄U ‚ÈÁŸÁ‡øÃ ∑§⁄¥U–

(a) ¬˝ÁàÊc∆UÊŸ ∑§Ë •flÁœ •ÊÒ⁄U ¬˝ÊÕÁ◊∑§ ÁfllÊ‹ÿ

(b) ª÷¸œÊ⁄UáÊ ∑§Ë •flSÕÊ •ÊÒ⁄U ’ìÊÊ¥ ∑§Ë S∑Í§‹ ¬Ífl¸ •flÁœ(c) ’ìÊÊ¥ ∑§Ê √ÿÊfl‚ÊÁÿ∑§ ‚◊ÊÿÊ¡Ÿ

(d) ©ìÊ ÁfllÊ‹ÿ •ÊÒ⁄U ∑§ÊÚ‹¡(e) ‚flÊ ÁŸflÎÁûÊ

(f) ÁflûÊËÿ fl‚Í‹Ë∑Í§≈U —(1) (a), (b), (d), (c), (f), (e) (2) (b), (a), (c), (d), (f), (e)

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

75. ÁŸêŸÁ‹ÁπÃ ÁflœÊŸÊ¥ ∑§Ê ©Ÿ∑§ ∑§ÊÿÊ¸ãflÿŸ ∑§ ∑§Ê‹∑˝§◊ ∑§ •ŸÈ‚Ê⁄U √ÿflÁSÕÃ ∑§⁄¥U–(a) ª÷Ê¸flSÕÊ ∑§Ë ◊Á«U∑§‹ ‚◊ÊÁåàÊ •ÁœÁŸÿ◊

(b) Œ„¡ ¬˝ÁÃ·œ •ÁœÁŸÿ◊(c) ¬˝Ë-∑§ã‚å‡ÊŸ ∞fl¥ ¬˝Ë-Ÿ≈‹ «UÊÚÿÇŸÊÁS≈UÄ‚ ≈UÁÄŸÄ‚ ∞Ä≈U

(d) Á„¥ŒÍ ÁflflÊ„ •ÁœÁŸÿ◊

(e) ÉÊ⁄U‹Í Á„¥‚Ê ‚ ◊Á„‹Ê•Ê¥ ∑§Ê ‚¥⁄UˇÊáÊ •ÁœÁŸÿ◊(f) ∑§Êÿ¸SÕ‹ ¬⁄U ◊Á„‹Ê•Ê¥ ∑§Ê ÿÊÒŸ ©à¬Ë«∏Ÿ (⁄UÊ∑§ÕÊ◊, ¬˝ÁÃ·œ ∞fl¥ ÁŸflÊ⁄UáÊ •ÁœÁŸÿ◊)

∑Í§≈U —(1) (f), (c), (d), (b), (e), (a) (2) (d), (b), (a), (c), (e), (f)

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

76. •⁄USÃÍ mÊ⁄UÊ ¬˝SÃÊÁflÃ ¬˝÷ÊflË flÊ∑˜§ ∑§ ÁŸêŸÁ‹ÁπÃ ‚Ê¬ÊŸÊ¥ ∑§Ê √ÿflÁSÕÃ ∑§ËÁ¡∞–

(a) √ÿflSÕÊ (b) •Áflc∑§Ê⁄U (c) ‡ÊÒ‹Ë(d) ‚È¬ÈŒ¸ªË (e) S◊ÎÁÃ

∑Í§≈U —(1) (a), (b), (c), (d), (e) (2) (a), (c), (b), (e), (d)

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


77. Match the tests given in List - I with the chemical compounds in List - II.

List - I List - II

(a) Fehling’s test (i) Nitrogen

(b) Seliwanoff’s test (ii) Free fatty acids

(c) Kjeldahl’s test (iii) Ketose sugar

(d) Xanthoproteic test (iv) Aromatic amino acids

(e) Nitroprusside test (v) Reducing sugar

(vi) Distinguish between mono & di saccharides

(vii) Sulphur containing amino acids

Code :

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

(1) (v) (iii) (i) (iv) (vii)

(2) (vi) (v) (i) (ii) (vii)

(3) (v) (vi) (i) (vii) (iv)

(4) (v) (ii) (i) (vi) (vii)

78. Match the nutrient in List - I with its deficiency symptom in List - II.

List - I List - II

(a) Folic acid (i) Tetany

(b) Zinc (ii) Microcytic anaemia

(c) Calcium (iii) Cheilosis

(d) Iodine (iv) Koilonychia

(e) Riboflavin (v) Megaloblastic anaemia

(vi) hypogeusia

(vii) Impaired mental function

Code :

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

(1) (v) (vi) (i) (vii) (iii)

(2) (ii) (vi) (i) (vii) (iii)

(3) (v) (vii) (iv) (vi) (iii)

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


77. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ¬⁄UËˇÊáÊÊ¥ ∑§Ê ‚ÍøË - II ◊¥ ÁŒ∞ ª∞ ©Ÿ∑§ ⁄UÊ‚ÊÿÁŸ∑§ ÿÊÒÁª∑§ ‚ Á◊‹Ê∞° —

‚ÍøË - I ‚ÍøË - II

(a) »Ò§Á‹¥ª‚˜ ¬⁄UËˇÊáÊ (i) ŸÊß≈˛UÊ¡Ÿ

(b) ‚ÒÁÀÊflŸÊ»§‚˜ ¬⁄UËˇÊáÊ (ii) ◊ÈÄàÊ fl‚Ê •ê‹

(c) $¡Ò‹«UÊ‹‚˜ ¬⁄UËˇÊáÊ (iii) ∑§Ë≈UÊ$¡ ‡ÊÈª⁄U

(d) $¡ÒãÕÊ¬˝ÊÿÁ≈U∑§ ¬⁄UËˇÊáÊ (iv) ∞⁄UÊ◊ÒÁ≈U∑§ •◊ËŸÊ-∞Á‚«U

(e) ŸÊß≈˛UÊ¬˝Í‚Êß« ¬⁄UËˇÊáÊ (v) Á⁄U«KÍÁ‚¥ª ‡ÊÈª⁄U

(vi) ◊ÊŸÊ •ÊÒ⁄U «UÊß¸ ‚Ò∑§⁄Êß¸«U‚ ◊¥ ÷Œ ÁŒπ‹ÊŸÊ

(vii) ‚À»§⁄U ÿÈÄàÊ •◊ËŸÊ ∞Á‚«U

∑Í§≈U —

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

(1) (v) (iii) (i) (iv) (vii)

(2) (vi) (v) (i) (ii) (vii)

(3) (v) (vi) (i) (vii) (iv)

(4) (v) (ii) (i) (vi) (vii)

78. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ¬Ê·∑§ ÃûflÊ¥ ∑§Ê ‚ÍøË - II ◊¥ ÁŒ∞ ª∞ ©Ÿ∑§Ë ∑§◊Ë ‚ „ÊŸ flÊ‹ ‹ˇÊáÊÊ¥ ‚ Á◊‹Ê∞° —


(a) »§ÊÒÁ‹∑§ ∞Á‚«U (i) ≈ÒU≈UŸË

(b) Á$¡¥∑§ (ii) ◊Êß∑˝§ÊÁ‚Á≈U∑§ •ŸË◊ËÿÊ

(c) ∑Ò§ÁÀ‚ÿ◊ (iii) Áø‹ÊÁ‚‚˜

(d) •ÊÿÊ«UËŸ (iv) ∑§Êß‹ÊÁŸÁøÿÊ

(e) ⁄UÊß¸’Êç‹ÁflŸ (v) ◊Òª‹Êé‹ÊÁS≈U∑§ •ŸË◊ËÿÊ

(vi) „Êß¸¬ÊÇÿÍÁ‚ÿÊ

(vii) ◊ÊŸÁ‚∑§ ∑§Êÿ¸ ˇÊ◊ÃÊ ◊¥ ∑§◊Ë

∑Í§≈U —

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

(1) (v) (vi) (i) (vii) (iii)

