TET CUM TRT – 2018 - SA – SOCIAL – TAMIL · TET CUM TRT – 2018 - SA – SOCIAL – TAMIL 1....

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TET CUM TRT – 2018 - SA – SOCIAL – TAMIL 1. The book titled ‘Shame’ based on the life of Zulfikar Ali Bhutto was written by 1. V.S. Naipaul 2. Vikram Seth 3. Salman Rushdie 4. Arundhati Roy ⊥lο?♦χΚν ≅← γœΟ↑τ ΞθχßΚ ΞςΩσ°τ ≅⁄κΣßΟ♠ο œ_λΦτλ LßΩ ΒΥσ°ΥΞν 1. ↑−Φυ− ΡµΣο 2. ↑χςλ œΜι 3. ΜοΤτ ω⁄ 4. ≅ϕΘƒ ςµ

Transcript of TET CUM TRT – 2018 - SA – SOCIAL – TAMIL · TET CUM TRT – 2018 - SA – SOCIAL – TAMIL 1....

Page 1: TET CUM TRT – 2018 - SA – SOCIAL – TAMIL · TET CUM TRT – 2018 - SA – SOCIAL – TAMIL 1. The book titled ‘Shame’ based on the life of Zulfikar Ali Bhutto was written

TET CUM TRT – 2018 - SA – SOCIAL – TAMIL

1. The book titled ‘Shame’ based on the life of Zulfikar Ali Bhutto was written by

1. V.S. Naipaul

2. Vikram Seth

3. Salman Rushdie

4. Arundhati Roy

⊥øο?♦χΚν ≅← ×γúΟô↑τ ΞôθχûΚ ΞςΩôσ°τ ≅⁄κΣûΟ♠ο ‘ú_λ’ Φτàλ èûΩ ΒΥσ°ΥΞν

1. ↑−Φυ− ΡµΣôο

2. ↑χςλ úΜι

3. ΜοΤôτ Úω⁄

4. ≅ÚϕΘƒ ςôµ

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2. The first man made satellite that was released into space is

1. Challenger -1

2. Sputnik - 1

3. Explorer - 1

4. Nebula - 1

↑ηùΞ↓χÏ ≅àκΣκΣγΟ Τ±Θ∴ôο ∆ÚΞôχΚκΣγΟ ØΘο ÕûΠχúΚôρ

1. ΜôΩφΜν` 1

2. υ×γ±χ ` 1

3. Φχυ×úΖôςν ` 1

4. ùΡ×Ωô ` 1

3. In 1818 Ajanta caves were discovered by

1. John Smith

2. Henry John

3. George Everest

4. Jim Corbett

1818 Αλ ΑηÓ ≅⊥ϕΘô ÏûΚΚûΖχ ΚηΟ°ϕΘΞν

1. ⊥ôτ υ♥ι

2. ùτ° ⊥ôτ

3. ⊥ôνϖ ΦΞùςυγ

4. ≥λ ΚôνΣγ

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4. Jawaharlal Nehru called this person ‘The father of Indian Revolution’

1. Maulana Abul Kalam Azad

2. Balgangadhar Tilak

3. Bipin Chandra Pal

4. Sardar Vallabha bhai Patel

»ΒϕƒΥκ ×ςγ′♠τ ΘϕûΘµ Φ∴ ⊥ΞΚνΩôο úΡÚ

ΒΞûς ≅ûΨιΘôν−

1. ùΤΖΩô∴ô ≅×ο ΚΩôλ ΑΜôι

2. ΣôΩ ΚδΚôΘςι ƒΩΚν

3. ♦♦τ Μϕƒς Σôο

4. ΜνΘôν ΞοΩΣ Σôµ ΣγúΟο

5. In India, ‘the Pygmalion point’ was renamed as

1. Kanyakumari

2. Indira point

3. Nariman point

4. Jawahar point

ΒϕƒΥô↑ÛρΖ »♦χΤô←Υτ Øû∴µ ûΥ ΒπΞôß

ùΣΥνΤôσ[λ ùΜµΘ∴ν−

1. Κτ±Υô ÏΤ↔

2. Βϕƒςô Øû∴

3. Ρô↔Ττ Øû∴

4. ⊥ΞΚν Øû∴

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6. Lal Bahadur Shastri was died in the capital of this country.

1. Tazakistan

2. Turkmenistan

3. Uzbekistan

4. Afganistan

ΒϕΘ Ρôγ⁄τ ΘûΩΡΚςιƒο Ωôο ΣΚçν Μôυƒ↔ Β[ϕΘôν−

1. Θ⊥€υΘôτ

2. ÕνχùΤ±υΘôτ

3. ∆ϖùΣ€υΘôτ

4. ΑκΚô±υΘôτ

7. The first Nobel Laureate to win Bharat Ratna was

1. Rabindranath Tagore

2. C.V. Raman

3. Mother Theresa

4. Amarthya Sen

ΣôςΘ ςι∴ô ↑ÚÕùΣσ[ ØΘο úΡôΣο Σ↔Ñ ùΞτ[Ξν

1. ΒςÅϕƒς Ρôι Θôáν

2. ′−↑−ςôΤτ

3. ≅τû∴ ùΘςΜô

4. ≅ΤνιƒΥô ùΜτ

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8. Odisha based personality Sudarshan Patnaik is famous in this field of art

1. Kalankari

2. Sand sculpture

3. Wooden sculpture

4. Batic

Ι⁄ΜôûΞε úΜνϕΘ ÑΘν]τ ΣγΡôΥχ ΒχΚûΩι Õû[♠ο ×ΚθùΣσ[Ξν

1. ΚΩδΚ↔

2. ΤΠσ ′σΣλ

3. Τςε ′σΣδΚρ

4. Σôγ⁄χ

9. ‘Abhignana Sakuntalam’ was translated into English for the first time by

1. Frank Arbuthnot

2. Richard Burton

3. William Jones

4. William Shakespeare

»≅♦Νô∴ ΜôÏϕΘΩιûΘµ Αδ€Ω ùΤô→♠ο

ØΘ←ο ùΤô→ ùΣΥνιΘΞν

1. ?κςôδ ≅ν×ιΡôγ

2. ↔εΜνγ ΣνΟτ

3. ↑ο←Υλ ú⊥ôτυ

4. ↑ο←Υλ úΜχυ♦Υν

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10. The Sahitya Academi Award was instituted in this year

ΒπΞôη⁄ο Μô€ιƒΥ ≅ΚôΘ♥ ↑ÚÕ ≅°ØΚκΣÓιΘκΣγΟÕ−

1. 1950

2. 1951

3. 1954

4. 1955

11. The new digital payment system that was introduced by Government of India on 20 – 2 – 2017 is

1. BHIM

2. Bharat QR

3. NPCI

4. Rupay

20–2–2017 ο ΒϕƒΥô ≅°ØΚκΣÓιƒΥ ×ƒΥ ⁄≥γΟο

ùΜÛιÕλ Øû[

1. Àλ

2. Σôςι €ëΑν

3. Φτ−♦−′−Η

4. ìúΣ

asdf

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12. The first Indian Institute of Skills (IIS) was laid foundation at this place

1. Ahmedabad

2. Vadodara

3. New Delhi

4. Kanpur

ØΘο ΒϕƒΥ ƒ[τΚρ ♣ßΞ∴ιƒσÏ (IIS) ΒδÏ ≅⁄χΚο ΡôγΟκΣγΟÕ−

1. ≅ΚΤΘôΣôι

2. ΞúΘôΘςô

3. ×Õ⁄ο←

4. Κôτéν

13. India signed missile deal pertaining to advanced Surface – to – Air Missile (SAM)

1. Israel

2. France

3. Germany

4. U.S.A.

×↑Σςκ♦←ÚϕÕ ↑ηùΞ↓ ùΜοÛλ ΓÜΚûΠûΥ (SAM) ΡÅ∴ΤΥΤôχÏΞΘσΚôΚ ΒϕƒΥô ΒϕΘ ΡôγÓΟτ ΙκΣϕΘλ ΓσΣÓιƒχ ùΚôηΟÕ

1. Βυúςο

2. ♦ςôτυ

3. ù⊥νΤ±

4. ≅ùΤ↔χΚ Ηχ€Υ ΡôÓΚρ

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14. The National Award to teachers is given away on 5th September every year. Each award carries with it a cash award of Rupees

ΙπúΞςôηÓλ ùΜκΟλΣν 4Αλ úΘƒ Α′↔ΥνΚÞχÏ úΘ′Υ ↑ÚÕ ΞΨδΚκΣÓ€[Õ− Βπ↑Úƒο ΞΨδΚκΣÓλ ΣΠ Τƒκ× ∋ìΣôµΚ↓ο(

1. 25000

2. 50000

3. 75000

4. 100000

15. Shinzo Abe, Japanese Prime Minister visited Pearl Harbor on 27-12-2016 along with this person.

1. Donald Trump

2. Barack Obama

3. Stanley Wolfer

4. Jennifer Egan

⊥κΣôτ ♦ςΘΤν ′φúΜô ≅úΣ ΒΞÚΟτ ΒûΠϕÕ 16,01,1/05ο ØιÕι Õû[ØΚιƒσÏ ΞÚûΚ ×↔ϕΘôν−

1. ùΟô∴ôοÓ γςλκ

2. Σôςχ ΙΣôΤô

3. υΟôτ← úΞôο?Σν

4. ù⊥τ±Σν ΧΚτ

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16. This person was appointed as Prime Minister of France by its President on 15-5-2017

1. Edouard Philippe

2. Emmanuel Macron

3. Laurant Fabius

4. John Grisham

15-05-2017ο ♦ςôτυ ≅ƒΣςôο ♣Υ♥χΚκΣγΟ ≅ϕΡôγ⁄τ ♦ςΘΤν

1. ΦγΞνγ ♦←κ

2. ΒλΤôàúΞο Τôχςôτ

3. Ωôςηγ ?Σô♦Υυ

4. ⊥ôτ €↔_λ

17. This city is not covered under ‘Smart Ganga City Scheme’ which was started in 2016

1. Haridwar

2. Patna

3. Barrackpore

4. Agra

2016 Αλ Αη⁄ο ≅°ØΚκΣÓιΘκΣγΟ ′[κ× ΚδûΚ Ρƒ ƒγΟιƒτ •θ ΞςôΘ ΡΚςλ

1. ↔ιΞôν

2. Σôγ∴ô

3. Σôςχéν

4. Αχςô

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18. Green leafy vegetables are rich source of these vitamins

1. Vitamin A, Vitamin B12

2. Vitamin B2, Vitamin B12

3. Vitamin C, Vitamin A

4. Vitamin A, Vitamin B2 and Vitamin E

•ûςΚ↓ο ΒϕΘ ûΞγΟ♥τΚρ ≅ƒΚΖ↑ο ΚôΠκΣÓλ−

1. ûΞγΟ♥τ A, ûΞγΟ♥τ B12

2. ûΞγΟ♥τ B2, ûΞγΟ♥τ B12

3. ûΞγΟ♥τ C , ûΞγΟ♥τ A

4. ûΞγΟ♥τ A, ûΞγΟ♥τ B2 Τσßλ

ûΞγΟ♥τ E

19. A mega healthcare scheme by name ‘Ayushman Bharat’ was launched on

»ΑÙωΤôτ Σôςιµ Φτàλ ùΣΥ↔ο ♥ΚκùΣ↔Υ

∆ΟοΡΩκ ΣôÕΚôκ× ƒγΟλ ùΘôΟδΚκΣγΟ Ρôρ

1. 22-9-2018

2. 23-9-2018

3. 24-9-2018

4. 25-9-2018

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20. Consider the following.

A. Bank of Baroda

B. Vijaya Bank

C. Lakshmi Vilas Bank

D. Dena Bank

The banks that are going to be merged to become India’s third largest bank is

•θχΚηΟΞσû[ ΚΞ±−

A. ΣúςôΟô Ξδ€

B. ↑⊥Υô Ξδ€

C. ΩγÑ♥ ↑Ωôυ Ξδ€

D. úΘ∴ô Ξδ€

ΒϕΘ Ξδ€Κρ ΒûΠϕÕ ΒϕƒΥô↑τ êτ[ôΞÕ ♥ΚκùΣ↔Υ Ξδ€ΥôΚ ΓσΣΟÜρΖ∴−

1. A Τσßλ B

2. A, B Τσßλ C

3. A, B Τσßλ D

4. B, C Τσßλ D

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21. One of the members of the Simon Commission was

1. Sargent

2. Sir Phillips Hartog

3. Abatt Wood

4. William Hunter

ûΜΤτ ÏÝ↑←ÚϕΘ ∆ßκ♦∴νΚ↓ο ΙÚΞν

1. Μôν⊥τγ

2. Μν ♦←κυ ôνΟôχ

3. ≅Σôγ ∆γ

4. ↑ο←Υλ ηΟν

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22. The Commission / Committee which recommended, “the educational objectives should be according to the desires and the changing needs of people” is

1. Secondary Education Commission

2. Kothari Commission

3. Committee on Emotional Integration

4. Hunter Commission

»» Κο↑ úΡôχΚδΚρ ΤχΚ↓τ ↑ÚκΣδΚÞχÏλ+

Τô°ΞÚλ úΘûΞΚÞχÏ Γσ[ΘôΚÜλ ΒÚιΘο úΞηÓλµµ Φτàλ Σ↔ϕÕûςûΥ ΞΨδ€Υ ÏÝ

1. ΒûΟ♣ûΩχ Κο↑χÏÝ

2. úΚôιΘô↔χ ÏÝ

3. ∆ΠνÜ ΙÚδ€ûΠκ×χ ÏÝ

4. ηΟν ÏÝ

23. According to RTE Act - 2009, this percentage of seats are to be allotted for disadvantaged and weaker sections in private sector schools.