(2) (ii) (vi) (i) (vii) (iii)

(3) (v) (vii) (iv) (vi) (iii)

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


79. Match the active ingredient of foods in List - I related to cancer prevention with their sourcesin List - II.

List - I List - II

(a) Phytochemical (i) Tomatoes

(b) Alpha Lipoic acid (ii) Green tea

(c) Flavonoids (iii) Potatoes

(d) Glutathione (iv) Turmeric

(e) Selenium (v) Broccoli

(vi) Sea foods

(vii) Asparagus

Code :

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

(1) (i) (v) (ii) (vi) (iv)

(2) (v) (i) (iv) (vii) (ii)

(3) (i) (iii) (vii) (vi) (iv)

(4) (v) (iii) (ii) (vii) (vi)

80. Match the organism in List - I with the food through which it is transmitted in List - II.

List - I List - II

(a) Salmonella (i) Raw vegetables and salad

(b) Streptococcus (ii) Low acid canned foods

(c) Clostridium botulinum (iii) Dehydrated vegetables

(d) Taenia Solium (iv) Egg and meat products

(e) Shigella (v) Pork and its products

(vi) Cream and dairy products

Code :

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

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

(2) (iv) (vi) (ii) (v) (i)

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

(4) (iii) (v) (ii) (vi) (i)


79. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ πÊl-¬ŒÊÕ¸ ∑§ ©‚ ‚Á∑˝§ÿ •¥‡Ê ∑§Ê, Á¡‚∑§Ê ‚ê’ãœ ∑Ò¥§‚⁄U ∑§ ’øÊfl ‚ „Ò, ‚ÍøË - II ◊¥ ÁŒ∞ ª∞©‚∑§ dÊÃ ‚ Á◊‹Ê∞°–


(a) »§Êß≈UÊ∑Ò§Á◊∑§‹ (i) ≈U◊Ê≈U⁄U

(b) •À»§Ê Á‹¬ÊÁÿ∑§ ∞Á‚«U (ii) ª˝ËŸ øÊÿ

(c) ç‹ÒflÊŸÊÿ«U‚˜ (iii) •Ê‹Í

(d) Ç‹Í≈UÊÕÊÿÊÒŸ (iv) „ÀŒË

(e) Á‚Á‹ÁŸÿ◊ (v) ’˝ÊÚ∑§Ê‹Ë

(vi) ‚◊ÈŒ˝Ë πÊl-¬ŒÊÕ¸

(vii) ∞‚¬Ò⁄Uª‚

∑Í§≈U —

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

(1) (i) (v) (ii) (vi) (iv)

(2) (v) (i) (iv) (vii) (ii)

(3) (i) (iii) (vii) (vi) (iv)

(4) (v) (iii) (ii) (vii) (vi)

80. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ¡ËflÊáÊÈ•Ê¥ ∑§Ê ‚ÍøË - II ◊¥ ÁŒ∞ ª∞ πÊl-¬ŒÊÕ¸ ‚ Á◊‹Ê∞° Á¡Ÿ∑§ mÊ⁄UÊ fl ‚¥øÊÁ⁄UÃ „ÊÃ „Ò¥–


(a) ‚ÊÀ◊ÊŸÒÀÊÊ (i) ∑§ìÊË ‚Áé¡ÿÊ° fl ‚‹ÊŒ

(b) S≈˛ÒUå≈UÊ∑§Ê∑§‚ (ii) ∑§◊ •ê‹Ëÿ Á«Ué’Ê’ãŒ πÊl-¬ŒÊÕ¸

(c) Ä‹Ê‚Á≈˛UÁ«Uÿ◊ ’ÊÚ≈KÍ‹Êß¸Ÿ◊˜ (iii) ÁŸ¡¸Á‹Ã ‚Áé¡ÿÊ°

(d) Á≈UÁŸÿÊ ‚ÊÁ‹ÿ◊ (iv) •¥«UÊ fl ◊Ê°‚ ©à¬ÊŒ

(e) ‡ÊËª‹Ê (v) ‚Í•⁄U ∑§Ê ◊Ê°‚ fl ©à¬ÊŒ

(vi) ∑˝§Ë◊ fl «U⁄UË ©à¬ÊŒ

∑Í§≈U —

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

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

(2) (iv) (vi) (ii) (v) (i)

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

(4) (iii) (v) (ii) (vi) (i)


81. Match the items in List - I with the foods in List - II.

List - I List - II

(a) Sorbic acid (i) Jelly

(b) Benzoic acid (ii) Beer

(c) Sulphur dioxide (iii) Cheese

(d) Sodium nitrate (iv) Yogurt

(e) Acetic acid (v) Chutney

(f) Niscin (vi) Bread

(vii) Processed meat

Code :

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

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

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

(3) (iii) (v) (vi) (vii) (i) (ii)

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

82. Match the terms in List - I with the areas of operation in List - II.

List - I List - II

(a) Invoice (i) Recipe adjustment

(b) Prospectus (ii) Pricing the product

(c) Satelliting (iii) Performance appraisal

(d) Factor method (iv) Purchase

(e) BARS (v) Storage technique

(f) Percentage method (vi) Commissary service

(vii) Layout planning

Code :

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

(1) (ii) (iii) (vii) (v) (i) (vi)

(2) (iv) (vii) (vi) (ii) (iii) (i)

(3) (v) (i) (ii) (iv) (vi) (vii)

(4) (iii) (ii) (i) (v) (vii) (vi)


81. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ◊ŒÊ¥ ∑§Ê ‚ÍøË - II ◊¥ ÁŒ∞ ª∞ πÊl-¬ŒÊÕÊZ ‚ Á◊‹Ê∞°–


(a) ‚ÊÚ⁄UÁ’∑§ ∞Á‚«U (i) ¡Ò‹Ë

(b) ’Òã¡Êß∑§ ∞Á‚«U (ii) ’Ëÿ⁄U

(c) ‚À»§⁄U «UÊß-•ÊÚÄ‚Êß«U (iii) øË$¡

(d) ‚ÊÁ«Uÿ◊ ŸÊß≈˛U≈U (iv) ÿÊª„¸≈U

(e) ∞Á‚Á≈U∑§ ∞Á‚«U (v) ø≈UŸË

(f) ÁŸÁ‚Ÿ (vi) «U’‹⁄UÊ≈UË

(vii) ‚¥‚ÊÁœÃ ◊Ë≈U

∑Í§≈U —

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

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

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

(3) (iii) (v) (vi) (vii) (i) (ii)

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

82. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ¬ŒÊ¥ ∑§Ê ‚ÍøË - II ◊¥ ÁŒ∞ ‚¥øÊ‹Ÿ ˇÊòÊÊ¥ ‚ Á◊‹Ê∞°–


(a) ßŸflÊÚß‚ (i) ¬Ê∑§ÁflÁœ ∑§Ê ‚◊ÊÿÊ¡Ÿ

(b) Áflfl⁄UáÊ ¬òÊ (ii) ©à¬ÊŒ ∑§Ê ◊ÍÀÿ ÁŸœÊ¸⁄UáÊ

(c) ‚Ò≈U‹ÊßÁ≈¥Uª (iii) •ŸÈ¬Ê‹Ÿ ∑§Ê ◊ÍÀÿÊ¥∑§Ÿ

(d) »Ò§Ä≈U⁄U ÁflÁœ (iv) π⁄UËŒŸÊ

(e) ’Ë.∞.•Ê⁄U.∞‚. (v) ‚¥ª˝„áÊ ∑§Ë ¬˝ÁflÁœ

(f) ¬˝ÁÃ‡ÊÃ ÁflÁœ (vi) ∑§◊Ë‚⁄UË ‚flÊ

(vii) ¬˝ŒÁ‡Ê¸Ã ∑§⁄UŸ ∑§Ë ÿÊ¡ŸÊ

∑Í§≈U —

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

(1) (ii) (iii) (vii) (v) (i) (vi)

(2) (iv) (vii) (vi) (ii) (iii) (i)

(3) (v) (i) (ii) (iv) (vi) (vii)

(4) (iii) (ii) (i) (v) (vii) (vi)


83. Match the terms in List - I with description in List - II.

List - I List - II

(a) Anorexia nervosa (i) Learning by doing

(b) Dementia (ii) Eating disorder

(c) Addiction (iii) Psychological dependence

(d) Pragmatism (iv) Neurological disorder

(v) Emotional imbalance

Code :

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

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

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

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

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

84. Match the organisation in List - I with their area of function in List - II.

List - I List - II

(a) NHRC (i) Adoption

(b) NCPCR (ii) Training and documentation

(c) CARA (iii) Human rights

(d) NIPCCD (iv) Child rights

(v) Disability

Code :

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

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

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

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

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


83. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ¬ŒÊ¥ ∑§Ê ‚ÍøË - II ◊¥ ÁŒ∞ ª∞ fláÊ¸Ÿ ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄¥U–


(a) ˇÊÈœÊ-•÷Êfl (i) ∑§⁄U∑§ ‚ËπŸÊ

(b) ◊ŸÊ÷˝¥‡Ê (ii) ÷Ê¡Ÿ Áfl∑§Ê⁄U

(c) √ÿ‚Ÿ (iii) ◊ŸÊflÒôÊÊÁŸ∑§ ÁŸ÷¸⁄UÃÊ

(d) √ÿÊfl„ÊÁ⁄U∑§ÃÊflÊŒ (iv) Ã¥ÁòÊ∑§ÊªÃ Áfl∑§Ê⁄U

(v) ÷ÊflŸÊà◊∑§ •‚¥ÃÈ‹Ÿ

∑Í§≈U —

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

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

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

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

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

84. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ‚¥ª∆UŸ ∑§Ê ‚ÍøË - II ◊¥ ÁŒ∞ ª∞ ¬˝∑§Êÿ¸ ∑§ ©Ÿ∑§ ˇÊòÊ ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄¥U–


(a) ∞Ÿ.∞ø.•Ê⁄U.‚Ë. (i) ŒûÊ∑§-ª˝„áÊ

(b) ∞Ÿ.‚Ë.¬Ë.‚Ë.•Ê⁄U. (ii) ¬˝Á‡ÊˇÊáÊ ∞fl¥ ¬˝‹πŸ

(c) ‚Ë.∞.•Ê⁄U.∞. (iii) ◊ÊŸfl •Áœ∑§Ê⁄U

(d) ∞Ÿ.•Êß¸.¬Ë.‚Ë.‚Ë.«UË. (iv) ’Ê‹ •Áœ∑§Ê⁄U

(v) ÁŸ—‡ÊÄàÊÃÊ

∑Í§≈U —

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

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

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

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

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


85. Match the stage in List - I with achievement in List - II.

List - I List - II

(a) Sensory motor stage (i) Centration

(b) Preoperational stage (ii) Object permanence

(c) Concrete operations (iii) Test hypothesis

(d) Formal operations (iv) Conservation of numbers

(v) Formation

Code :

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

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

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

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

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

86. Match the dyes given in List - I with their characteristics given in List - II.

List - I List - II

(a) Disperse dye (i) Contain a functional group to improve solubility inalcohols

(b) Direct dye (ii) Applied from acid bath

(c) Azoic dye (iii) Water-soluble dyes and substantive to cellulose and proteinfibers

(d) Metallized dye (iv) Dye developed with in textile from chemical reactions

(v) Only slightly soluble in water and diffuses into mostthermoplastic fibers

Code :

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

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

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

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

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


85. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ø⁄UáÊ ∑§Ê ‚ÍøË - II ◊¥ ŒË ªß¸ ©¬‹Áéœ ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄¥U–


(a) ‚¥flŒË ¬˝⁄U∑§ ø⁄UáÊ (i) ‚¥≈˛U‡ÊŸ

(b) ÃÒÿÊ⁄UË ∑§Ê ø⁄UáÊ (ii) flSÃÈ-SÕÊÁÿàfl

(c) ∆UÊ‚ •ÊÚ¬⁄U‡ÊŸ (iii) ¬⁄UËˇÊáÊ ¬Á⁄U∑§À¬ŸÊ

(d) •ÊÒ¬øÊÁ⁄U∑§ ¬˝øÊ‹Ÿ (iv) ‚¥ÅÿÊ•Ê¥ ∑§Ê ‚¥⁄UˇÊáÊ

(v) ª∆UŸ

∑Í§≈U —

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

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

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

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

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

86. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ⁄¥U¡∑§Ê¥ ∑§Ê Á◊‹Ê¬ ‚ÍøË - II ◊¥ ŒË ªß¸ ©Ÿ∑§Ë Áfl‡Ê·ÃÊ•Ê¥ ‚ ∑§Á⁄U∞–


(a) Á«US¬‚¸ ⁄¥U¡∑§ (i) •À∑§Ê„‹ ◊¥ Áfl‹ÿÃÊ ∑§Ê ‚ÈœÊ⁄UŸ ∑§ Á‹∞ ∞∑§ ∑§ÊÿÊ¸à◊∑§ ‚◊Í„ „ÊÃÊ „Ò–

(b) «UÊß⁄ÒUÄ≈U ⁄¥U¡∑§ (ii) ∞Á‚«U ⁄¥U¡∑§ ‚ ‹ÊªÍ

(c) ∞¡Êß∑§ ⁄¥U¡∑§ (iii) ‚‹È‹Ê¡ •ÊÒ⁄U ¬˝Ê≈UËŸ »§Êß’⁄U ∑§ Á‹∞ ∆UÊ‚ •ÊÒ⁄U ¬ÊŸË ◊¥ ÉÊÈ‹Ÿ‡ÊË‹ ⁄¥U¡∑§

(d) ◊Ò≈U‹Êßï«U ⁄¥U¡∑§ (iv) ⁄UÊ‚ÊÿÁŸ∑§ ¬˝ÁÃÁ∑˝§ÿÊ ‚ ⁄¥U¡∑§ ∑§Ê ∑§¬«∏U ◊¥ Áfl∑§Á‚Ã „ÊŸÊ

(v) ∑§fl‹ ¬ÊŸË ◊¥ ÕÊ«∏Ê ÉÊÈ‹Ÿ‡ÊË‹ fl •Áœ∑§Ê¥‡Ê Õ◊Ê¸å‹ÊÁS≈U∑§ »§Êß’⁄U ◊¥»Ò§‹ŸÊ

∑Í§≈U —

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

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

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

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

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


87. Match the items given in List - I with their description given in List - II.

List - I List - II

(a) Toiles de Jouy (i) Fabric with honey comb weave

(b) Tapestry (ii) Fabric with delicate printed designs

(c) Tapa (iii) Pattern woven in coloured filling yarns

(d) Waffle cloth (iv) A non woven cloth

(v) Type of quilting

Code :