Κο↑ ∆↔ûΤεΜγΟλ (RTE) - 2009 Σ⁄+ Θ±Υôν Σρ↓Κ↓ο ΞΜƒΥσ[+ ΣΩÅ∴ ♦↔Ü ÏΨϕûΘΚÞχÏ ΙÕχΚκΣγΟ ΒΟδΚ↓τ ΜΘÅΘλ

1. 20

2. 25

3. 30

4. 40

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24. The organization which issues Merit Scholarships to the selected students in National Talent Search Examination is

úΘ′Υ ƒ[τ Κôη úΘν↑ο úΘνϕùΘÓχΚκΣγΟ ΤôΠΞνΚÞχÏ ƒ[τ ≅⁄κΣûΟ♠Ωô∴ ∆Θ↑ι ùΘôûΚΚûΖ ΞΨδÏλ ≅ûΤκ×

1. SCERT

2. NCTE

3. NCERT

4. SIET

25. The external factor which affects teacher’s Motivation is

1. Opportunities for Professional Development

2. Spacious Classrooms

3. Meritorious Students

4. Textbooks at High Level

Α′↔ΥνΚ↓τ ΕχΚιƒτ ÁÕ ΘôχΚιûΘ ΓσΣÓιÕλ ×[χΚôς∞

1. ùΘô→Ω⁄κΣûΟ♠Ωô∴ ΞΖνε′χÏ Ξôµκ×Κρ

2. ↑ΜôΩΤô∴ ΞÏκΣû[Κρ

3. ƒ[ûΤ♥χΚ ΤôΠΞνΚρ

4. ∆Υν♣ûΩ ΣôΟèοΚρ

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26. PWD Act 1995 is concerned to :

1. Senior Citizens

2. Women

3. Youth

4. Physically Challenged

PWD ΜγΟλ 1995 ΒΞνΚÞΟτ ùΘôΟν×ûΟΥÕ

1. êιΘ Ï⁄ΤχΚρ

2. ùΣηΚρ

3. ΒûΖΝνΚρ

4. ∆Οο Ε∴Øσú[ôν

27. According to 1951 Census, the female literacy in India is

1951 Αλ Αη⁄τ ΚΠχùΚÓκ♦τΣ⁄+ ΒϕƒΥô↑ο

ùΣηΚ↓τ ΦÝιΘ°Ü

1. 12.3%

2. 8.9%

3. 15.4%

4. 22.0%

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28. The quantity of rice (in grams) to be provided to a High School pupil under Mid-Day-Meal Scheme is:

1. 150 gms.

2. 75 gms.

3. 125 gms.

4. 100 gms.

ΤƒΥ ∆ΠÜ ƒγΟιƒο ∆Υν♣ûΩκΣρ↓ ΤôΠΞàχÏ ΞΨδΚ úΞη⁄Υ ≅↔′ ≅ΖÜ ∋€ςôλΚ↓ο(

1. 150 €ςôλΚρ

2. 75 €ςôλΚρ

3. 125 €ςôλΚρ

4. 100 €ςôλΚρ

29. The amount of application fee to be paid to obtain information under Right to Information Act above the Mandal level office is:

1. Rs. 10/-

2. Rs. 15/-

3. Rs. 20/-

4. Rs. 25/-

ΤηΟΩ ≅ΖûΞ ↑Ο ∆ΥνϕΘ ♣ûΩ ≅ÛΞΩΚδΚ↓ο ΘΚΞΩ°Ùλ ∆↔ûΤ ↑ηΠκΣιÕΟτ ùΜÛιΘ úΞη⁄Υ ΚγΟΠιùΘôûΚ

1. ì− 10/`

2. ì− 15/`

3. ì− 20/`

4. ì− 25/`

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30. The chapter which discussed about the teacher education for curriculum renewal in National Curriculum Framework – 2005 was

1. School and Classroom Environment

2. Systemic Reforms

3. Learning and Knowledge

4. Curricular Areas, School Stages and Assessment

úΘ′Υ ΚûΩιƒγΟ Ξ⁄ΞûΤκ× , 2005 ÛρΖ ΒϕΘ ≅ιƒΥôΥλ Α′↔Υν Κο↑ Σσ° ↑Ξôƒχ€[Õ−

1. Σρ↓ Τσßλ ΞÏκΣû[ ÑσßεãΨο

2. ≅ûΤκ× Øû[♠Ωô∴ ≠νƒÚιΘδΚρ

3. Κσ[ο Τσßλ ≅°Ü

4. ΚûΩιƒγΟ ΣσΚρ+ Σρ↓ ♣ûΩΚρ Τσßλ

Τƒκ♦ÓΘο

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31. Sirisha is a renowned Gymnast. People wonder how she can bend her body parts in such a manner. As per multiple intelligence theory, the type of intelligence Sirisha has

1. Visual spatial intelligence

2. Verbal language intelligence

3. Interpersonal intelligence

4. Bodily kinesthetic intelligence

′↔]ô ΙÚ ×Κθ♥χΚ ∆ΟσΣ♠σ′ ΞοÛ∴ν− Θτ ∆ΟûΩ ΦπΞôß ΒκΣ⁄ ΞûΖχ€[ôρ Φτß ΤχΚρ ↑ΥκΣûΟ€τ[∴ν− ΣοúΡôχÏ ÖηΠ°Üχ úΚôγΣôγ⁄τΣ⁄ ′↔]ô ùΣσ°ÚχÏλ ÖηΠ°Ü ΞûΚ−

1. Κôγ′ ΒΟ ÖηΠ°Ü

2. Ι← ùΘôΟνΣô∴ ùΤô→ ÖηΠ°Ü

3. Τ±ΘàχÏρΖôνϕΘ ÖηΠ°Ü

4. ∆Ο←ΥχΚ ÖηΠ°Ü

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32. Durga had head injury in a road accident. She forgot her past. When contacted a psychiatrist, he stated that this condition is the following type of forgetting.

1. Repression

2. Amnesia

3. Depression

4. Regression

ÕνΚô↑σÏ ΜôûΩ ↑Σιƒο ΘûΩ♠ο ΚôΥλ ΓσΣγΟÕ− ΒΘ∴ôο ≅Ξρ Θ∴Õ ΚΟϕΘ ΚôΩιûΘ Τ[ϕÕ↑γΟôρ− ∆Ζ↑Υο ♣×Π↔Ολ ùΘôΟν× ùΚôηΟúΣôÕ ≅Ξν ΒϕΘ ♣ûΩûΥ •θχΚηΟ Τ[ƒ ♣ûΩ♠ο Ιτß Φ∴ Ï°κ♦γΟôν−

1. ≅ΟχÏΘο

2. ♣û∴↑Ψκ×

3. Τ∴ε úΜôνÜ

4. ♦τú∴ôχ€ε ùΜοÛΘο

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33. A woman has adopted a small girl child. One day the child called her as ‘Mummy’, immediately the woman rewarded her with a hug and kiss. By this reward the child habituated to call the lady as ‘Mummy’. The learning theory involved here is

1. Classical conditioning

2. Learning by insight

3. Trial and Error

4. Operant conditioning

ΙÚ ùΣηΤ∞ ΙÚ ′°Υ ÏΨϕûΘûΥ ΘιÕ ΦÓιÕχùΚôηΟôν− ΙÚ Ρôρ ≅χÏΨϕûΘ ≅κùΣηΤ∞ûΥ !≅λΤô& Φτß ≅ûΨιΘÕ− ∆Οú∴ ≅κùΣηΤ∞ Θτ ùΞÏΤƒΥôΚ ≅χÏΨϕûΘûΥχ Κγ⁄ι ΘÝ↑ ØιΘ♥γΟôρ− ΒπùΞÏΤƒΥôο ≅χÏΨϕûΘ ≅κùΣηΤ∞ûΥ ≅λΤô Φτ[ûΨχΚ ΣΨχΚκΣÓιƒχùΚôηΟÕ− Βƒο ≅Οδ€ÙρΖ Κσ[ο úΚôγΣôÓ

1. ΑχΚ ♣ûΩ♠ßιΘ←τ ΣηûΟΥ ΚÚιÕ

2. ≅Κχ Κôγ′ êΩλ Κσ[ο

3. ØΥτß ΘΞ° Κσ[ο

4. ùΜΥΩôχΚ ♣ûΩ♠ßιΘο

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34. While correcting Geetha’s homework, the teacher observed writing errors like reverse images and mirror images. The type of learning disability Geetha has

1. Dyslexia

2. Dysgraphia

3. Dysphasia

4. Aphasia

•Θô↑τ ÅγÓκ ΣôΟιûΘ ƒÚιÕλúΣôÕ Α′↔Υν ΦÝιÕχΚûΖ ♦τ±ÚϕÕ ØτàχÏλ+ ΚηΠô⁄♠ο ùΘ↔ΞûΘκ úΣôτ[ ♦λΣδΚρ ΒÚκΣûΘÙλ ΚΞ±ιΘôν− •Θô↑Ολ ΚôΠκΣÓλ Κσ[ο Ïû[ΣôγÓ ΞûΚ−

1. ⁄υùΩχ′Υô

2. ⁄υ€ςô♦Υô

3. ⁄υúΣ′Υô

4. ≅úΣ′Υô

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35. Bhaskar opted Economics subject hoping that his previous knowledge of History subject may help him to pass Economics exam easily. On hearing this, his friend Gnani laughed because the transfer of learning here is

1. Negative transfer

2. Positive transfer

3. Zero transfer

4. Bilateral transfer

ΞςΩôσßκ ΣôΟιƒο Θ∴χÏρΖ ≅°ûΞχ ùΚôηÓ ùΣôÚΖôΘôςι úΘνûΞ Φ↓ƒο ♣û[ÜùΜµÕ ↑ΟΩôλ Φτß Ρλ♦ ΣôυΚν ùΣôÚΖôΘôςκ ΣôΟιûΘι úΘνϕùΘÓιÕχ ùΚôηΟôν− ΒûΘχ úΚρ↑Ùσ[ ≅ΞàûΟΥ ΡηΣτ Νô±+ ′↔ιΘôτ− ΒΘσÏ ΚôςΠλ Φτ∴ùΞ±ο ΒδÏ ΡûΟùΣßλ Κσ[ο Τôσ[λ ΒπΞûΚûΥε úΜνϕΘÕ−

1. ΦƒνΤû[ Τôσ[λ

2. úΡνØΚ Τôσ[λ

3. éϖ≥Υ Τôσ[λ

4. ΒÚ×[ Τôσ[λ

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36. You have measured the mental ages of Rashmita and Likitha and found both have same mental age of 15 years. The school records show the chronological age of Rashmita is 15 and Likitha is 12: The following assumption suits best for you

1. Rashmita has high IQ level than Likitha

2. Likitha has high IQ level than Rashmita

3. Rashmita and Likitha have same IQ levels

4. Rashmita requires to consult a Psychiatrist immediately

ςω♥Θô Τσßλ ←€Θô↑τ Τ∴ ΞΥûΘ ≅ΖϕÕ ≅ûΞ ΒÚΞÚχÏλ 04ΑΚ ΒÚκΣûΘ ¿ ≅°ϕΘôµ− Σρ↓ ΑΞΠδΚρ ςω♥Θô↑τ ΚôΩ ΞΥÕ 04 Φ∴Üλ ←€Θô↑τ ΚôΩ ΞΥÕ 01 Φ∴Üλ ΚôγÓ€τ[∴− •θχΚηΟΞσ°ο ∆δΚρ ΕΚιƒσÏ Μ↔ΥôΚκ ùΣôÚϕÕΞÕ−

1. ςω♥Θô↑σÏ ←€ΘôûΞ ↑Ο ∆Υν IQ ≅ΖÜ ∆ρΖÕ−

2. ←€Θô↑σÏ ςω♥ΘôûΞ ↑Ο ∆Υν IQ ≅ΖÜ ∆ρΖÕ−

3. ςω♥Θô↑σÏλ ←€Θô↑σÏλ Ιúς ↑ΘΤô∴ IQ ≅ΖÜ ∆ρΖÕ−

4. ςω♥Θô ∆Ο∴⁄ΥôΚ ΙÚ ∆Ζ↑Υο ♣×Πûς ΚΩϕΘôúΩô′χΚ úΞηÓλ−

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37. Gopal is said to be emotionally stable. The character which he does not possess is

1. Expresses his emotions in a socially undesirable way

2. Sudden inappropriate emotional outbursts are rarely found

3. Perceives things in their real perspective

4. Does not possess the habit of rationalization for his improper conduct

úΚôΣôο ΙÚ Τ∴ùΞÝε′ ΜΤ♣ûΩÙûΟΥΞςôΚχ ΚÚΘκΣÓ€[ôν− ≅Ξ↔Οτ ΒοΩôΘ Ση×

1. Θτ Τ∴ùΞÝε′ûΥ ΜØΘôΥλ ↑ÚλΣôΘ Øû[♠ο ùΞ↓κΣÓιÕ€[ôν−

2. ƒ≈ùςτß ùΣôÚιΘΤσ[ Τ∴ùΞÝε′ €Ζνε′Κρ ≅↔ΘôΚ ΚôΠκΣÓ€τ[∴−

3. ΚÚιÕΚûΖ ≅Ξσ°τ ∆ηûΤΥô∴ úΡôχ€ο Κôη€[ôν−

4. Θτ ΘσΥσ[ ΡΟιûΘχÏ ΚôςΠλ Κσ♦χÏλ ΣΨχΚλ ≅Ξ↔Ολ ΒοûΩ−

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38. Student teachers of B.Ed course have expressed the following opinions on gifted children. Identify the incorrect opinion

1. Gifted children performs easy mental tasks only

2. Gifted child is essentially on exceptional child.

3. Among his own group, gifted child is superior in some ability.

4. Children can show giftedness in music.

B.Ed Σ♠σ′ûΥ úΤσùΚôρÞλ Σ♠σ′Υô′↔ΥνΚρ Áιƒ[τ ùΚôηΟ ΤôΠΞνΚûΖκ Σσ° •θχΚôÔλ ΚÚιÕΚûΖ ùΞ↓κΣÓιƒ∴ν− Βƒο ΘΞ[ô∴ ΚÚιÕ−

1. Áιƒ[τ ùΚôηΟ ΤôΠΞνΚρ Φ↓Θô∴ Τ∴κ Σ∞ΚûΖ ΤγÓλ ùΜµΞν−

2. Áιƒ[τ ùΚôηΟ ΤôΠΞτ ΙÚ Θ±ε′[κ× ΞôµϕΘ ΤôΠΞτ−

3. Θτ ÑΥ ÏÝ↑∴↔ûΟúΥ Áιƒ[τ ùΚôηΟ ΤôΠΞτ ′Ω ƒ[τΚ↓ο ′[ϕÕ ↑ΖδÏ€[ôτ−

4. ΒûΜ♠ο ΤôΠΞνΚρ Θ±ι ƒ[ûΤûΥχ ΚôγÓΞν−

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39. For each and every physical change, Chandu suspects it as a disease, over thinks and even do not believe the doctor’s words that he has no ailment. This stage of mental disorder is called as.