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

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

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

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

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

88. Match the testing equipments given in List - I with their purpose for testing given in List - II.

List - I List - II

(a) Gray scale (i) Light fastness

(b) Xenon Arc (ii) Rub fastness

(c) Crockometer (iii) Safety in clothing

(d) Sharp point tester (iv) Wash fastness

(v) Staining test and change in colour

Code :

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

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

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

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

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


87. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ◊ŒÊ¥ ∑§Ê Á◊‹ÊŸ ‚ÍøË - II ◊¥ ÁŒ∞ ª∞ ©Ÿ∑§ Áflfl⁄UáÊ ‚ ∑§⁄¥U–


(a) ≈UÊÒß‹‚ «UË ¡ÊÒÿ (i) „ŸË ∑§Êê’ ’ÈŸÊß¸ ‚ ’ŸÊ ∑§¬«∏Ê

(b) ≈ÒU¬S≈˛UË (ii) ŸÊ¡È∑§ ¿U¬Êß¸ Á«U$¡ÊßŸ ∑§ ‚ÊÕ ∑§¬«∏U

(c) ÃÊ¬Ê (iii) ⁄¥UªËŸ ’ÊŸ œÊªÊ¥ ‚ ’ÈŸÊ ¬Ò≈UŸ¸

(d) flÊ»§‹ Ä‹ÊÕ (iv) Á’ŸÊ ’ÈŸÊ ∑§¬«∏UÊ

(v) ⁄U¡Êß¸ ∑§Ê ¬˝∑§Ê⁄U

∑Í§≈U —

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

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

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

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

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

88. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ¬⁄UËˇÊáÊ ©¬∑§⁄UáÊÊ¥ ∑§Ê ◊‹ ‚ÍøË - II ◊¥ ÁŒ∞ ª∞ ¬⁄UËˇÊáÊ ∑§ ©g‡ÿ ‚ ∑§⁄¥U–


(a) ª˝ S∑§‹ (i) ⁄UÊ‡ÊŸË ÁSÕ⁄UÃÊ

(b) $¡ÒŸÊŸ •Ê∑¸§ (ii) ⁄Uª«∏ ÁSÕ⁄UÃÊ

(c) ∑˝§Ê∑§-◊Ë≈U⁄U (iii) ∑§¬«∏Ê¥ ◊¥ ‚È⁄UˇÊÊ

(d) Ã¡ Á’¥ŒÈ ¬⁄UËˇÊ∑§ (iv) œÈ‹Êß¸ ◊¥ ÁSÕ⁄UÃÊ

(v) œé’ ∑§Ê ¬⁄ËˇÊáÊ •ÊÒ⁄U ⁄¥Uª ◊¥ ’Œ‹Êfl

∑Í§≈U —

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

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

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

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

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


89. Match the description given in List - I with the terms given in List - II.

List - I List - II

(a) A device for transmitting information to some machine (i) Display

(b) Measurement of intensity of sound (ii) Hertz (Hz)

(c) A study of human motion and its physical aspects (iii) Electromyography

(d) Measurement of frequency of sound (iv) Control

(e) A technique of presenting information about the (v) Biomechanics

state of a system

(vi) Decibel (dB)

Code :

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

(1) (iii) (ii) (vi) (i) (v)

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

(3) (iv) (vi) (v) (ii) (i)

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

90. Match the terms given in List - I with the items in List - II.

List - I List - II

(a) Proportion (i) Furniture Joint

(b) Butt (ii) Greek oblong

(c) Glare (iii) Color dimension

(d) Valve (iv) Surface ornamentation

(e) Pattern (v) Illumination

(vi) Accessories

Code :

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

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

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

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

(4) (vi) (v) (iii) (i) (ii)


89. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ fláÊ¸Ÿ ∑§Ê ‚ÍøË - II ◊¥ ÁŒ∞ ª∞ ¬ŒÊ¥ ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄¥U–


(a) ∑È§¿U ◊‡ÊËŸÊ¥ ∑§Ê ‚ÍøŸÊ ‚ê¬˝Á·Ã ∑§⁄UŸ ∑§ Á‹∞ ∞∑§ ©¬∑§⁄UáÊ (i) Á«USå‹

(b) äflÁŸ ∑§Ë ÃËfl˝ÃÊ ∑§Ê ◊Ê¬Ÿ (ii) „≈˜¸¡ (Hz)

(c) ◊ÊŸfl ªÁÃ ∞fl¥ ß‚∑§ ‡ÊÊ⁄UËÁ⁄U∑§ ¬„‹È•Ê¥ ∑§Ê •äÿÿŸ (iii) ß‹Ä≈˛UÊêÿÊª˝ÊÚ»§Ë

(d) äflÁŸ ∑§Ë •ÊflÎÁûÊ ∑§Ê ◊Ê¬Ÿ (iv) ∑¥§≈˛UÊ‹

(e) ∞∑§ ¬˝áÊÊ‹Ë ∑§Ë Œ‡ÊÊ ∑§ ’Ê⁄U ◊¥ ‚ÍøŸÊ ¬˝SÃÈÃ ∑§⁄UŸ ∑§Ë ∞∑§ Ã∑§ŸË∑§ (v) ’ÊÿÊ◊∑§ÁŸÄ‚

(vi) «UÁ‚’‹ (dB)

∑Í§≈U —

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

(1) (iii) (ii) (vi) (i) (v)

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

(3) (iv) (vi) (v) (ii) (i)

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

90. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ‡ÊéŒÊ¥ ∑§Ê ‚ÍøË - II ◊¥ ŒË ªß¸ ◊ŒÊ¥ ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ —


(a) •ŸÈ¬ÊÃ (i) »§ŸË¸ø⁄U ¡Ê«∏ ÿÊ ‚¥Áœ

(b) ’≈U (ii) ª˝Ë∑§ ŒËÉÊÊ¸ÿÊÃ

(c) ø◊∑§ (iii) ⁄¥Uª Áfl◊Ê

(d) flÊÀfl/∑§¬Ê≈U (iv) ‚Ã„Ë •‹¥∑§⁄UáÊ

(e) ¬Ò≈UŸ¸ (v) ¬˝ŒË¬Ÿ

(vi) ‚„Êÿ∑§ ©¬∑§⁄UáÊ

∑Í§≈U —

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

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

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

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

(4) (vi) (v) (iii) (i) (ii)


91. Match the terms given in List - I with the description given in List - II.

List - I List - II

(a) CERC (i) Flow of goods and services in the economy

(b) GNP (ii) International Organisation for Consumer Protection

(c) CI (iii) National Consumer Organisation

(d) OMBUDSMAN (iv) Alternative Agency for consumer Redressel

(e) District Forum (v) Journal for Consumer Education

(vi) Consumer Protection Act

Code :

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

(1) (iv) (ii) (iii) (v) (vi)

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

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

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

92. Match the mass communication theories given in List - I with their basic guiding philosophygiven in List - II.

List - I List - II

(a) Authoritarian (i) Media are free

(b) Libertarian (ii) Media are free but responsible

(c) Social Responsibility (iii) Media are controlled

(d) Soviet Communist (iv) Media are universal

(e) Development Media (v) Media to assist in growth of society

(vi) Media are agents of government

Code :

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

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

(2) (iii) (i) (ii) (vi) (v)

(3) (iii) (vi) (ii) (i) (v)

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


91. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ‡ÊéŒÊ¥ ∑§Ê ‚ÍøË - II ◊¥ ÁŒ∞ Áflfl⁄UáÊ ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞–


(a) ‚Ë.ß.•Ê⁄U.‚Ë. (i) •Õ¸√ÿflSÕÊ ◊¥ flSÃÈ•Ê¥ •ÊÒ⁄U ‚flÊ•Ê¥ ∑§Ê ¬˝flÊ„

(b) ¡Ë.∞Ÿ.¬Ë. (ii) ©¬÷ÊÄÃÊ ‚¥⁄UˇÊáÊ ∑§ Á‹∞ •¥Ã⁄UÊ¸c≈˛UËÿ ‚¥ª∆UŸ

(c) ‚Ë.•Êß¸. (iii) ⁄UÊc≈˛UËÿ ©¬÷ÊÄÃÊ ‚¥ª∆UŸ

(d) •Ê◊’«˜‚◊ÒŸ (iv) ©¬÷ÊÄÃÊ ÁŸflÊ⁄UáÊ „ÃÈ flÒ∑§ÁÀ¬∑§ ∞¡ã‚Ë

(e) Á¡‹Ê »§Ê⁄U◊ (v) ©¬÷ÊÄÃÊ Á‡ÊˇÊÊ ¬ÁòÊ∑§Ê

(vi) ©¬÷ÊÄÃÊ ‚¥⁄UˇÊáÊ •ÁœÁŸÿ◊

∑Í§≈U —

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

(1) (iv) (ii) (iii) (v) (vi)

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

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

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

92. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ¡Ÿ ‚¥øÊ⁄U Á‚hÊ¥ÃÊ¥ ∑§Ê ‚ÍøË - II ◊¥ ÁŒ∞ ª∞ ©Ÿ∑§ ’ÈÁŸÿÊŒË ◊Êª¸Œ‡Ê¸∑§ Œ‡Ê¸Ÿ ∑§ ‚ÊÕ ‚È◊Á‹Ã∑§⁄¥U–


(a) ‚ûÊÊflÊŒË (i) ◊ËÁ«UÿÊ SflÃ¥òÊ „Ò

(b) Sflë¿UÊÃ¥òÊflÊŒ (ii) ◊ËÁ«UÿÊ SflÃ¥òÊ Á∑§¥ÃÈ Á¡ê◊ŒÊ⁄U „Ò

(c) ‚Ê◊ÊÁ¡∑§ ©ûÊ⁄UŒÊÁÿàfl (iii) ◊ËÁ«UÿÊ ÁŸÿ¥ÁòÊÃ „Ò

(d) ‚ÊÁflÿÃ ∑§êÿÈÁŸS≈U (iv) ◊ËÁ«UÿÊ ‚Êfl¸÷ÊÒ◊ „Ò

(e) «Ufl‹¬◊¥≈U ◊ËÁ«UÿÊ (v) ◊ËÁ«UÿÊ ∑§Ê ‚◊Ê¡ ∑§ Áfl∑§Ê‚ ◊¥ ‚„ÊÿÃÊ ∑§⁄UŸË „Ò

(vi) ◊ËÁ«UÿÊ ‚⁄U∑§Ê⁄U ∑§ ∞¡¥≈U „Ò¥

∑Í§≈U —

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

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

(2) (iii) (i) (ii) (vi) (v)

(3) (iii) (vi) (ii) (i) (v)

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


93. Match the names of the proponents of the extension and development initiatives given inList - I with the project/scheme they are associated with given in List - II.

List - I List - II

(a) Albert Mayer (i) Sriniketan Project

(b) Rabindra Nath Tagore (ii) Sevagram Project

(c) F.L. Bryam (iii) Marthandam Project

(d) M.K. Gandhi (iv) Ettawah Project

(e) Spencer Hatch (v) Gurgaon Project

(vi) Servants of India Project

Code :

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

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

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

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

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

94. Match the elements of communication process given in List - I with the type of communicationresearch they relate to given in List - II.

List - I List - II

(a) Who says ? (i) Content research

(b) Says what ? (ii) Medium research

(c) In which channel ? (iii) Audience research

(d) To whom ? (iv) Control research

(e) With what effect ? (v) Effects research

(vi) Flexibility research

Code :

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

(1) (i) (ii) (iii) (vi) (v)

(2) (ii) (vi) (iv) (iii) (v)

(3) (iii) (iv) (ii) (vi) (v)

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


93. ‚ÍøË - I ◊¥ ŒË ªß¸ ÁflSÃÊ⁄U ∞fl¥ Áfl∑§Ê‚ ¬„‹ ∑§ ¬˝SÃÊfl∑§Ê¥ ∑§ ŸÊ◊Ê¥ ∑§Ê ‚ÍøË - II ◊¥ ŒË ªß¸ ©‚ ¬Á⁄UÿÊ¡ŸÊ / S∑§Ë◊ ∑§‚ÊÕ ‚È◊Á‹Ã ∑§⁄U¥ Á¡‚‚ fl ¡È«∏ „È∞ „Ò¥–


(a) •À’≈¸U ◊ÿ⁄U (i) üÊËÁŸ∑§ÃŸ ¬Á⁄UÿÊ¡ŸÊ

(b) ⁄U’ËãŒ˝ŸÊÕ ≈ÒUªÊ⁄U (ii) ‚flÊª˝Ê◊ ¬Á⁄UÿÊ¡ŸÊ

(c) ∞»§.∞‹. ’˝Êÿ◊ (iii) ◊ÊÕZ«U◊ ¬Á⁄UÿÊ¡ŸÊ

(d) ∞◊.∑§. ªÊ¥œË (iv) ß≈UÊflÊ ¬Á⁄UÿÊ¡ŸÊ

(e) S¬¥‚⁄U „Òø (v) ªÈ«∏ªÊ¥fl ¬Á⁄UÿÊ¡ŸÊ

(vi) ‚fl¸ã≈˜U‚ •ÊÚ»§ ß¥Á«UÿÊ ¬˝Ê¡Ä≈U

∑Í§≈U —

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

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

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

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

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

94. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ‚¥øÊ⁄UáÊ ¬˝Á∑˝§ÿÊ ∑§ ÃàflÊ¥ ∑§Ê ‚ÍøË - II ◊¥ ÁŒ∞ ª∞ ‚¥øÊ⁄U ‡ÊÊœ ∑§ ¬˝∑§Ê⁄U ∑§ ‚ÊÕ ‚È◊Á‹Ã∑§ËÁ¡∞–


(a) ∑§ÊÒŸ ∑§„ÃÊ „Ò? (i) Áfl·ÿflSÃÈ ‡ÊÊœ

(b) ÄÿÊ ∑§„ÃÊ „Ò? (ii) ◊Êäÿ◊ ‡ÊÊœ

(c) Á∑§‚ ◊Êäÿ◊ ◊¥? (iii) üÊÊÃÊªáÊ ‡ÊÊœ

(d) Á∑§‚? (iv) ÁŸÿãòÊáÊ ‡ÊÊœ

(e) Á∑§‚ ¬˝÷Êfl ∑§ ‚ÊÕ? (v) ¬˝÷Êfl ‡ÊÊœ

(vi) ŸêÿÃÊ ‡ÊÊœ

∑Í§≈U —

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

(1) (i) (ii) (iii) (vi) (v)

(2) (ii) (vi) (iv) (iii) (v)

(3) (iii) (iv) (ii) (vi) (v)

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


95. Match the items in List - I with items in List - II.

List - I List - II

(a) Type I error (i) 95% area under curve

(b) Kruskal-Wallis test (ii) % of cases falling below a given score point

(c) Centile rank (iii) Distribution free test

(d) Directional alternate (iv) 99.7% area under curve

hypothesis

(e) X ±3 S.D. (v) Rejecting true null hypothesis

(vi) Accepting false null hypothesis

(vii) HA

: µ ≠ 30

(viii) HA

: µ < 30

Code :