1. Hysteria 2. Hypochondriasis 3. Depression 4. Dementia

ΜϕÕ Θτ±ο ΓσΣÓλ ΙπùΞôÚ ∆Οο Τôσ[ιƒσÏλ ΓúΘô ΙÚ úΡôµ Θôχ€ÙρΖÕ Φτß ΜϕúΘ€χ€[ôτ− ≅ûΘκΣσ°úΥ ΦκúΣôÕλ ≅ƒΚΤôΚ ′ϕƒιÕχ ùΚôη⁄Úχ€[ôτ− ≅ΞàχÏ ΦϕΘ úΡôÙλ ΒοûΩùΥτß áßλ ΤÚιÕΞ↔τ ùΜôσΚûΖÙλ ≅Ξτ ΡλΣΤôγΟôτ− ΒϕΘ ΙÝδ•∴ Τ∴♣ûΩ ΒπΞôß ≅ûΨχΚκΣÓλ

1. ≅εΜ ùΞ° (Hysteria)

2. úΡôùΥηΠλ (Hypochondriasis)

3. Τ∴ε úΜôνÜ (Depression)

4. Τ∴χ ÏßχΚλ (Dementia)

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40. Suresh uses conventional methods in learning. He enquires about specific examples for the subject. He has specific type of thinking and standardized operating system. The type of learning here is

1. Generalization learning 2. Factual learning 3. Procedural learning 4. Associate learning

Ñúςω Κσ[←ο ΣηûΟΥ Τς× Øû[ΚûΖκ ΣΥτΣÓιÕ€[ôτ− ΣôΟιƒσÏ ùΘôΟνΣô∴ ΦÓιÕχ ΚôγÓΚûΖ ↑Μô↔ιÕ ùΘ↔ϕÕ ùΚôρ€[ôτ− Ï°κ♦γΟ ′ϕΘû∴ι ƒ[τ+ ΘςΤô∴ ùΜΥο ΑχΚ Øû[ΚûΖχ ùΚôηÓ ↑ΖδÏ€[ôτ− ≅ΞàûΟΥ Κσ[ο ΞûΚ−

1. ùΣôÕûΤΥôχ€ Κσ[ο

2. ∆ηûΤΥô∴Ξσû[ Κσ[ο

3. ùΜΥοØû[χ Κσ[ο

4. ùΘôΟν×ΣÓιƒχ Κσ[ο

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SOCIAL – CONTENT

41. The line joining the places of equal heights is

1. Map line

2. Contour line

3. Light line

4. Centre line

ΜΤΤô∴ ∆Υςλ ùΚôηΟ ΒΟδΚûΖ ΒûΠχÏλ úΚôÓ

1. ΞûςΣΟχ úΚôÓ

2. ΜΤτ Ξûς úΚôÓ

3. Ι↓χ úΚôÓ

4. ΤιƒΥχ úΚôÓ

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42. The average level based on higher and lower levels of sea

1. Middle Sea Level

2. Probable Sea Level

3. Mean Sea Level

4. Accurate Sea Level

ΚΟ←τ úΤσΣςκ♦ο ΓσΣÓλ ∆ΥνΞô∴ Τσßλ ΘôθΞô∴ ≅ûΩΚ↓τ ∆ΥςδΚûΖ ΚΠχ€ÓΞƒτ ≅⁄κΣûΟ♠ο ùΣ[κΣÓλ ΜςôΜ↔ ΤγΟλ

1. ΤιƒΥ ΚΟο ΤγΟλ

2. ΜôιƒΥΤô∴ ΚΟο ΤγΟλ

3. ΜςôΜ↔ ΚΟο ΤγΟλ

4. Κε′ΘΤô∴ ΚΟο ΤγΟλ

43. The earliest world maps were drawn by the

1. Egyptians

2. Babylonians

3. Indians

4. Sumerians

♥ΚÜλ ùΘôτûΤΥô∴ ∆ΩΚ ΞûςΣΟδΚûΖ ∆ÚΞôχ€ΥΞνΚρ

1. Φ€κƒΥνΚρ

2. Σô♦úΩô±ΥνΚρ

3. ΒϕƒΥνΚρ

4. ÑúΤ↔ΥτΚρ

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44. The father of Dutch Cartography

1. William Lambton

2. George Everest

3. Gerardus Mercator

4. Anaximander

ΟεÑ Ρôγ⁄τ ΞûςΣΟ↑Υ←τ ΘϕûΘ

1. ↑ο←Υλ úΩλκΟτ

2. ⊥ôνϖ ΦΞùςυγ

3. ù⊥ςôνΟυ ùΤνΚΟν

4. ≅∴ôχ″ΤηΟν

45. The person who prepared first survey based maps in India during the British period

1. James Rannel

2. Gerardus Mercator

3. William Lambton

4. Herodotus

ΒϕƒΥô↑ο Αδ€úΩΥν Αγ′χ ΚôΩιƒο+ ×↑♠Υο ΚΠχùΚÓκ× ΑΘôςΤôΚ ØΘτ ØΘο ΞûςΣΟδΚûΖ ΘΥô↔ιΘΞν

1. ú⊥λυ ùςτ∴ο

2. ù⊥ςôνΟυ ùΤνúΚΟν

3. ↑ο←Υλ úΩλκΟτ

4. ùςúΟôΟυ

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46. Maps which denote a particular aspect are knows as

1. Thematic Maps

2. Geographical Maps

3. Survey Maps

4. Colour Maps

ΙÚ Ï°κ♦γΟ ≅λΜιûΘ ΤγÓλ Ï°ιÕ ΚôγÓλ ΞûςΣΟδΚρ

1. ΚÚιƒΥο ΞûςΣΟδΚρ

2. ×↑♠Υο ΞûςΣΟδΚρ

3. ΚΠχùΚÓκ× ΜôνϕΘ ΞûςΣΟδΚρ

4. ΞηΠ ΞûςΣΟδΚρ

47. The process of extracting silk from silk cocoon is

1. Supari

2. Sappuri

3. Sumeri

4. Savari

ΣγÓκ×Ý áγ⁄ο ΒÚϕÕ ΚεΜô ΣγÓûΞ ♦↔ιùΘÓχÏλ ùΜΥοØû[

1. ÑΣô↔

2. Μκé↔

3. ÑúΤ↔

4. ΜΞô↔

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48. The person who extended money to James Watt for inventing the Steam Engine

1. Boulton

2. Boulding

3. Gossen

4. Pearson

¿ςô↑ ΒΥϕƒςιûΘ ΚηÓ♦⁄ιƒΟ !ú⊥λυ Ξôγ&χÏ ΣΠ ∆Θ↑ ≅↓ιΘΞν

1. ùΣΖοΟτ

2. ùΣΖο⁄δ

3. úΚôùΜτ

4. ♦Υν]τ

49. The gold coin used as the standard currency during Roman period

1. Besant

2. Decent

3. Recent

4. Crescent

úςôΤô±ΥνΚρ ΚôΩιƒο ƒγΟ ΡôΠΥΤôΚ ΣΥτΣÓιΘκΣγΟ ΘδΚ ΡôΠΥλ

1. Àù]τγ

2. ≈ùΜτγ

3. ÃùΜτγ

4. €ùςΜτγ

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50. The machine used for harvesting, threshing and winnowing activities in agricultural sector

1. Comprehensive Harvester

2. Centralised Harvestor

3. Cumulative Harvestor

4. Combined Harvestor

↑ΞΜôΥ Õû[♠ο ≅ßΞûΟ ùΜµΘο+ çσßΘο+ Θô±ΥιûΘ úΞßΣÓιÕΘο Σ∞ΚÞχΚôΚ ΣΥτΣÓιΘκΣÓλ ΒΥϕƒςλ−

1. ↑↔Ξô∴ ≅ßΞûΟ ùΜµÙλ ΒΥϕƒςλ

2. ûΤΥκΣÓιΘκΣγΟ ≅ßΞûΟ ùΜµÙλ ΒΥϕƒςλ

3. ΙγÓùΤôιΘ ≅ßΞûΟ ùΜµÙλ ΒΥϕƒςλ

4. ΒûΠϕΘ ≅ßΞûΟ ùΜµÙλ ΒΥϕƒςλ

51. The solid crust of the earth

1. Hydrosphere

2. Biosphere

3. Atmosphere

4. Lithosphere

é♥♠τ ∆߃Υô∴ úΤοΣôΚλ

1. ¿νχúΚôΖλ

2. ∆♠νχúΚôΖλ

3. Ξ↓ ΤηΟΩλ

4. ΚσúΚôΖλ

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52. The Greek words ‘Hudor’ and ‘Spharia’ denote

1. Water and Sphere

2. Vapour and Ball

3. Layer and Bio

4. Vapour and Stone

‘øúΟôν’ Τσßλ ‘υûΣςô’ Φτàλ €úςχΚ ùΜôσΚρ ΒΞσû[ Ï°χ€τ[∴−

1. ¿ν Τσßλ úΚôΖλ

2. ¿ςô↑ Τσßλ ΣϕÕ

3. ≅ÓχÏ Τσßλ ∆♠ν

4. ¿ςô↑ Τσßλ Κο

53. The primary division of the earth’s crust into oceans and continents is knows as

1. Middle order land forms

2. First order land forms

3. Back order land forms

4. Last order land forms

é♥♠τ úΤο ≅ÓχÏ ùΣÚδΚΟοΚΖôΚÜλ+ ΚηΟδΚΖôΚÜλ ΞûΚκΣÓιƒ ΒÚκΣûΘ ΒπΞôß ≅ûΨκΣν

1. ΤιƒΥ Θς ♣Ω Ξ⁄ΞδΚρ

2. ØΘο Θς ♣Ω Ξ⁄ΞδΚρ

3. ♦τ Θς ♣Ω Ξ⁄ΞδΚρ

4. Β߃ Θς ♣Ω Ξ⁄ΞδΚρ

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54. Movement of plates is called as

1. Igneous rocks

2. Plate forms

3. Sea floor spreading

4. Plate tectonics

ΘγÓΚ↓τ ΒΥχΚιûΘ ΒπΞôß ≅ûΨκΣν

1. ≅∴σ Σôû[Κρ

2. ΘγÓΚ↓τ Ξ⁄ΞδΚρ

3. ΚΟο Θûς♠τ ΣςΞο

4. ΚηΟ ΘγÓ ΡΚνÜ

55. Intrusive and extrusive landforms are related to the

1. Volcanoes

2. Hudor

3. Sphaira

4. Bios

Ïßχ•γÓ ♣Ω Ξ⁄ΞδΚρ Τσßλ ùΞ↓κΣûΟΥô∴ ♣Ω Ξ⁄ΞδΚρ ΒΞσßΟτ ùΘôΟν×ûΟΥûΞ

1. Φ↔ΤûΩΚρ

2. øúΟôν

3. υûΣςô

4. ΣúΥôυ

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56. The single super ocean existed million of years back is

1. Pacific

2. Panthalsa

3. Atlantic

4. Indian

♥ο←Υτ ΑηÓΚÞχÏ Øτ× ΒÚϕΘ Ιúς ΙÚ ùΣÚδΚΟο

1. ΣÑ♦χ

2. ΣϕΘΩΜô

3. ≅γΩôη⁄χ

4. ΒϕƒΥτ

57. The upper most layer of the atmosphere

1. Thermosphere

2. Mesosphere

3. Homosphere

4. Exosphere

Ξ↓ΤηΟΩιƒο ♥ΚÜλ úΤúΩ ∆ρΖ ≅ÓχÏ

1. ùΘνúΤô ΤηΟΩλ

2. ÁúΜô ΤηΟΩλ

3. úôúΤô ΤηΟΩλ

4. Φχú]ô ΤηΟΩλ

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58. During the period of Mahajanapada’s the workers engaged in field and home on wage basis are

1. Dasas

2. Bhrtukas

3. Janas

4. Patlas

ΤΚô⊥∴ΣΘô ΚôΩιƒο ΞΥο ùΞ↓♠Ûλ+ Åγ⁄Ûλ á←χÏ úΞûΩ ùΜµúΞôν

1. ΘôΜνΚρ

2. ΣôνιÕΚôχΚρ

3. ⊥∴ôχΚρ

4. ΣôγΩôχΚρ

59. Two prominent persons belonging to ganas

1. Sriharsha and Devagupta

2. Bindusara and Ajatasatru

3. Buddha and Mahavira

4. Kanishka and Ashoka

Κ∴ôχΚûΖε úΜνϕΘ ΒςηÓ ♦ςΣΩΤô∴ ΡΣνΚρ

1. βν_ν Τσßλ úΘΞÏκΘô

2. ♦ϕÕΜôςν Τσßλ ≅⊥ôΘ ΜιÚ

3. ×ιΘν Τσßλ ΤΚôÅςν

4. Κ±ωΚν Τσßλ ≅úΜôΚν

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60. Mayura Sharma and Harichandra belong to the following enterprising families

1. Kadamba and Gurjara - Pratihara

2. Satavahana and Maurya

3. Maurya and Gupta

4. Gupta and Pallava

ΤëςΜνΤτ Τσßλ ↔Μϕƒςô •θχΚôÔλ Åς ÏÓλΣδΚûΖε úΜνϕΘΞνΚρ

1. ΚΟλΣô Τσßλ Ïν⊥ôςô , ♦ςƒôςô

2. ΜôΘΞôΚ∴ν Τσßλ ùΤΖ↔Υν

3. ùΤΖ↔Υν Τσßλ ÏκΘν

4. ÏκΘν Τσßλ ΣοΩΞν

61. An anicient prominent Pratihara King

1. Nagabhata

2. Dantidurga

3. Harichandra

4. Mayurasarma

ΣηûΟχ ΚôΩιƒο ♦ς′ιƒ ùΣσ[ ♦ςƒôςô Ττ∴ν

1. ΡôΚΣγΟν

2. Θη⁄ÕνΚô

3. ↔Μϕƒςô

4. ΤëςΜνΤô

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62. Mandalams, Valanadus and Nadus are the various parts of the empire during the reign of

1. Pallavas

2. Cholas

3. Cheras

4. Chalukyas

ΤηΟΩδΚρ+ ΞΖΡôÓΚρ+ ΡôÓΚρ ØΘ←ΥûΞ úΣôτ[ûΞ ΒΞνΚ↓τ Αγ′ ΚôΩιƒο úΣςς′τ ΣôΚδΚΖôÏλ

1. ΣοΩΞνΚρ

2. úΜôΨνΚρ

3. úΜςνΚρ

4. ΜôÞχ€ΥνΚρ

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63. Villages given to skilled warriors by Rudramadevi to collect taxes were called as