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

(1) (vi) (iii) (ii) (viii) (i)

(2) (v) (iii) (ii) (viii) (iv)

(3) (vi) (iii) (ii) (vii) (iv)

(4) (v) (iii) (ii) (vii) (i)

96. Match the types of indicators given in List - I with their explanation given in List - II.

List - I List - II

(a) Direct indicators (i) Set to be measured within a time frame

(b) Formative indicators (ii) Measure magnitude of change

(c) Summative indicators (iii) Used when expected change is not directlyobservable

(d) Quantitative indicators (iv) Relate to precise and comprehensive change

(e) Process indicators (v) Measure performance at the end

(vi) Measure qualitative data

Code :

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

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

(2) (iv) (v) (i) (ii) (vi)

(3) (iv) (i) (v) (ii) (vi)

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


95. ‚ÍøË - I ∑§ ◊ŒÊ¥ ∑§Ê ‚ÍøË - II ∑§Ë ◊ŒÊ¥ ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄¥U —


(a) ≈UÊß¬ I ª‹ÃË (i) fl∑˝§ ∑§ •œËŸ 95% ˇÊòÊ

(b) ∑˝È§‚∑§Ê‹-flÊÁ‹‚ ¬⁄UËˇÊáÊ (ii) ÁŒ∞ ª∞ S∑§Ê⁄U åflÊß¥≈U ∑§ ŸËø •ÊŸ flÊ‹ % ◊Ê◊‹

(c) ‚¥≈UÊß‹ ⁄Ò¥U∑§ (iii) ’á≈UŸ ◊ÈÄÃ ¬⁄UËˇÊáÊ

(d) ÁŒ‡ÊÊà◊∑§ flÒ∑§ÁÀ¬∑§ ¬Á⁄U∑§À¬ŸÊ (iv) fl∑˝§ ∑§ •œËŸ 99.7% ˇÊòÊ

(e) X ±3 S.D. (v) ÿÕÊÕ¸ ‡ÊÍãÿ ¬Á⁄U∑§À¬ŸÊ ∑§Ê Ÿ∑§Ê⁄UŸÊ

(vi) •ÿÕÊÕ¸ ‡ÊÍãÿ ¬Á⁄U∑§À¬ŸÊ ∑§Ê SflË∑Î§Ã ∑§⁄UŸÊ

(vii) HA

: µ ≠ 30

(viii) HA

: µ < 30

∑Í§≈U —

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

(1) (vi) (iii) (ii) (viii) (i)

(2) (v) (iii) (ii) (viii) (iv)

(3) (vi) (iii) (ii) (vii) (iv)

(4) (v) (iii) (ii) (vii) (i)

96. ‚ÍøË - I ◊¥ ÁŒ∞ ª∞ ‚Íø∑§Ê¥ ∑§ ¬˝∑§Ê⁄UÊ¥ ∑§Ê ‚ÍøË - II ◊¥ ŒË ªß¸ ©Ÿ∑§Ë √ÿÊÅÿÊ ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄¥U —


(a) ¬˝àÿˇÊ ‚Íø∑§ (i) ∞∑§ ‚◊ÿ-‚Ë◊Ê ∑§ ÷ËÃ⁄U ◊Ê¬ ¡ÊŸ ∑§ Á‹∞ ÁŸÿÃ

(b) ¬˝Ê⁄¥UÁ÷∑§ ‚Íø∑§ (ii) ¬Á⁄UflÃ¸Ÿ ∑§ ¬Á⁄U◊ÊáÊ ∑§Ê ◊Ê¬Ÿ ∑§⁄UŸÊ

(c) ‚Ê⁄UÊ¥‡Ê ‚Íø∑§ (iii) ©‚ ‚◊ÿ ©¬ÿÊª Á∑§ÿÊ ¡ÊÃÊ „Ò ¡’ ¬˝àÿÊÁ‡ÊÃ ¬Á⁄UflÃ¸Ÿ ¬˝àÿˇÊM§¬ ‚ Œπ ¡ÊŸ ÿÊÇÿ Ÿ„Ë¥ „Ê

(d) ªÈáÊÊà◊∑§ ‚Íø∑§ (iv) ‚≈UË∑§ ∞fl¥ √ÿÊ¬∑§ ¬Á⁄UflÃ¸Ÿ ‚ ‚¥’¥ÁœÃ „ÊÃÊ „Ò

(e) ¬˝Á∑˝§ÿÊ ‚Íø∑§ (v) •ÊÁπ⁄U ◊¥ ∑§Êÿ¸-ÁŸc¬ÊŒŸ ∑§Ê ◊Ê¬Ÿ Á∑§ÿÊ ¡ÊÃÊ „Ò

(vi) ªÈáÊÊà◊∑§ •Ê¥∑§«∏Ê¥ ∑§Ê ◊Ê¬Ÿ „ÊÃÊ „Ò

∑Í§≈U —

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

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

(2) (iv) (v) (i) (ii) (vi)

(3) (iv) (i) (v) (ii) (vi)

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


Read the passage given below and answer Q. 97 to 100.

Given the evidence we have, that early and exclusive breastfeeding for the first six

months can contribute substantially to enhance child survival, and good complementary

feeding can contribute to reduction in stunting, it becomes imperative that action on early

nutrition must be taken. A pilot project provides useful model to set up delivery mechanism.

It used both community based and facility based strategy for promotion of optimal Infant

and Young Child Feeding (IYCF). The IYCF practices skilled counselling, better supervision

and monitoring with the aim of reaching out to all pregnant and lactating women, to contribute

to the nutrition and health status of their children under two.

A base-line pre-intervention evaluation was done to document feeding practices. The

implementation included building capacity at the grassroots and support system at the block

and district level. This was achieved through engaging 48 local graduate women ‘mentors’

-, eight in each of the six blocks. These ‘mentors’ were trained as trainers with knowledge

and skills of counselling on feeding practices. They were also asked to further train a team of

3-4 ‘Village level counsellors’ from among Anganwadi workers, ASHA, Dai (Traditional

Birth Attendant) or a link mother from the same village, who formed a ‘Mother Support

Group’. These did home-visiting and facility based counselling to provide education to mothers

and families on breastfeeding and complementary feeding. They used ‘counselling guides’

received along with their training, for the purpose of counselling. They also used IEC approach

and materials like pamphlets and posters etc. The village level counsellors helped and

supported mothers with feeding difficulties, and referred them to block level counselling

centres if they were not able to solve any problem.

The post intervention evaluation showed significant improvement in four feeding

practices, namely, reduction in prelacteal feeding from 44.4% to 28.3%, increase in initiation

of breastfeeding within one hour of birth from 39.2% to 57.9%, exclusive breastfeeding for

the first six months from 6.85% to 24.9% and introduction of complementary foods along

with continued breastfeeding between 6-9 months from 4.6% to 35.8%.

97. Which research design was used in the pilot project ?

(1) Descriptive (2) Exploratory (3) Experimental (4) Survey

98. The use of training a few ‘mentors’ to train village level workers is called :

(1) Counselling guides (2) Mother’s support group

(3) Training of trainers (4) Village level counsellors


ÁŸêŸ ªl ∑§Ê ¬…∏¥ •ÊÒ⁄U ¬˝‡Ÿ 97 ‚ 100 Ã∑§ ∑§ ©ûÊ⁄U Œ¥–

„◊Ê⁄U ¬Ê‚ ß‚ ’ÊÃ ∑§Ê ¬˝◊ÊáÊ ŒπÃ „È∞ Á∑§ ¬„‹ ¿U„ ◊„ËŸÊ¥ ∑§ Á‹∞ ‡ÊÈL§•ÊÃË ∞fl¥ •Ÿãÿ SÃãÿ •Ê„Ê⁄U ‚ ’Ê‹©ûÊ⁄U¡ËÁflÃÊ ∑§Ê ’…∏ÊŸ ◊¥ ∑§Ê»§Ë ÿÊªŒÊŸ Á◊‹ ‚∑§ÃÊ „Ò •ÊÒ⁄U •ë¿U ¬Í⁄U∑§ •Ê„Ê⁄U ‚ L§Œ˜œÁfl∑§Ê‚ ◊¥ ∑§◊Ë ‹ÊŸ ◊¥ÿÊªŒÊŸ Á◊‹ ‚∑§ÃÊ „Ò, ÿ„ •fl‡ÿ∑§⁄UáÊËÿ „Ê ¡ÊÃÊ „Ò Á∑§ ‡ÊÈL§•ÊÃË ¬Ê·áÊ ¬⁄U ∑§Ê⁄¸UflÊß¸ •fl‡ÿ ∑§Ë ¡ÊŸË øÊÁ„∞– ∞∑§¬˝ÊÿÊÁª∑§ ¬Á⁄UÿÊ¡ŸÊ ‚ ‚È¬ÍŒ¸ªË Ã¥òÊ SÕÊÁ¬Ã ∑§⁄UŸ ◊¥ ©¬ÿÊªË ◊ÊÚ«U‹ Á◊‹ÃÊ „Ò– ß‚Ÿ ‚÷Ë ª÷¸flÃË ∞fl¥ SÃãÿdfláÊ∑§⁄UŸ flÊ‹Ë ◊Á„‹Ê•Ê¥ Ã∑§ ¬„È°øŸ, ©Ÿ∑§ ŒÊ ‚Ê‹ ‚ ∑§◊ ©◊˝ ∑§ ’ëøÊ¥ ∑§Ë ¬Ê·áÊªÃ ∞fl¥ SflÊSâÿªÃ ÁSÕÁÃ ◊¥ ÿÊªŒÊŸ∑§⁄UŸ ∑§ ©Œ˜Œ‡ÿ ‚ ∑È§‡Ê‹ ¬⁄UÊ◊‡Ê¸ ‚flÊ, ’„Ã⁄U ¬ÿ¸flˇÊáÊ ∞fl¥ ÁŸª⁄UÊŸË ∑§ ◊Êäÿ◊ ‚ ßc≈UÃ◊ Á‡Ê‡ÊÈ ∞fl¥ •À¬flÿ ’Ê‹•Ê„Ê⁄U (•Êß¸.flÊß¸.‚Ë.∞»§.) ¬Á⁄U¬ÊÁ≈UÿÊ¥ ∑§ ‚¥flœ¸Ÿ ∑§ Á‹∞ ‚◊ÈŒÊÿ •ÊœÊÁ⁄UÃ ∞fl¥ ‚ÈÁflœÊ-∑§ãŒ˝ •ÊœÊÁ⁄UÃ ŒÊŸÊ¥∑§Êÿ¸ŸËÁÃÿÊ¥ ∑§Ê ©¬ÿÊª Á∑§ÿÊ–

•Ê„Ê⁄U ¬Á⁄U¬ÊÁ≈UÿÊ¥ ∑§Ê ¬˝‹πŸ ∑§⁄UŸ ∑§ Á‹∞ ∞∑§ ’‚‹ÊßŸ ß¥≈U⁄Uflã‡ÊŸ-¬Ífl¸ ◊ÍÀÿÊ¥∑§Ÿ Á∑§ÿÊ ªÿÊ– ∑§ÊÿÊ¸ãflÿŸ◊¥ ¡◊ËŸË SÃ⁄U ¬⁄U ˇÊ◊ÃÊ ∑§Ê ÁŸ◊Ê¸áÊ ∑§⁄UŸÊ •ÊÒ⁄U é‹ÊÚ∑§ ∞fl¥ Á¡‹Ê SÃ⁄U ¬⁄U ‚◊Õ¸∑§ Ã¥òÊ ∑§Ê ÁŸ◊Ê¸áÊ ∑§⁄UŸÊ ‡ÊÊÁ◊‹ Õ–ß‚ 48 SÕÊŸËÿ SŸÊÃ∑§ ◊Á„‹Ê “¬⁄UÊ◊‡Ê¸ŒÊÃÊ•Ê¥ (◊¥≈U⁄U)”- ¬˝àÿ∑§ ¿U„ é‹ÊÚ∑§ ◊¥ •Ê∆U-∑§ ¬Á⁄UÁŸÿÊ¡Ÿ ∑§ ◊Êäÿ◊ ‚„ÊÁ‚‹ Á∑§ÿÊ ªÿÊ– ßŸ “◊¥≈U⁄UÊ¥” ∑§Ê •Ê„Ê⁄U ¬Á⁄U¬ÊÁ≈UÿÊ¥ ¬⁄U ¬⁄UÊ◊‡Ê¸ ŒŸ ∑§ ôÊÊŸ ∞fl¥ ∑§ÊÒ‡Ê‹ ∑§ ‚ÊÕ ¬˝Á‡ÊˇÊ∑§Ê¥ ∑§ M§¬ ◊¥¬˝Á‡ÊÁˇÊÃ Á∑§ÿÊ ªÿÊ ÕÊ– ©ã„¥ •Êª •Ê¥ªŸflÊ«∏Ë fl∑¸§⁄UÊ¥, •Ê‡ÊÊ, ŒÊß¸ ÿÊ ©‚Ë ªÊ¥fl ‚ Á‹¥∑§ ◊Œ⁄U ◊¥ ‚ 3 - 4 “ª˝Ê◊SÃ⁄UËÿ¬⁄UÊ◊‡Ê¸ŒÊÃÊ•Ê¥” ∑§Ë ∞∑§ ≈UË◊ ∑§Ê ¬˝Á‡ÊÁˇÊÃ ∑§⁄UŸ ∑§ Á‹∞ ÷Ë ∑§„Ê ªÿÊ ÕÊ ¡Ê “◊ÊÃÎ ‚„ÿÊª ‚◊Í„” ∑§Ê ÁŸ◊Ê¸áÊ ∑§⁄UÃ Õ–©ã„Ê¥Ÿ SÃãÿ •Ê„Ê⁄U •ÊÒ⁄U ¬Í⁄U∑§ •Ê„Ê⁄U ¬⁄U ◊ÊÃÊ•Ê¥ ∞fl¥ ¬Á⁄UflÊ⁄UÊ¥ ∑§Ê Á‡ÊˇÊÊ ŒŸ ∑§ Á‹∞ ÉÊ⁄UÊ¥ ∑§Ê ŒÊÒ⁄UÊ Á∑§ÿÊ •ÊÒ⁄U ‚ÈÁflœÊ∑§ãŒ˝ •ÊœÊÁ⁄UÃ ¬⁄UÊ◊‡Ê¸ ÁŒÿÊ– ©ã„Ê¥Ÿ ¬⁄UÊ◊‡Ê¸ ŒŸ ∑§ ¬˝ÿÊ¡ŸÊÕ¸ •¬Ÿ ¬˝Á‡ÊˇÊáÊ ∑§ ‚ÊÕ ¬˝ÊåÃ “¬⁄UÊ◊‡Ê¸ ªÊß«UÊ¥” ∑§Ê©¬ÿÊª Á∑§ÿÊ– ©ã„Ê¥Ÿ ¬ø¸ •ÊÒ⁄U ¬ÊS≈U⁄U •ÊÁŒ ¡Ò‚ •Êß¸.ß¸.‚Ë. ∑§ Ã⁄UË∑§Ê¥ ∞fl¥ ‚Ê◊ª˝Ë ∑§Ê ÷Ë ßSÃ◊Ê‹ Á∑§ÿÊ– ª˝Ê◊SÃ⁄UËÿ¬⁄UÊ◊‡Ê¸ŒÊÃÊ•Ê¥ Ÿ •Ê„Ê⁄UªÃ ∑§Á∆UŸÊßÿÊ¥ ∑§ ‚¥’¥œ ◊¥ ◊ÊÃÊ•Ê¥ ∑§Ë ‚„ÊÿÃÊ ∑§Ë, •ÊÒ⁄U ÿÁŒ fl Á∑§‚Ë ÷Ë ‚◊SÿÊ ∑§Ê‚◊ÊœÊŸ Ÿ„Ë¥ ∑§⁄U ¬Ê∞ ÃÊ ©ã„¥ é‹ÊÚ∑§ SÃ⁄UËÿ ¬⁄UÊ◊‡Ê¸ ∑§ãŒ˝ ÷¡Ê–