1. Nayanars

2. Vadas

3. Nayankaras

4. Rattadi

ƒ[ûΤ♥χΚ úΣôν ÅςνΚÞχÏ+ Ξ↔ Ξã←χΚ ÚιςΤôúΘ↑Υôο ΞΨδΚκΣγΟ €ςôΤδΚρ ΒπΞôß ≅ûΨχΚκΣγΟ∴−

1. ΡôΥ∴ôνΚρ

2. ΞôΟôχΚρ

3. ΡôΥδΚςô

4. ςγΟ⁄

64. Self cultivated lands of zamindars are known as

1. Khud Khasht

2. Gadi

3. Vada

4. Patla

⊥ôÁτΘôνΚ↓τ ÑΥΤôΚ Σ♠↔ΟκΣγΟ ♣ΩδΚρ

1. Ïι Κôυγ

2. Κ⁄

3. ΞôΟô

4. ΣôγΩô

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65. During the British period palegars were subdued by

1. Thomas Jefferson

2. Thomas Robert Malthus

3. Thompson

4. Thomas Munroe

Αδ€úΩΥν ΚôΩιƒο+ ΣôûΖΥχΚôςνΚρ ΒΞςôο ≅ΟχΚκΣγΟ∴ν

1. ΘôΤυ ù⊥ΣνΜτ

2. ΘôΤυ ςôΣνγ ΤôοΘυ

3. Θôλ]τ

4. ΘôΤυ Ττúςô

66. Dadabhai Naoroji was the founder of

1. East India Association

2. East India Company

3. Indian National Congress

4. Muslim League

ΘôΘôΣôµ ùΡΖúςô≥ ΒϕΘ ≅ûΤκ♦τ ♣ßΞ∴ν

1. €Ψχ€ϕƒΥ ≅ûΤκ×

2. €Ψχ€ϕƒΥ ΚλΣ±

3. ΒϕƒΥ úΘ′Υ Κôδ€ςυ

4. ØυÄλ Äχ

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67. Elaborate N A L S A

1. National Legislative Services Agency

2. National Legal Services Authority

3. National Legal Safety Authority

4. Native Legal Services Authority

N.A.L.S.A ΦτΣΘτ ↑↔ΞôχΚλ

1. úΡω∴ο ùΩ≥υúΩ⁄π ΜνÅΜυ Γù⊥τ′

2. úΡω∴ο ÄΚο ΜνÅΜυ ≅Θô↔γ⁄

3. úΡω∴ο ÄΚο úΜκ⁄ ≅Θô↔γ⁄

4. úΡ⁄π ÄΚο ΜνÅΜυ ≅Θô↔γ⁄

68. “One caste, one religion, one God for all men” were the catchwords of social reformer

1. Mahatma Gandhi

2. Ayyankali

3. Sri. Narayana Guru

4. Manu

Ιúς ÏΩλ+ Ιúς ΤΘλ+ ΦοΩô Τ±ΘνΚÞχÏλ Ιúς ΚΟÜρ Φτàλ ØΨχΚδΚûΖ ≅°↑ιΘ ΜêΚ ≠νƒÚιΘΞôƒ

1. ΤΚôιΤô Κôϕƒ

2. ≅µΥτΚô↓

3. βΡôςôΥΠ ÏÚ

4. Τà

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69. The first person who received some portion of land collected during Bhoodan Movement

1. Ilamma

2. Mailaiah

3. Musalaiah

4. Maisaiah

éΘô∴ ΒΥχΚιƒτ úΣôÕ ΡτùΚôûΟΥôΚ €ûΟιΘ ♣Ωιƒο ′°ΘΖÜ ♣ΩιûΘ ØΘτ ØΘ←ο ùΣσßχùΚôηΟ ΡΣν

1. ΗΩλΤô

2. ûΤΩµΥô

3. ØΜΩµΥô

4. ûΤΜµΥô

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70. A major Act introduced by union government in 2005 for protection of the livelihood of people in rural areas

1. Mahatma Gandhi National Rural Employment Guarantee Act

2. Mahatma Gandhi Natural Rural Employment Guarantee Act

3. Mahatma Phoole National Rural Employment Guarantee Act

4. M.G. Ranade National Rural Employment Guarantee Act

ΤιƒΥ ≅ςΜôδΚλ 1//4Αλ Αη⁄ο €ςôΤκ Σσ ΤχΚ↓τ ΞôθΞôΘôςιƒσΚôΚ ≅°ØΚλ ùΜµΘ Øχ€ΥΤô∴ ΜγΟλ

1. ΤΚôιΤô Κôϕƒ úΘ′Υ ΕςΚ úΞûΩΞôµκ×

∆߃ε ΜγΟλ

2. ΤΚôιΤô Κôϕƒ ΒΥσûΚ ΕςΚ úΞûΩΞôµκ×

∆߃ε ΜγΟλ

3. ΤΚôιΤô ♦ëúΩ úΘ′Υ ΕςΚ úΞûΩΞôµκ×

∆߃ε ΜγΟλ

4. M.G. ςô∴úΟ úΘ′Υ ΕςΚ úΞûΩΞôµκ×

∆߃ε ΜγΟλ

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71. The ancient philosopher who stated that the King should give half of the granary to the people in times of distress

1. Manu

2. Kautilya

3. Plato

4. Aristotle

≅ςΜτ ΘτàûΟΥ Θô±Υχ ΚΖφ′Υιƒο ΒÚϕÕ ΣôƒΥΖûΞ Ξ[γ′ ΚôΩδΚ↓ο ÕτΣκΣÓλ ΤχΚÞχÏ ΘςúΞηÓλ Φτß á°Υ ΣηûΟχΚôΩ ΘιÕΞΝô±

1. Τà

2. ùΚΖ⁄ο←Υν

3. ♦úΖγúΟô

4. ≅↔υΟôγ⁄ο

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72. Abolition of untouchability comes under this Fundamental Right of Indian Constitution

1. Right to Life

2. Right to Freedom

3. Right to Equality

4. Right to Education and Culture

¾ηΟôûΤ Ι→κ× ΦτΣÕ ΒϕƒΥ ≅ς′ΥΩûΤκ× ΜγΟιƒÛρΖ ΒϕΘ ≅⁄κΣûΟ ∆↔ûΤ♠τ •θ ΞÚ€[Õ−

1. ∆♠ν ΞôÝλ ∆↔ûΤ

2. ÑΘϕƒς ∆↔ûΤ

3. ΜΤιÕΞ ∆↔ûΤ

4. Κο↑ Τσßλ ΚΩôεΜôς ∆↔ûΤ

73. The scholars who studied books of the eastern countries

1. Continentalists

2. Americanlists

3. Orientalists

4. Europeanalists

€Ψχ€ϕƒΥ ΡôÓΚ↓τ èοΚûΖ Κσ[°ϕΘ Ση⁄ΘνΚρ

1. ΚηΟôϕƒς Ση⁄ΘνΚρ

2. ≅ùΤ↔χΚ Ση⁄ΘνΚρ

3. €Ψχ€ϕƒΥ Ση⁄ΘνΚρ

4. Ηúςôκ♦Υ Ση⁄ΘνΚρ

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74. The inspiring person of Prarthana Samaj

1. Vivekanada

2. Rama Mohan Roy

3. Rama Krishna Paramahamsa

4. Keshav Sen

♦ςôνιΘû∴ ΜΤô⊥ιûΘ ♣ß↑Ο ΕχΚΤ↓ιΘ ΡΣν

1. ↑úΞΚô∴ϕΘν

2. ςôΤ úΤôΚτ ςôµ

3. ςôΤ €ÚωΠ ΣςΤλΜν

4. úΚΜπ úΜτ

75. The Companions of Basavanna in the propagation of Virashaivam

1. Allamma Prabhu and Akkamahadevi

2. Jayapa Senani and Rudrama Devi

3. Nalagama and Manchala Devi

4. Balachandra and Nagamma Devi

ÅςûΜΞιûΘ Σςκ×Ξƒο ΣΜΞτ∴ô↑σÏ ∆Θ↑ΥôΖνΚΖôΚ ΒÚϕΘΞνΚρ

1. ≅οΩΤ♦ς× Τσßλ ≅χΚ ΤôúΘ↑

2. ⊥ΥΣ úΜ∴ô± Τσßλ ÚιςΤôúΘ↑

3. ΡΩΚôΤô Τσßλ ΤôφΜôΩ úΘ↑

4. ΣôΩΜϕƒςô Τσßλ ΡôΚλΤúΘ↑

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76. The terms Nam, Dan and Isnan were used by

1. Kabir

2. Basavanna

3. Gurunanak

4. Namdev

!!Ρôλ , Θôτ , Βυ∴ôτ&& Φτàλ ùΜôσΚûΖ ΣΥτΣÓιƒΥΞν

1. ΚÀν

2. ΣΜΞτ∴ô

3. ÏÚΡô∴χ

4. ΡôΤúΘπ

77. In India the following Officer enjoys autonomy like the Chief Election Commissioner

1. The Chief Secretary of the State Government

2. The Secretary General of the Lok Sabha

3. The Cabinet Secretary in Union Government

4. The Central Public Information Commissioner

ΒϕƒΥô↑ο •θχΚôÔλ ≅ƒΚô↔+ ΘûΩûΤ úΘνΘο ΑûΠΥûς úΣôτß ÑΥ ≅ƒΚôςλ ùΣσ[Ξν−

1. Τô♣Ω ≅ςΜôδΚ ΘûΩûΤ ùΜΥΩôΖν

2. úΩôχ ΜûΣ♠τ ΘûΩûΤ ùΜΥΩôΖν

3. ΤιƒΥ ≅ς′τ ≅ûΤεΜςûΞ ùΜΥΩôΖν

4. ΤιƒΥ ΤχΚρ ΘΚΞο ≅↓κ× ΑûΠΥν

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78. The major policy decision taken by Government of India in 1971

1. Abolition of National Planning Commission

2. Abolition of Zamindari System

3. Nationalization of Coal Mines

4. Abolition of Privy Purses

1971Αλ Αη⁄ο ΒϕƒΥ ≅ςΜôδΚλ ΦÓιΘ

Øχ€ΥΤô∴ ùΚôρûΚ Ø⁄Ü

1. úΘ′Υ ƒγΟ Κ♥_τ ςιÕ

2. ⊥ÁτΘôν Øû[ ςιÕ

3. ♣ΩχΚ↔ ÑςδΚδΚûΖ úΘ′ΥΤΥΤôχΚο

4. Ττ∴ν Τô±Υ Øû[ ςιÕ

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79. The executive Chairman of State Legal Services Authority

1. Serving or retired High Court Judge

2. Serving or retired High Court Chief Justice

3. Serving or retired High Court Senior Judge

4. Serving or retired Senior Civil Judge

Τô♣Ω ΜγΟ úΜûΞΚρ ΑûΠΥιƒτ ùΜΥο ΘûΩΞν

1. Σ∞♠ÛρΖ ∋≅( ϑµÜ ùΣσ[ ∆Υν¿ƒΤτ[

¿ƒΣƒ

2. Σ∞♠ÛρΖ ∋≅( ϑµÜ ùΣσ[ ∆Υν¿ƒΤτ[

ΘûΩûΤ ¿ƒΣƒ

3. Σ∞♠ÛρΖ ∋≅( ϑµÜ ùΣσ[ ∆Υν¿ƒΤτ[

êιΘ ¿ƒΣƒ

4. Σ∞♠ÛρΖ ∋≅( ϑµÜ ùΣσ[ êιΘ ′↑ο

¿ƒΣƒ

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80. The Prime Minister and his party in power during the Second World War in Britain

1. Winston Churchill - Conservative Party

2. Herld Willson - Labour Party

3. Margaret Thatcher - Conservative Party

4. David Cameroon - Labour Party

ΒςηΟôΞÕ ∆ΩΚκ úΣô↔τ úΣôÕ ♦↔γΟ±ο Αγ′♠ο ΒÚϕΘ ♦ςΘΤν Τσßλ Κγ′♠τ ùΣΥν

1. ↑τυΟτ Μνε′ο , ΚτΜνúΞ⁄π Κγ′

2. ùςôοÓ ↑οΜτ , ùΘô→ΩôΖν Κγ′

3. ΤôνχΚùςγ ΘôγΜν , ΚτΜνúΞ⁄π Κγ′

4. úΟ↑γ ΚôΤìτ , ùΘô→ΩôΖν Κγ′

81. Cold winds in Southern France are called as

1. Mistral

2. Bora

3. Pampero

4. Southern Burst

ùΘσÏ ♦ςôτ″ο ÅÑλ Ï↓ν ΚôσßΚûΖ ΒπΞôß ≅ûΨκΣν

1. ♥υγςο

2. úΣôςô

3. ΣôλùΣúςô

4. ùΘσΚιƒΥ ùΞ⁄κ×

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82. The prominent French Scientist who gave explanation about the origin of Solar System

1. Louis

2. Lockyer

3. Laplace

4. Littleton

ã↔Υ ÏÓλΣιƒτ úΘôσ[ιûΘ Ï°ιÕ ↑Ξ↔ιÕ á°Υ ♦ςôτυ Ρôγ⁄τ Øχ€ΥΤô∴ ≅°↑ΥΩôΖν

1. í♠υ

2. Ωôχ€Υν

3. ΩôκúΩυ

4. ←γ⁄οΟτ

83. Descending winds in Iraq are called as

1. Cairn

2. Chinook

3. Berg

4. Samun

•θØΚΤôΚ ÅÑλ ΚôσßΚûΖ Χςôχ Ρôγ⁄ο ΒπΞôß ≅ûΨκΣν

1. ùΚµντ

2. ′òχ

3. ùΣνχ

4. ΜôØτ

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84. Evapo - Transpiration denotes

1. The total amount of water added to atmosphere from both evaporation and transpiration

2. Evaporation of water from ocean currents to the atmosphere

3. Evaporation of air from sky to the earth atmosphere

4. Evaporation of air from the lower portion of ocean to the upper portion of sky

¿ςô↑κúΣôχÏ ΦτΣÕ ΒΘû∴ Ï°χÏλ

1. ¿ςô↑ΥôΘο Τσßλ ¿νκúΣôχÏ Ξô♠ΩôΚ Ξ↓ΤηΟΩιƒο úΜνχΚκΣÓλ ¿↔τ ùΤôιΘ ≅ΖÜ

2. ùΣÚδΚΟο ¿úςôγΟδΚ↓ο ΒÚϕÕ Ξ↓ΤηΟΩιƒσÏρ ¿ν Α↑ΥôΘο

3. ΑΚôΥιƒο ΒÚϕÕ é♥χÏ Κôσß Α↑ΥôΘο

4. ùΣÚδΚΟ←τ ≅⁄ΣôΚιƒο ΒÚϕÕ+ ΑΚôΥιƒτ úΤο ΣôΚιƒσÏ Κôσß Α↑ΥôΘο

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85. In ancient period fertile and sterile soils were termed as

1. Arid and Peaty

2. Khadar and Bhangar

3. Urvara and Usara

4. Laterite and Lateritic

ΣηûΟχ ΚôΩιƒο ΞΖΤô∴ Τσßλ ΞΖΤσ[ ΤηΚûΖ Βπ↑ΘΤôΚ ≅ûΨιΘ∴ν

1. Ξ[ηΟ Τσßλ ΧςΤô∴ Τη

2. ΚôΘν Τσßλ ΣδΚν

3. ΕνΞςô Τσßλ ∆Μςô Τη

4. ùΜλ×ûς Τη Τσßλ ÏßΤη

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86. Identify the right statement among the following with regard to El-Nino

1. Elninos are common in Bay of Bengal

2. Elninos avoid drought, floods and other weather extremes

3. Elninos are contraction of warm equatorial currents

4. Elninos occur once every three to seven years

•θχΚηΟΞσ°ο ΒÚϕÕ+ Φο±ú∴ôχΚρ Ï°ιÕ áßλ Μ↔Υô∴ áσû[ ΚηΟ°ΥÜλ

1. Φο±ú∴ôχΚρ ΞδΚôΖ ↑↔ÏΟô↑ο ùΣôÕΞôΚ ΚôΠκΣÓλ−

2. Φο±ú∴ôχΚρ Ξ[γ′+ ùΞρΖκùΣÚχÏ Τσßλ ùΞκΣ♣ûΩΚ↓τ ¾↑ς ΘτûΤΚûΖ Θ↑νχÏλ−

3. Φο±ú∴ôχΚρ ♥Θ ùΞκΣ éΤιƒΥ ¿úςôγΟδΚ↓τ ÑÚχΚδΚΩôÏλ−

4. Φο±ú∴ôχΚρ êτ°←ÚϕÕ ΓÝ ΑηÓΚÞχÏ ΙÚ Øû[ ♣ΚÝλ−

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87. The following Dam is the highest Dam in India and eighth tallest Dam in the World

1. Bhakra Nangal

2. Tehri

3. Hirakud

4. Nagarjuna Sagar

ΒϕƒΥô↑ο ♥Κ ∆ΥςΤô∴+ ∆Ω€úΩúΥ ΦγΟôΞÕ ♥Κ ∆ΥςΤô∴ ≅ûΠχΚγÓ

1. ΣχςôΡδΚρ

2. ùΘξ↔

3. ∝ςôÏγ

4. ΡôΚôν⊥ø∴ ΜôΚν

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88. The longest double tracked and electrical transcontinental railway in the World is

1. Trans – Siberian Railway

2. Trans Australian Railway

3. Tanzania Railway

4. Blue Train of South Africa

∆Ω€úΩúΥ ♥ΚÜλ ¿ΖΤô∴+ ΚηΟδΚÞχÏ ΒûΟúΥΥô∴ ΒςγûΟ ΘΟ Τσßλ ♥τΜôς ς♠ο ΣôûΘ

1. γςôτυ , ûΜÀ↔Υτ ς♠ο ΣôûΘ

2. γςôτυ , Αυƒúς←Υτ ς♠ο ΣôûΘ

3. Οôτ˱Υô ς♠ο ΣôûΘ

4. ùΘτ Ακ♦↔χΚô↑τ ¿Ω ς♠ο

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89. In the case of manganese deposits, India has the following percentage and rank at the World level

1. 11% Mineral deposits, seventh rank

2. 10% Mineral deposits, sixth rank

3. 9% Mineral deposits, fifth rank

4. 12% Mineral deposits, eighth rank

∆ΩΚ ≅Ζ↑ο ΒϕƒΥô ΤôδΚÉυ ΘôÕκ ùΣôÚρ ΒÚκ×χÏ ùΘôΟνΣô∴ ΒϕΘ ΜΘÅΘλ Τσßλ ΘςΞ↔ûΜûΥ ùΣσßρΖÕ

1. 11% ΘôÕκùΣôÚρ ΒÚκ×: ΓΨôΞÕ ΘςΞ↔ûΜ

2. 10% ΘôÕκùΣôÚρ ΒÚκ×: Α[ôΞÕ ΘςΞ↔ûΜ

3. 9% ΘôÕκùΣôÚρ ΒÚκ×: ΗϕΘôΞÕ ΘςΞ↔ûΜ

4. 12% ΘôÕκùΣôÚρ ΒÚκ×: ΦγΟôΞÕ ΘςΞ↔ûΜ

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90. This is an ecosystem with plants and animals of unusual scientific and natural interest.

1. Bioeconomic Reserves

2. Biosphere Reserves

3. Biometric Reserves

4. Biotechnology Reserves

≅ΜôΘôςΠΤô∴+ ≅°↑Υο ÃΥô∴ Τσßλ ΒΥσûΚΥô∴ Øτà↔ûΤ ∆ρΖ ΤςδΚρ+ ↑ΩδÏΚûΖ ùΚôηΟ ãθ♣ûΩ ≅ûΤκ×

1. ∆♠ν ùΣôÚΖôΘôς ΒÚκ×Κρ

2. ∆♠νχ úΚôΖ ΒÚκ×Κρ

3. ∆♠ν ≅ΖÜΚ↓τ ΒÚκ×Κρ

4. ∆♠ν ùΘô→οÖγΣ ΒÚκ×Κρ

91. The author of ‘History of the Peloponnessian War’

1. Herodotus

2. Hercules

3. Plato

4. Cicero

‘History of the Peloponnessian War’ Φτàλ è←τ Α′↔Υν

1. ùςúΟôΟυ

2. ùνÏΩυ

3. ♦úΖγúΟô

4. ′′úςô

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92. The only Janapada founded in South India in ancient period

1. Avanti

2. Asmaka

3. Anga

4. Amaravati

ΣηûΟχ ΚôΩιƒο+ ùΘτ ΒϕƒΥô↑ο ♣ßΞκΣγΟ Ιúς ΙÚ ⊥∴ΣΘλ

1. ≅Ξϕƒ

2. ≅υΤΚô

3. ≅δΚô

4. ≅ΤςôΞƒ

93. The famous classic Kural (Thirukural) was written by

1. Tiruvalluvar

2. Mani Mekhalai

3. Manugadi Marudan

4. Nakkiran

×Κθ ΞôµϕΘ ƒÚχÏ[ûΖ ΒΥσ°ΥΞν

1. ƒÚΞρÞΞν

2. Τ∞úΤΚûΩ

3. ΤÔΚô⁄ ΤÚΘτ

4. Ρχ•ςτ

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94. Author of Tahkika - i - hind

1. Amir Khusru

2. Akbar

3. Al-Biruni

4. Allauddin

!!Θξ•Κô,Β,∝ϕι&& ΦτΣΘτ èΩô′↔Υν

1. ≅Áν ÏυÚ

2. ≅χΣν

3. ≅ο ♦Ú±

4. ≅Ωôܾτ

95. The first and last sultans of Delhi respectively

1. Qutub-ud-din Aibak and Ibrahim Lodi

2. Rajia Sultana and Ghiyasuddin Balbon

3. Alam Khan Lodi and Ibrahim Lodi

4. Bhaktiyar Khilji and Iltutmish

⁄ο←ûΥ Αγ′ ùΜµΘ ØΘΩôΞÕ Τσßλ ΚûΟ′ ÑοΘôτΚρ

1. ÏÕκ×¾τ ΗΣχ , ΒκςôÍλ úΩô⁄

2. ς≥Υô ÑοΘô∴ô , €ΥôѾτ ΣôοΣτ

3. ΑΩλ Κôτ úΩô⁄ , ΒκςôÍλ úΩô⁄

4. ΣχƒΥôν €ο≥ , ΒοÓγ♥ω

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96. Guru of Ramanuja

1. Yadav Prakasha

2. Yadu Prakasa

3. Nimbarka

4. Jnanadev

ΒςôΤôà⊥↔τ ÏÚΡôΘν

1. ΥôΘπ ♦ςΚô_ô

2. ΥÕ ♦ςΚô_ô

3. ♣λΣνΚô

4. Νô∴ úΘπ

97. The term ‘Industrial Revolution’ was used by

1. George Eliot and John Keats

2. George Michelet and Friedrich Engels

3. Voltaire and Diderot

4. John Milton and Shakespeare

!ùΘô→σ ×ςγ′& Φτàλ ùΜôοûΩ ΣΥτΣÓιƒΥΞνΚρ

1. ⊥ôνϖ Β←Υγ , ⊥ôτ •γυ

2. ⊥ôνϖ ♥ùΜùΩγ , ♦ςγ↔χ ΓφΜου

3. ΞôοúΟν , ûΟ≈ςôγ

4. ⊥ôτ ♥οΟτ , ú_χυ♦Υν

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98. Founder of ‘Young Italy’

1. Emmanuel

2. Cavour

3. Garibaldi

4. Mazzini

ΒûΖΥ ΒιΘô←ûΥ ♣ß↑ΥΞν

1. ΒΤôàúΞο

2. Κîν

3. Κô↔Σôο⁄

4. Τô≥±

99. Persons belonging to middle class, artisans and peasants on the eve of French revolution are known as

1. First Estate

2. Second Estate

3. Third Estate

4. Royal Estate

♦ςφÑ ×ςγ′♠τ úΣôÕ+ ΡÓιΘς ΞÏκ♦∴ν+ ûΚ↑û∴ ΚûΩΝνΚρ+ ↑ΞΜô♠Κρ ùΚôηΟ ♦↔↑∴ûς ΒπΞôß ≅ûΨιΘ∴ν

1. ØΘΩôΞÕ ΦυúΟγ

2. ΒςηΟôΞÕ ΦυúΟγ

3. êτ[ôλ ΦυúΟγ

4. ∆ΥνÏ⁄ ΦυúΟγ

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100. Official residence of French Kings during French Revolution

1. West Minister Palace

2. Versailles Palace

3. Buckingham Palace

4. Elsea Palace

♦ςφÑ ×ςγ′♠τ úΣôÕ+ ♦ςφÑ Ττ∴νΚ↓τ ≅ƒΚôςéνΞΤô∴ Ξôθ↑Ολ

1. ùΞυγ ♥±υΟν ≅ςηΤû∴

2. ùΞνûΜου ≅ςηΤû∴

3. Σχ€δôλ ≅ςηΤû∴

4. ΦοÊ ≅ςηΤû∴

101. The political philosopher who defined Political Science as a study of Government

1. Leacock

2. Seeley

3. Janet

4. Gilchrist

≅ς′Υο ≅°↑Υο ΦτΣÕ !!≅ςΜôδΚιûΘ Σσ° ΑςôÙλ ≅°↑Υο&& Φτß ΞûςΥû[ á°Υ ≅ς′Υο ΘιÕΞΝô±

1. ÄΚôχ

2. ≠←

3. ⊥ôù∴γ

4. €ο€↔υγ

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102. This element distinguishes the state from other associations

1. Population

2. Territory

3. Sovereignty

4. Government

ΒϕΘ ≅λΜλ ςôϖ≥ΥιûΘ úΞß ≅ûΤκ×Κ↓ο ΒÚϕÕ úΞßΣÓιƒ ΚôγÓ€[Õ−

1. ΤχΚρ ùΘôûΚ

2. ♣ΩκΣςκ× ∋♦ςúΘΜλ(

3. Βû[ΥôηûΤ

4. ≅ςΜôδΚλ

103. The political philosopher who viewed that law and liberty are antithetical

1. Erskin

2. Holland

3. Solmond

4. J.S. Mill

ΜγΟλ Τσßλ ÑΘϕƒςλ ΦτΣûΞ ΙτßχùΚôτß Φƒςô∴ûΞ Φτß ΚÚιÕ á°Υ ≅ς′Υο ΘιÕΞ Νô±

1. Φνυ€τ

2. ôΩηγ

3. ΜôοΤηγ

4. J.S. ♥ο

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104. This is considered as the first step for realizing human rights

1. Magna Carta

2. Bill of Human Rights

3. French Revolution

4. Russian Revolution

Τ±Θ ∆↔ûΤΚûΖ ΜôƒιƒΟ ØΘΩôΞÕ Σ⁄♣ûΩΥôΚ ΒÕ ΚÚΘκΣγΟÕ−

1. úΤχ∴ô ΚôνγΟô

2. Τ±Θ ∆↔ûΤΚ↓τ ΤúΜôΘô

3. ♦ςφÑ ×ςγ′

4. ςωΥ ×ςγ′

105. A criteria of naturalized citizenship

1. Honesty

2. Leadership

3. Intelligence

4. Residence

ΒΥσûΚΥô∴ Ï⁄Ù↔ûΤ ùΣßΞΘσÏ ΙÚ ≅⁄κΣûΟι ≅ΖÜúΚôρ

1. úΡνûΤ

2. ΘûΩûΤ

3. ÖηΠ°Ü

4. Ξ′κ♦Ολ

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106. The person who used the term secularism for the first time in modern times.

1. Gajendra Gadkar

2. G.J. Holyoake

3. Donald E. Smith

4. Jawaharlal Nehru

ΡÅ∴ ΚôΩιƒο ΤΘΜôν♦τûΤ Φτàλ ùΜôοûΩ ØΘτØΘ←ο ΣΥτΣÓιƒΥ ΡΣν

1. Κú⊥ϕƒς ΚγΚν

2. G.J. úôοúΥôχ

3. ùΟô∴ôοÓ E. υ♥ι

4. ⊥ΞνΩôο úΡÚ

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107. Fundamental Rights are mentioned in the following Articles of Indian constitution.