ß¥≈U⁄Uflã‡ÊŸ-©¬⁄UÊ¥Ã ◊ÍÀÿÊ¥∑§Ÿ ◊¥ øÊ⁄U •Ê„Ê⁄U ¬Á⁄U¬ÊÁ≈UÿÊ¥, ŸÊ◊Ã—, ŒÈÇœ‚◊ flÊÁ„ŸË-¬Ífl¸ •Ê„Ê⁄U ∑§Ê 44.4% ‚ ∑§◊„Ê∑§⁄U 28.3% „ÊŸÊ, ¡ã◊ ∑§ ∞∑§ ÉÊ¥≈U ∑§ ÷ËÃ⁄U SÃãÿ •Ê„Ê⁄U ∑§Ë ‡ÊÈL§•ÊÃ ∑§⁄UŸ ◊¥ 39.2% ‚ 57.9% ∑§Ë ’…∏ÊÃ⁄UË„ÊŸÊ, ¬˝Õ◊ ¿U„ ◊„ËŸÊ¥ ∑§ Á‹∞ •Ÿãÿ SÃãÿ •Ê„Ê⁄U ∑§Ê 6.85% ‚ 24.9% „Ê ¡ÊŸÊ •ÊÒ⁄U 6 - 9 ◊„ËŸÊ¥ ∑§ ’Ëø ¡Ê⁄UËSÃãÿ •Ê„Ê⁄U ∑§ ‚ÊÕ ‚ê¬Í⁄U∑§ •Ê„Ê⁄U ÁŒ∞ ¡ÊŸ ∑§Ê 4.6% ‚ 35.8% „Ê ¡ÊŸÊ, ◊¥ ©À‹πŸËÿ ‚ÈœÊ⁄U ŒπÊ ªÿÊ–

97. ¬˝ÊÿÊÁª∑§ ¬Á⁄UÿÊ¡ŸÊ ◊¥ Á∑§‚ ‡ÊÊœ •Á÷∑§À¬ (Á⁄U‚ø¸ Á«U$¡ÊßŸ) ∑§Ê ©¬ÿÊª Á∑§ÿÊ ªÿÊ ÕÊ?

(1) fláÊ¸ŸÊà◊∑§ (2) •ãfl·áÊÊà◊∑§ (3) ¬˝ÊÿÊÁª∑§ (4) ‚fl¸ˇÊáÊ

98. ª˝Ê◊SÃ⁄UËÿ fl∑¸§⁄UÊ¥ ∑§Ê ¬˝Á‡ÊÁˇÊÃ ∑§⁄UŸ ∑§ Á‹∞ ∑È§¿U “◊¥≈U⁄UÊ¥” ∑§Ê ¬˝Á‡ÊÁˇÊÃ ∑§⁄UŸ ∑§Ê ©¬ÿÊª ∑§⁄UŸÊ ÄÿÊ ∑§„‹ÊÃÊ „Ò?

(1) ¬⁄UÊ◊‡Ê¸ ªÊß«U (2) ◊ÊÃÎ ‚„ÿÊª ‚◊Í„

(3) ¬˝Á‡ÊˇÊ∑§Ê¥ ∑§Ê ¬˝Á‡ÊˇÊáÊ (4) ª˝Ê◊SÃ⁄UËÿ ¬⁄UÊ◊‡Ê¸ŒÊÃÊ


99. Why was action on early nutrition intervention important ?

(a) To promote child survival

(b) To reduce malnutrition among children

(c) To achieve global targets of child feeding programmes

(d) To reduce stunting among children

Code :

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

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

100. Why was it important to know base-line pre-intervention figures for key behaviours relatedto IYCF ?

(a) To measure gain in knowledge

(b) To assess change in skills

(c) To know the priorities of intervention

(d) To assess change in attitudes towards breastfeeding

Code :

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

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

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99. ‡ÊÈL§•ÊÃË ¬Ê·áÊªÃ ß¥≈U⁄Uflã‡ÊŸ ¬⁄U ∑§Ê⁄¸flÊß¸ Á∑§ÿÊ ¡ÊŸÊ ÄÿÊ¥ ◊„àfl¬ÍáÊ¸ ÕÊ?

(a) ’Ê‹ ©ûÊ⁄U¡ËÁflÃÊ ∑§Ê ’…∏ÊflÊ ŒŸ ∑§ Á‹∞

(b) ’ëøÊ¥ ◊¥ ∑È§¬Ê·áÊ ∑§◊ ∑§⁄UŸ ∑§ Á‹∞

(c) ’Ê‹ •Ê„Ê⁄U ∑§Êÿ¸∑˝§◊Ê¥ ∑§ flÒÁ‡fl∑§ ‹ˇÿÊ¥ ∑§Ê „ÊÁ‚‹ ∑§⁄UŸ ∑§ Á‹∞

(d) ’ëøÊ¥ ◊¥ L§Œ˜œÁfl∑§Ê‚ ∑§Ê ∑§◊ ∑§⁄UŸ ∑§ Á‹∞

∑Í§≈U —

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

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

100. •Êß¸.flÊß¸.‚Ë.∞»§. ∑§ ‚ê’¥œ ◊¥ ¬˝◊Èπ √ÿfl„Ê⁄UÊ¥ ∑§ Á‹∞ ’‚‹ÊßŸ ß¥≈U⁄Uflã‡ÊŸ-¬Ífl¸ •Ê¥∑§«∏Ê¥ ∑§Ê ¡ÊŸŸÊ ÄÿÊ¥ ◊„àfl¬ÍáÊ¸ÕÊ?

(a) ôÊÊŸ ◊¥ „Èß¸ ’…∏ÊÃ⁄UË ∑§Ê ◊Ê¬Ÿ ∑§⁄UŸ ∑§ Á‹∞

(b) ∑§ÊÒ‡Ê‹Ê¥ ◊¥ „È∞ ¬Á⁄UflÃ¸Ÿ ∑§Ê •Ê∑§‹Ÿ ∑§⁄UŸ ∑§ Á‹∞

(c) ß¥≈U⁄Uflã‡ÊŸ ∑§Ë ¬˝ÊÕÁ◊∑§ÃÊ•Ê¥ ∑§Ê ¡ÊŸŸ ∑§ Á‹∞

(d) SÃãÿ •Ê„Ê⁄U ∑§ ¬˝ÁÃ ◊ŸÊflÎÁûÊÿÊ¥ ◊¥ ’Œ‹Êfl ∑§Ê •Ê∑§‹Ÿ ∑§⁄UŸ ∑§ Á‹∞

∑Í§≈U —

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

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

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