1. 1 to 11 of part - I

2. 36 to 51 of part - II

3. 12 to 35 of part - III

4. 52 to 78 of part - IV

ΒϕƒΥ ≅ς′ΥΩûΤκ× ΜγΟιƒτ •θχΚôÔλ ΜγΟκ ♦↔ÜΚ↓ο ≅⁄κΣûΟ ∆↔ûΤΚρ Ï°ιÕ á[κΣγÓρΖÕ

1. 1Αλ ΣôΚιƒο 1 ØΘο 11 Ξûς

2. 2Αλ ΣôΚιƒο 36 ØΘο 51 Ξûς

3. 3Αλ ΣôΚιƒο 12 ØΘο 35 Ξûς

4. 4Αλ ΣôΚιƒο 52 ØΘο 78 Ξûς

108. The second Chief Minister of Combined Andhra Pradesh

1. K. Rosaiah

2. M. Chenna Reddy

3. N. Sanjeeva Reddy

4. D. Sanjeevaiah

ΙÚδ€ûΠϕΘ Αϕƒςκ♦ςúΘΜιƒτ ΒςηΟôΞÕ ØΘΩûΤεΜν

1. K. úςôΜµΥô

2. M. ùΜτ∴ô ùςγ⁄

3. N. Μφ≠Ξ ùςγ⁄

4. D. Μφ≠ΞµΥô

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109. Both Parliament and State Legislatures can make laws over the subjects of this list

1. Union list

2. State list

3. Concurrent list

4. Voters list

•θχΚôÔλ ΒκΣγ⁄Υ←ο ∆ρΖ ≅λΜδΚ↓τ ÁÕ ΣôςôÞΤτ[λ Τσßλ Τô♣Ω ΜγΟΤτ[δΚρ ΜγΟδΚρ ΒΥσ[ Ø⁄Ùλ−

1. ΤιƒΥ Σγ⁄Υο

2. Τô♣Ω Σγ⁄Υο

3. ùΣôÕκ Σγ⁄Υο

4. ΞôχΚôΖν Σγ⁄Υο

110. ‘Mandamus’ means

1. To introduce the body of a person

2. We command

3. To forbid

4. To be certified

ΤôηΟΤυ ΦτΣΘτ ùΣôÚρ

1. Τ±Θ ∆ΟûΩ Ï°ιÕ ≅°ØΚκΣÓιÕΘο

2. ΡôδΚρ ΚγΟûΖ♠Ó€ú[ôλ

3. ΘûΟ ùΜµƒΟ

4. ∆ηûΤ Φ∴ ∆߃ΣÓιÕΘο

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111. The goods which are in various stages of production process are called

1. Producer goods

2. Capital goods

3. Intermediary goods

4. Durable goods

ØÝΞÕλ ∆σΣιƒ ùΜµΥκΣΟôΤο ∆σΣιƒ ùΜΥ←τ ΣοúΞß ♣ûΩΚ↓ο ∆ρΖ ùΣôÚγΚρ

1. ∆σΣιƒΥôΖν ùΣôÚγΚρ

2. êΩΘ∴κ ùΣôÚγΚρ

3. ΒûΟ♣ûΩκ ùΣôÚγΚρ

4. ¿⁄ιÕûΨχÏλ ùΣôÚγΚρ

112. Utility measureable in terms of utils is

1. Cardinal utility

2. Ordinal utility

3. Marginal utility

4. Place utility

!Ù⁄ου& êΩλ ΣΥτΣôÓΚûΖ ≅Ζ↑Ο Ø⁄Ùλ Φτàλ ΚÚιûΘ áßΞÕ

1. ΦηΠΖÜ ΣΥτΣôÓ

2. ΙÝδÏØû[ ΣΥτΣôÓ

3. Β߃♣ûΩκ ΣΥτΣôÓ

4. ΒΟκ ΣΥτΣôÓ

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113. The percentage change in the quantity demanded of a commodity due to a percentage change in its related commodity price is

1. Price Elasticity of Demand

2. Cross Elasticity of Demand

3. Income Elasticity of Demand

4. Arc Elasticity of Demand

ΜλΣϕΘκΣγΟ ùΣôÚγΚ↓τ ↑ûΩΚ↓ο ΓσΣÓλ ΜΘÅΘ Τôσ[ιΘôο+ ΙÚ ùΣôÚ↓τ úΘûΞχΚô∴ ≅Ζ↑ο ∆ηΟôÏλ ΜΘÅΘ Τôσ[λ

1. úΘûΞ♠τ ↑ûΩ ùΡ€θε′

2. úΘûΞ♠τ ÏßχÏ ùΡ€θε′

3. úΘûΞ♠τ ΞÚΞôµ ùΡ€θε′

4. úΘûΞ♠τ ↑ο ùΡ€θε′

114. The additional cost to produce an additional good is

1. Average cost

2. Average variable cost

3. Fixed cost

4. Marginal cost

ΙÚ áÓΘΩô∴ ùΣôÚûΖ ∆σΣιƒ ùΜµƒΟ úΘûΞκΣÓλ áÓΘο ùΜΩÜ

1. ΜςôΜ↔ ùΜΩÜ

2. ΜςôΜ↔ Τôßλ ùΜΩÜ

3. ♣ûΩΥô∴ ùΜΩÜ

4. Β߃♣ûΩ ùΜΩÜ

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115. Flow of income from firms to households and from households to firms denotes

1. Circular flow of income

2. Unequal flow of income

3. Upward flow of income

4. Household flow of income

♣ßΞ∴δΚ↓ο ΒÚϕÕ ÏÓλΣδΚÞχÏλ+ ÏÓλΣδΚ↓ο ΒÚϕÕ ♣ßΞ∴δΚÞχÏλ ΞÚΞôµ ùΜοûΚûΥ Ï°κΣÕ

1. ΞÚΞô♠τ ΞγΟε ùΜοûΚ

2. ΜΤΤσ[ ΞÚΞôµ ùΜοûΚ

3. ΞÚΞô♠τ úΤοúΡôχÏ ùΜοûΚ

4. ÏÓλΣδΚ↓τ ΞÚΞôµ ùΜοûΚ

116. The deposits directly received by the commercial banks from the people.

1. Safe deposits

2. Primary deposits

3. Secondary deposits

4. Term deposits

ΤχΚ↓Ο♥ÚϕÕ Ξ∞Κ Ξδ€Κρ úΡ↔ûΟΥôΚ ùΣßλ ûΞκ× ùΘôûΚΚρ

1. ΣôÕΚôκ× ûΞκ× ùΘôûΚΚρ

2. ≅⁄κΣûΟ ûΞκ× ùΘôûΚΚρ

3. ΒςηΟôλ Θς ûΞκ× ùΘôûΚΚρ

4. ΚôΩΞςλ× ûΞκ× ùΘôûΚΚρ

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117. This denotes a progressive change in the socio economic structure of a country along with economic growth

1. Economic Development

2. Economic Progress

3. Economic Prosperity

4. Economic Planning

ΙÚ Ρôγ⁄τ ùΣôÚΖôΘôς ΞΖνε′ÙΟτ+ ΜêΚ ùΣôÚΖôΘôς ≅ûΤκ♦ο ΞΖνε′ Τôσ[ιûΘÙλ ΒÕ Ï°ιƒÓλ

1. ùΣôÚΖôΘôς ΞΖνε′

2. ùΣôÚΖôΘôς Øτú∴σ[λ

3. ùΣôÚΖôΘôς ΞΖûΤ

4. ùΣôÚΖôΘôς ƒγΟ♥ÓΘο

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118. This denotes the surplus available to farmers for marketing after meeting all their requirements

1. Surplus value

2. Marketable surplus

3. Differential surplus

4. Exportable surplus

↑ΞΜô♠Κρ ΘδΚÞûΟΥ ≅û∴ιÕ úΘûΞΚÞχΚô∴Ξσû[ ΦÓιÕùΚôηΟ♦τ+ ΜϕûΘ♠ο ↑σΣΘσΚôΚ €ûΟχΚχá⁄Υ ∆Σ↔ ∆σΣιƒûΥ ΒÕ Ï°χÏλ−

1. ∆Σ↔ Τƒκ×

2. ↑σΚιΘÏ ∆Σ↔

3. úΞßΣôγÓ ∆Σ↔

4. ΓσßΤƒχΚô∴ ∆Σ↔

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119. The provision of thrift, credit and other financial services in small quantity to the poor people to raise their incomes and living standards is known as

1. Micro finance

2. Macro finance

3. Personal finance

4. National finance

ΓûΨ ΤχΚ↓τ ΞÚΞôµ+ ΞôθχûΚ ΘςιûΘ ∆ΥνιƒΟ Ïû[ϕΘ ≅Ζ↑ο úΜ♥κ×+ ΚΟτ Τσßλ ΒΘς ♣ƒ úΜûΞΚρ ≅↓κΣûΘ ΒπΞôß ≅ûΨκΣν−

1. Öη∞Υο ♣ƒ

2. úΣ↔Υο ♣ƒ

3. Θ±ΡΣν ♣ƒ

4. úΘ′Υ ♣ƒ

120. Expand A P T D C

1. Andhra Pradesh Traffic Development Corporation

2. Andhra Pradesh Trade Development Corporation

3. Amaravati Tourism Development Corporation

4. Andhra Pradesh Tourism Development Corporation

A P T D C Η ↑↔ÜΣÓιÕΚ−

1. Αϕƒςκ♦ςúΘω ⁄ςô♦χ ùΟΞùΩκùΤτγ ΚôνκΣúς_τ

2. Αϕƒςκ♦ςúΘω ⁄úςγ ùΟΞùΩκùΤτγ ΚôνκΣúς_τ

3. ≅ΤςôΞƒ å↔]λ ùΟΞùΩκùΤτγ ΚôνκΣúς_τ

4. Αϕƒςκ♦ςúΘω å↔]λ ùΟΞùΩκùΤτγ ΚôνκΣúς_τ

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METHODOLOGY

121. ‘Honesty’ and ‘Patriotism’ are related to these types of values respectively

1. Democratic value, Vocational value 2. Democratic value, National value 3. Moral value, National value 4. National value, Democratic value

úΡνûΤÙλ ΡôγÓκ Σσßλ Øû[úΥ ΒπΞûΚΥô∴ Τƒκ×ΚÞΟτ ùΘôΟν×ûΟΥûΞ

1. ΤχΚΖôγ′ Τƒκ×+ ùΘô→ο Τƒκ×

2. ΤχΚΖôγ′ Τƒκ×+ úΘ′Υ Τƒκ×

3. ¿ƒùΡ° Τƒκ×+ úΘ′Υ Τƒκ×

4. úΘ′Υ Τƒκ×+ ΤχΚΖôγ′ Τƒκ×

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122. Learning about the contribution of great musicians and poets helps in the development of this value

1. Artistic and Recreational value

2. Vocational value

3. Political value

4. Informatory value

′[ϕΘ ΒûΜ úΤûΘΚρ Τσßλ Κ↑ΝνΚ↓τ ùΘôη⁄û∴κ Σσ° ΚσΣÕ ΒϕΘ ΤƒκûΣ ΞΖνκΣƒο ÕûΠ ×↔€[Õ

1. ΚûΩ Τσßλ ùΣôÝÕúΣôχÏ Τƒκ×

2. ùΘô→ο Τƒκ×

3. ≅ς′Υο Τƒκ×

4. ΘΚΞο Τƒκ×

123. Aims and Instructional Objectives are respectively

1. Aims are specific, Instructional Objectives are general

2. Aims are general, Instructional Objectives are specific

3. Both are general

4. Both are specific

Ï°χúΚôρΚÞλ Κσ♦ιΘο úΡôχΚδΚÞλ Øû[úΥ

1. Ï°χúΚôρΚρ ′[κΣô∴ûΞ+ Κσ♦ιΘο

úΡôχΚδΚρ ùΣôÕΞô∴ûΞ

2. Ï°χúΚôρΚρ ùΣôÕΞô∴ûΞ+ Κσ♦ιΘο

úΡôχΚδΚρ ′[κΣô∴ûΞ

3. ΒςηÓλ ùΣôÕΞô∴ûΞ

4. ΒςηÓλ ′[κΣô∴ûΞ

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124. The following aspect is not considered while formulating learning objectives for teaching a topic

1. Nature of Educational Policy

2. Availability of resources to achieve the objectives

3. Needs and competencies of a child

4. Needs and attitude of a teacher

ΙÚ ΣôΟχ ΚÚιûΘ Κσ♦ιΘÛχÏ Κσ[ο úΡôχΚδΚûΖ Ξ⁄ΞûΤχÏλ úΣôÕ ΒûΘχ ΚÚιƒο ùΚôρΖΤôγΟôνΚρ

1. Κο↑χ ùΚôρûΚ♠τ ΘτûΤ

2. úΡôχΚδΚûΖ ≅ûΟΞƒο €ûΟχÏλ ΞΖδΚρ

3. ΤôΠΞ±τ úΘûΞΚρ Τσßλ ƒ[τΚρ

4. Α′↔Υ↔τ úΘûΞΚÞλ Τ∴ΡôγΟØλ

125. Constructive Approach originated from this science

1. Psychology

2. Psychology and Anthropology

3. Anthropology

4. Sociology and Psychology

∆ÚΞôχΚ ≅ÔÏØû[ ΒϕΘ ≅°↑Υ←←ÚϕÕ úΘôτ°ΥÕ

1. ∆Ζ↑Υο

2. ∆Ζ↑Υο Τσßλ Τ±Θ Σ↔ΠôΤ ΞΖνε′♠Υο

3. Τ±Θ Σ↔ΠôΤ ΞΖνε′♠Υο

4. ΜØΘôΥ↑Υο Τσßλ ∆Ζ↑Υο

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126. In the state of Andhra Pradesh Academic Standards in Social Studies are decided based on the recommendations of

1. National Curriculum Frame Work - 2005

2. Andhra Pradesh State Curriculum Frame Work - 2011

3. National Curriculum Frame work – 2005 and Andhra Pradesh State Curriculum Frame Work - 2011

4. Right to Education Act – 2009 and Andhra Pradesh State Curriculum Frame Work - 2011

ΒΘτ Σ↔ϕÕûς♠τ ≅⁄κΣûΟ♠ο ΜêΚ ≅°↑Υ←τ Κο↑ ΘςδΚρ Ø⁄ùΞÓχΚκΣÓ€τ[∴ (in A.P.)

1. úΘ′Υ ΚûΩιƒγΟ Ξ⁄ΞûΤκ× , 2005

2. Αϕƒςκ♦ςúΘΜ Τô♣Ω ΚûΩιƒγΟ Ξ⁄ΞûΤκ×

, 2011

3. úΘ′Υ ΚûΩιƒγΟ Ξ⁄ΞûΤκ× 2005 Τσßλ

Αϕƒςκ♦ςúΘΜ Τô♣Ω ΚûΩιƒγΟ Ξ⁄ΞûΤκ×

, 2011

4. Κο↑ ∆↔ûΤε ΜγΟλ 2009 Τσßλ Αϕƒςκ♦ςúΘΜ Τô♣Ω ΚûΩιƒγΟ Ξ⁄ΞûΤκ×

, 2011

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127. Anderson and Krathwohl suggested the following dimensions in Taxonomy of learning objectives.

1. Knowledge dimension

2. Cognitive process dimension and Knowledge dimension

3. Cognitive process dimension

4. Knowledge dimension and Psychomotor dimension

Κσ[ο úΡôχΚδΚ↓τ ΞûΚκΣôγ⁄ο ΑηΟνΜτ Τσßλ €ςôιúΞôο Σ↔ϕÕûςιΘ ≅ΖÜΚρ

1. ≅°Ü ≅ΖÜ

2. ≅°Θο ùΜΥοØû[ ≅ΖÜ Τσßλ ≅°Ü

≅ΖÜ

3. ≅°Θο ùΜΥοØû[ ≅ΖÜ

4. ≅°Ü ≅ΖÜ Τσßλ ∆ΖΒΥχΚ ≅ΖÜ

128. This is not one of the Principles of Curriculum Construction in Social Studies

1. Principle of Totality of Experience

2. Principle of Evolution

3. Principle of Integration

4. Principle of Rigidity

ΜêΚ ≅°↑Υ←ο ΚûΩιƒγΟ ∆ÚΞôχΚ ↑ƒØû[Κ↓ο úΜςôΘ Ιτß

1. ùΤôιΘ ≅àΣΞ ↑ƒ

2. Σ↔ΠôΤ ↑ƒ

3. ΙσßûΤ ↑ƒ

4. ∆߃ι ΘτûΤ ↑ƒ

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129. A small video on Volcanoes is this type of teaching aid

1. Non – Projected aid

2. Projected aid

3. Activity aid

4. Graphic aid

Φ↔ΤûΩΚûΖκ Σσ°Υ ′ß ΚôùΠô↓ ΒπΞûΚχ Κσ♦ιΘο ÕûΠχ ΚÚ↑

1. ÅθιΘô ÕûΠχ ΚÚ↑

2. ÅθιÕλ ÕûΠχ ΚÚ↑

3. ùΜΥοΜôν ÕûΠχ ΚÚ↑

4. úΚôγÓ ΞûςΣΟι ÕûΠχ ΚÚ↑

130. This Educational Policy recommended ten (10) core curricular areas for whole nation at school level curriculum

1. National Policy on Education - 1968

2. National Policy on Education - 1986

3. New Education Policy - 2016

4. National Curriculum Frame Work - 2005

Σρ↓ ≅Ζ↑Ωô∴ ΚûΩιƒγΟιƒο ΡôÓ ØÝûΤχÏλ ΣιÕ Øχ€Υ ≅λΜδΚρ ΒÚχΚ úΞηÓλ Φ∴ Σ↔ϕÕûςιΘ Κο↑χ ùΚôρûΚ

1. úΘ′Υ Κο↑χ ùΚôρûΚ ` 1968

2. úΘ′Υ Κο↑χ ùΚôρûΚ ` 1986

3. ×ƒΥ Κο↑χ ùΚôρûΚ ` 2016

4. úΘ′Υ ΚûΩιƒγΟ Ξ⁄ΞûΤκ× ` 2005

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131. The Guiding Principle “Making Examinations more flexible and integrating with life”, for curriculum development proposed by

ΚûΩιƒγΟ ΞΖνε′χÏ !úΘνÜ Øû[ûΥ ♥ΚÜλ Φ↓ûΤΥôχ€ ΞÏκΣû[ ΞôθÜΟτ ΙÚδ€ûΠιΘο& Φτàλ Ξ→ΚôγÓ ↑ƒØû[ûΥ ØτùΤô→ϕΘÕ

1. NCF - 2000

2. NCF - 1998

3. NCF - 2005

4. NCFTE - 2009

132. “The process of Curriculum framing and preparation of Text books be decentralised so as to increase teacher’s task” – isrecommended by this Committee

1. Y.N. Chaturvedi Committee

2. Prof. Ramamurthy Committee

3. Prof. R.H. Dave Committee

4. National Advisory Committee

!!ΚûΩιƒγΟ Ξ⁄ΞûΤκ×ε ùΜΥοØû[ Τσßλ ΣôΟèοΚρ ΘΥô↔κ× ↑↔ΞôχΚκΣΟ úΞηÓλ: ΒΘτ êΩλ ùΘôΟν×ûΟΥ ùΜΥοΚ↓ο Α′↔ΥνΚ↓τ ΣδÏ ≅ƒΚ↔χÏλ&& Φτß Σ↔ϕÕûςιΘ ÏÝ

1. Ιµ−Φτ− ΜÕνúΞƒ ÏÝ

2. úΣςô′↔Υν ςôΤêνιƒ ÏÝ

3. úΣςô′↔Υν Αν−ùε− ΘúΞ ÏÝ

4. úΘ′Υ ≅°ÜßιÕλ ÏÝ

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133. “Learning through activities, discovery and exploration in a Child friendly and Child-Centred manner”, is mentioned in this section of RTE Act - 2009

1. Section 31 (1) (c) 2. Section 24 (1) (d) 3. Section 29 (2) (e) 4. Section 21 (2) (b)

!!ÏΨϕûΘΚûΖ ûΤΥΤôΚχ ùΚôηÓ ≅ΞνΚÞχÏ Γσ[ Øû[Κ↓ο ùΜΥσΣôÓΚρ+ ΚηÓ♦⁄κ× Τσßλ ΑµΘο Ξô♠ΩôΚ Κσ[ο&& Φτàλ ΚÚιÕ+ Κο↑ ∆↔ûΤ ΜγΟλ,1//8ο Βκ♦↔↑ο úΜνχΚκΣγÓρΖÕ

1. ♦↔Ü 31 (1) (c)

2. ♦↔Ü 24 (1) (d)

3. ♦↔Ü 29 (2) (e)

4. ♦↔Ü 21 (2) (b)

134. ‘Red Fort’ and ‘Extracts of a Gazette on RTE Act’ are respectively

1. Both are Primary sources

2. Both are Secondary sources

3. Secondary source, Primary source

4. Primary source, Secondary source

ùΜδúΚôγûΟ Τσßλ Κο↑ ∆↔ûΤεΜγΟ ≅ςΜôûΠ ÁÕ ÑÚχΚΤô∴ Ï°κ×Κρ Øû[úΥ

1. ΒςηÓλ ØΘτûΤ ΞΖδΚρ

2. ΒςηÓλ ΒûΟ♣ûΩ ΞΖδΚρ

3. ΒûΟ♣ûΩ Τσßλ ØΘτûΤ ΞΖδΚρ

4. ØΘτûΤ Τσßλ ΒûΟ♣ûΩ ΞΖδΚρ

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135. Organisation of Field Trip to Borra Caves by a Social Studies Teacher comes under this type of learning experiences

1. Direct experiences

2. Indirect experiences

3. Vicarious experiences

4. Direct and vicarious experiences

ΙÚ ΜêΚ ≅°↑Υο Α′↔Υν úΣôςô ÏûΚΚÞχÏ ΚΖκ ΣΥΠλ ΓσΣôÓ ùΜµΘο ΦτΣÕ ΒπΞûΚΥô∴ Κσ[ο ≅àΣΞδΚ↓τ •θ ΞÚλ

1. úΡς⁄ ≅àΣΞδΚρ

2. Τû[ØΚ ≅àΣΞδΚρ

3. ♦ςƒ♣ƒιÕΞ ≅àΣΞδΚρ

4. úΡς⁄ Τσßλ ♦ςƒ♣ƒιÕΞ ≅àΣΞδΚρ

136. These maps are more suitable for both blind and normal students.

1. Flat maps

2. Sketch maps

3. Theme Specific maps

4. Relief maps

ΣôνûΞΥσ[ Τσßλ ΜôΘôςΠ ΤôΠΞνΚÞχÏ ♥ΚÜλ Γσ[ ♣ΩκΣΟδΚρ

1. ΘγûΟΥô∴ ♣ΩκΣΟδΚρ

2. úΘôςôΥ ΞûςΣΟ ♣ΩκΣΟδΚρ

3. ′[κ×χ ΚÚιÕρΖ ♣ΩκΣΟδΚρ

4. ♣ΩιúΘôσ[ ♣ΩκΣΟδΚρ

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137. To study the topic ‘Climate’, in Social Studies, there is a need to have close relationship with this subject

1. Physical Sciences

2. Mathematics

3. Life Sciences

4. Humanities

ΜêΚ ≅°↑Υ←ο ΚôΩ ♣ûΩ Φτàλ ΣôΟιûΘκ Σ♠Ω ΒκΣôΟιÕΟτ ùΡÚδ€Υ ùΘôΟν× ùΚôη⁄ÚιΘο ≅Ξ′ΥΤô€[Õ

1. ΒΥσ♦Υο úΞƒ♠Υο

2. Κ∞Θλ

3. ΞôθχûΚ ≅°↑Υο

4. Τ±ΘúΡΥ ≅°↑ΥοΚρ

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138. Which of the following statement is not correct?

1. Both Social Sciences and Biological Sciences have scientific attitude.

2. Both Social Studies and Social Sciences are practice oriented

3. Social Sciences are for higher education and Social Studies meant for school education

4. Social Sciences study social aspect whereas Biological Sciences study physical world.

•θχΚηΟΞσ°ο ΘΞ[ô∴ Ξôχ€Υλ

1. ΜêΚ ≅°↑ΥοΚÞλ ΒΥσûΚ

≅°↑ΥοΚÞλ ≅°↑Υο úΡôχΚØûΟΥûΞ− 2. ΜêΚ↑ΥÛλ ΜêΚ ≅°↑ΥοΚÞλ

ΡûΟØû[ûΥ ûΤΥΤôΚχ ùΚôηΟûΞ−

3. ΜêΚ ≅°↑ΥοΚρ ∆ΥνΚο↑χÏλ ΜêΚ↑Υο

Σρ↓χ Κο↑χÏλ ♣νΠ♠χΚκΣγΟûΞ−

4. ΜêΚ ≅°↑ΥοΚρ ΜêΚχ ΚÚιÕΚûΖÙλ

ΒΥσûΚ ≅°↑ΥοΚρ ΒΥοΣô∴ ∆ΩΚιûΘ Σσ°Ùλ ΑµÜ ùΜµ€τ[∴−

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139. “The Protestant Ethic and the Spirit of Capitalism” the book written by

1. Karl Marxs

2. Max Weber

3. Christopher Columbus

4. Epicuras

“The Protestent Ethic and the Spirit of Capitalism” Φτàλ èûΩ ΒΥσ°ΥΞν

1. Κôςο Τôνχυ

2. Τôχυ ùΞΣν

3. €°υΟ?Σν ùΚôΩλΣυ

4. Φ♦€ëςυ

140. The Eminent Person selected for Bharat Ratna award for the year 1999 was

1. Mother Theresa

2. Atal Bihari Vajapai

3. Amarthya Sen

4. APJ Abdul Kalam

1999 Αλ ΑηÓ ΣôςΘ ςι∴ô ↑ÚƒσΚôΚ úΘνÜ

ùΜµΥκΣγΟ Øχ€Υ ΡΣν

1. ≅τû∴ ùΘςΜô

2. ≅Οο ♦Κô↔ ΞôϖΣôµ

3. ≅ΤνιƒΥô úΜτ

4. Γ−♦−ú⊥− ≅κÕο ΚΩôλ

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141. These maps help learners in understanding of the existing concepts and also can be used to diagnose the misconceptions of learners

1. Google maps

2. Technical maps

3. Concept maps

4. Relief maps

ΚσΣΞνΚρ ΘσúΣôÕρΖ ΚÚιÕΚûΖκ ×↔ϕÕ ùΚôρΞΘσÏλ ≅ΞνΚ↓ûΟúΥ ΘΞ[ô∴ ΚÚιÕΚûΖ ≅°ϕÕùΚôρΞΘσÏλ ∆ΘÜλ ♣ΩκΣΟδΚρ

1. áÏρ ♣ΩκΣΟδΚρ

2. ùΘô→οÖγΣ ♣ΩκΣΟδΚρ

3. ΚÚιÕ ♣ΩκΣΟδΚρ

4. ØκΣ↔ΤôΠ ♣ΩιúΘôσ[ ♣ΩκΣΟδΚρ

142. Use of Concept maps as a teaching strategy was first developed by

1. Ausubel

2. J.D. Novak

3. Symington

4. Minstrell

ΚÚιÕ ♣ΩκΣΟδΚûΖ Κσ♦ιΘο ∆ιƒΥôΚ ΣΥτΣÓιÕΞûΘ ØΘ←ο ΞΖνε′ΥûΟΥε ùΜµΘΞν

1. ΑÑùΣο

2. ú⊥.⁄. úΡôΞχ

3. ûΜ♥δΟτ

4. ♥τυγùςο

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143. The steps of ‘5 E’ Learning Model are

1. Encourage, Explain, Explore, Elaborate, Evaluation

2. Engage, Express, Elaborate, Encourage, Explain

3. Engage, Explore, Explain, Elaborate, Evaluation

4. Explore, Explain, Elevate, Express, Evaluation

‘5 E’ Κσ[ο Τôƒ↔♠τ Σ⁄♣ûΩΚρ

1. ΕχÏ↑ιΘο+ ↑ΖχÏΘο+ ΑµΘο+

↑↔ΞôχÏΘο+ ΤƒκÀÓ ùΜµΘο− 2. ΧÓΣÓΘο+ ùΞ↓κΣÓιÕΘο+ ↑↔ΞôχÏΘο+

ΕχÏ↑ιΘο+ ΤƒκÀÓ ùΜµΘο− 3. ΧÓΣÓΘο+ ΑµΘο+ ↑ΖχÏΘο+ ↑↔ΞôχÏΘο+

ΤƒκÀÓ ùΜµΘο− 4. ΑµΘο+ ↑ΖχÏΘο+ ∆ΥνιÕΘο+

ùΞ↓κΣÓιÕΘο+ ΤƒκÀÓ ùΜµΘο−

144. Activity Based learning means

1. Inclusion of both physical and mental processes

2. Physical activities only

3. Mental processes only

4. Body movements with the help of Physical Education teacher

ùΜΥο ≅⁄κΣûΟ♠Ωô∴ Κσ[ο ΦτΣÕ

1. ∆Οο Τσßλ Τ∴λ ΜôνϕΘ ùΜΥοØû[Κρ

ΒςηûΟÙλ ΒûΠιΘο

2. ∆Οο ΜôνϕΘ ùΜΥοΚρ ΤγÓλ

3. Τ∴λ ΜôνϕΘ ùΜΥοΚρ ΤγÓλ

4. ∆ΟσΚο↑ Α′↔Υ↔τ ∆Θ↑ÙΟτ ΡûΟùΣßλ

∆Οο ΒΥχΚδΚρ

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145. This method encourages self–study and stimulates intellectual powers of students

1. Lecture method

2. Source method

3. Deductive method

4. Inductive method

ΤôΠΞνΚ↓ο Θτ ΑµÜ Τσßλ ΘδΚ↓ΟØρΖ ÖηΠ°Ü Ασ[οΚûΖι çηÓλ Øû[

1. ↑↔Üûς Øû[

2. ΞΖ ΑΘôς Øû[

3. ↑ƒ↑ΖχÏ Øû[

4. ↑ƒ ΞÚ Øû[

146. ‘Vizag Sea-port’ and ‘Vijayawada Kanaka Durga temple’ are respectively

1. Both are geographical resources

2. Both are historical resources

3. Historical resource and geographical resource

4. Geographical resource and historical resource

↑ΜôûΚ ΚΟσÕû[ØΚλ Τσßλ ↑⊥ΥΞôΟô Κ∴ΚÕνχûΚ ≅λΤτ úΚô♠ο Øû[úΥ

1. ΒςηÓλ ×↑♠Υο ΞΖδΚρ

2. ΒςηÓλ ΞςΩôσß ΞΖδΚρ

3. ΞςΩôσß Τσßλ ×↑♠Υο ΞΖδΚρ

4. ×↑♠Υο Τσßλ ΞςΩôσß ΞΖδΚρ

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147. ‘Preparation of Teaching Learning Material’ and ‘Utilisation of Teaching Learning Material’, are related to these phases of teaching respectively

1. Pre-active phase, Inter-active phase

2. Inter-active phase, Post-active phase

3. Pre-active phase, Post-active phase

4. Inter-active phase, Pre-active phase

Κσ♦ιΘο Κσ[ο ΚÚ↑ûΥι ΘΥô↔ιΘο Τσßλ Κσ♦ιΘο Κσ[ο ΚÚ↑ûΥκ ΣΥτΣÓιÕΘο ΦτΣûΞ Øû[úΥ ΒπΞûΚΥô∴ Κσ♦ιΘο ♣ûΩΚÞΟτ ùΘôΟν×ûΟΥûΞ

1. Øτ ùΜΥÄγÓ ♣ûΩ+ ΒûΟ↑û∴ ♣ûΩ

2. ΒûΟ↑û∴ ♣ûΩ+ ♦τ ùΜΥÄγÓ ♣ûΩ

3. Øτ ùΜΥÄγÓ ♣ûΩ+ ♦τ ùΜΥÄγÓ ♣ûΩ

4. ΒûΟ↑û∴ ♣ûΩ+ Øτ ùΜΥÄγÓ ♣ûΩ

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148. Which of the following statement is not correct?

1. The scope of unit planning is lesser than period planning

2. The scope of year planning is wider than unit planning

3. The duration of period plan is limited to 35 to 40 minutes

4. The unit planning may give rise to number of daily period planning depending on the number of sub-units.

•θχΚηΟ Ξôχ€ΥδΚ↓ο Μ↔ ≅οΩôΘÕ

1. ≅ΩÏ ƒγΟιƒτ ΦοûΩ ♦↔úΞûΖι

ƒγΟιûΘ↑Οχ Ïû[Ü− 2. ΑηÓ ƒγΟιƒτ ΦοûΩ ≅ΩÏ ƒγΟιûΘ↑Ο

≅Κτ[Õ− 3. ♦↔úΞûΖι ƒγΟιƒτ ΚôΩ≅ΖÜ 24 ØΘο

3/ ♣♥ΟδΚÞχÏ ∆γΣγΟÕ−

4. ÕûΠ ≅ΩÏΚ↓τ Φη∞χûΚ ÁÕ

ΑΘôςκΣγÓ ≅ΩÏ ƒγΟλ ΒΥτ[ ≅Ζ↑Ωô∴ Φη∞χûΚ♠ο ƒ∴Μ↔ ♦↔úΞûΖι ƒγΟιûΘ úΘôσß↑χÏλ−

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149. The latest slogan of Education in all the Progressive Countries is

1. Let us study the community and use the community in the Educational Process

2. Let us serve the community and involve the community in the Educational Process

3. Let us study the community, use the community, serve the community and involve the community in the educational process

4. Let us serve the community and involve the community in the Educational Process

ΞΖνϕÕ ΞÚλ ≅û∴ιÕ ΡôÓΚ↓Ûλ Κο↑ι Õû[♠τ ×ƒΥ ØΨχΚλ

1. ΜêΚιûΘκ Σσ° ΑµúΞôλ+ ΜêΚιûΘ Κο↑ε ùΜΥσΣôγ⁄ο ΣΥτΣÓιÕúΞôλ−

2. ΜêΚιƒσÏ úΜûΞ ùΜµúΞôλ+ Κο↑ε ùΜΥσΣôγ⁄ο ΜêΚιûΘ ΧÓΣÓιÕúΞôλ−

3. ΜêΚιûΘκ Σσ° ΑµúΞôλ+ ΜêΚιûΘ ΣΥτΣÓιÕúΞôλ+ ΜêΚιƒσÏ úΜûΞ ùΜµúΞôλ Τσßλ ΜêΚιûΘ Κο↑ε ùΜΥσΣôγ⁄ο ΧÓΣÓιÕúΞôλ−

4. ΜêΚιƒσÏ úΜûΞ ùΜµúΞôλ+ Κο↑ε ùΜΥσΣôγ⁄ο ΜêΚιûΘ ΧÓΣÓιÕúΞôλ−

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150. ‘Divider’ and ‘Wind Vane’ are called as respectively

1. Meteorological instrument; Survey instrument

2. Survey instrument; Meteorological instrument

3. Survey instrument; Audio-Visual aid

4. Both are Survey instruments

ΜôûΩκ ♦↔κΣôτ Τσßλ Κôσß ƒûΜχΚôγ⁄ Øû[úΥ ΒπΞôß ≅ûΨχΚκΣÓ€τ[∴

1. Ξô±ûΩ ΑµÜχ ΚÚ↑: ≅ΖχÏλ ΚÚ↑

2. ≅ΖχÏλ ΚÚ↑: Ξô±ûΩ ΑµÜχ ΚÚ↑

3. ≅ΖχÏλ ΚÚ↑: Ι←,Ι↓χ ΚÚ↑

4. ΒςηÓλ ≅ΖχÏλ ΚÚ↑Κρ

151. Organisation of a rally on ‘Water Harvesting’ in a village with the School students can be stated as

1. Taking the School to the Community

2. Bringing the Community to the School

3. Implementation of Govt. policy

4. Part of Teaching Learning Process

ΙÚ €ςôΤιƒο Σρ↓ ΤôΠΞνΚΖôο ΤûΨ ¿ν úΜΚ↔κ× ÁÕ ΙÚ ΕνΞΩλ ♣νΞ€κΣûΘ ΒπΞôß Ï°κ♦ΟΩôλ

1. Σρ↓ûΥ ΜêΚιƒσÏ ≅ûΨιÕε ùΜοÛΘο

2. Σρ↓χÏ ΜêΚιûΘ ≅ûΨιÕ ΞÚΘο

3. ≅ςÑχ ùΚôρûΚûΥ ΡûΟØû[κΣÓιÕΘο

4. Κσ♦ιΘο Κσ[ο ùΜΥοØû[♠τ ΙÚ ΣôΚλ

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152. Section 29 (2) (h) of RTE Act–2009 states the following

1. All round development of the child

2. Development of Physical and Mental abilities to the fullest extent

3. Continuous Comprehensive Evaluation of child’s under- standing of knowledge and his/her ability to apply the same

4. Medium of instruction shall be as far as practicable, be in child’s mother tongue

Κο↑ ∆↔ûΤε ΜγΟλ 2009ο ∆ρΖ ♦↔Ü 29(2)(h) ΒχΚÚιûΘχ Ï°κ♦Ó€[Õ

1. ΤôΠΞ±τ ≅û∴ιÕØΚ ΞΖνε′ ΡûΟùΣ[

úΞηÓλ−

2. ØÝûΤΥô∴ ≅Ζ↑ο ∆Οο Τσßλ Τ∴λ ΜôνϕΘ

ƒ[τΚρ ΞΖνε′ΥûΟΥ úΞηÓλ−

3. ≅°ûΞ ΤôΠΞνΚρ ×↔ϕÕùΚôηΟ Øû[

≅ûΘκ ΣΥτΣÓιƒχùΚôρÞλ ƒ[τΚ↓τ ÁÕ ùΘôΟνε′Υô∴ ØÝûΤΥô∴ Τ¾κÀÓ ΡûΟùΣ[ úΞηÓλ−

4. ♦τΣσ[χ á⁄Υ ≅Ζ↑ο Σ♠σß ùΤô→Υô∴Õ

Θôµ ùΤô→úΩúΥ ΒÚιΘο úΞηÓλ−

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153. Assessment at Secondary Stage may be

1. Based on more tests, examinations, project reports in subject areas along with self assessment

2. Use variety of methods including oral and written tests and observations

3. Purely qualitative judgments of children’s activities in various domains based on observation through every day interaction

4. Based on equal oral and written tests and examinations including project reports in subject areas

ΒςηΟôλ ♣ûΩ♠ο Τƒκ♦ÓΘο ΒπΞôß ΒÚχΚΩôλ−

1. ÑΥ Τƒκ♦ÓΘÛΟτ ≅ƒΚ úΜôΘû∴Κρ+

úΘνÜΚρ+ ΣôΟδΚ↓ο ùΜΥοƒγΟ ≅°χûΚΚ↓τ ≅⁄κΣûΟ♠ο ΒÚχΚúΞηÓλ−

2. ΞôµùΤô→+ ΦÝιÕε úΜôΘû∴Κρ+ ∆σß

úΡôχΚÛΟτ á⁄Υ ΣοúΞß Øû[ΚûΖκ ΣΥτΣÓιΘ úΞηÓλ−

3. ƒ∴Øλ ÏΨϕûΘΚ↓τ ΒûΟ↑û∴ΚûΖ ∆σß

úΡôχΚ←τ ≅⁄κΣûΟ♠ο ΣοúΞß ΚΖδΚ↓ο ≅ΞνΚ↓τ ùΜΥσΣôÓΚ↓τ ÁÕ ØÝûΤΥô∴ ΘςΤô∴ Ø⁄ÜΚûΖ ΦÓιΘο úΞηÓλ−

4. ΣοúΞß ΣôΟδΚ↓ο ùΜΥοƒγΟδΚÞΟτ á⁄Υ

ΜΤΤô∴ ΞôµùΤô→ Τσßλ ΦÝιÕε úΜôΘû∴Κρ Τσßλ úΘνÜΚ↓τ ≅⁄κΣûΟ♠ο ΒÚιΘο úΞηÓλ−

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154. This is one of the informal tools of Formative Evaluation

1. Checklist

2. Assignment

3. Quiz

4. Observation

∆ÚΞôχΚ ΤƒκÀγ⁄ο ∆ρΖ ΒΥοΣô∴ ΤƒκÀγÓχ ΚÚ↑Κ↓ο Ιτß

1. Μ↔Σôνκ× Σγ⁄Υο

2. ΙκΣûΟκ× Σ♠σ′

3. ↑∴ô⁄,↑∴ô

4. ∆σßúΡôχΚο

155. ‘Feedback given by students’, is this type of technique of Summative Evaluation

1. Formal technique

2. Informal technique

3. Non formal technique

4. Both formal and informal techniques

!ΤôΠΞνΚΖôο ΞΨδΚκΣÓλ ♦τòγΟλ& ΦτΣÕ ùΘôÏκ× ΤƒκÀγÓ ∆ιƒ♠τ ΒπΞûΚΥôÏλ−

1. Øû[ΜôνϕΘ ∆ιƒ

2. ΒΥοΣô∴ ∆ιƒ

3. Øû[Μôςô ∆ιƒ

4. Øû[ΜôνϕΘ Τσßλ ΒΥοΣô∴ ∆ιƒ

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156. In an ideal programme of evaluation, the criterion should always measure what it seeks to measure is called as

1. Objectivity

2. Validity

3. Reliability

4. Comprehensiveness

ΙÚ ′[ϕΘ ΤƒκÀγÓ ƒγΟιƒο ΦκúΣôÕλ ΦϕΘ ≅λΜδΚûΖ ≅ΖχΚ úΞηÓúΤô ≅ϕΘ ≅λΜδΚûΖúΥ ≅ΖχΚ úΞηÓλ Φτß ùΘ↔↑χÏλ Ση×

1. ×[ΞΥι ΘτûΤ

2. Τƒκ×ι ΘτûΤ

3. ΡλΣΚι ΘτûΤ

4. ØÝûΤΥô∴ ♣ûΩ

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157. This type of evaluation technique consists of face to face dialogue and interaction between the examiner and examinee

1. Observation

2. Questionnaire

3. Interview

4. Rating Scale

ΒπΞûΚΥô∴ ΤƒκÀγÓ ∆ιƒ úΡνΚôΠο ∆ûςΥôΟο Τσßλ Σ↔úΜôƒκΣΞν Τσßλ Σ↔úΜôƒχΚκΣÓΣΞÚχ€ûΟúΥΥô∴ ΒûΟ↑û∴ûΥχ ùΚôη⁄ÚχÏλ−

1. ∆σß úΡôχΚο

2. ↑∴ôκ Σ⁄Ξλ

3. úΡνΚôΠο

4. Θς ≅ΖÜúΚôο

158. The first step in preparation of a question paper is

1. Preparation of blue print

2. Preparation of scoring key

3. Construction of questions

4. Preparation of design

↑∴ôι Θôρ ΘΥô↔κ♦ο ØΘο Σ⁄♣ûΩ

1. ↑∴ô Ξ⁄ΞûΤκ×ι ΘΥô↔ιΘο

2. ↑ûΟιΘôûΖι ΘΥô↔ιΘο

3. ↑∴ôχΚûΖι ΘΥô↔ιΘο

4. Ξ⁄ΞûΤκûΣι ΘΥô↔ιΘο

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159. The following advises shall be kept in mind while conducting examination to Visually Impaired students

1. Extra time and scribe arrangement

2. Extra time

3. Scribe arrangement

4. Extra time and Therapist arrangement

ΣôνûΞχ Ïû[ΣôÓρΖ ΤôΠΞνΚÞχÏ úΘνûΞ ΡΟιÕλúΣôÕ •θχΚηΟ ≅°ÜûςΚ↓ο Ιτ°û∴ Τ∴ƒο ùΚôρΖ úΞηÓλ−

1. áÓΘο úΡςλ Τσßλ úΘνÜ ΦÝΘ ∆ΘÜΣΞûς

(scribe) ΓσΣôÓ ùΜµΘο− 2. áÓΘο úΡςλ

3. úΘνÜ ΦÝΘ ∆ΘÜΣΞûς ΓσΣôÓ ùΜµΘο

4. áÓΘο úΡςλ Τσßλ ΤÚιÕΞûς ΓσΣôÓ

ùΜµΘο

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160. “Protection of Environment is fundamental duty of every citizen” – comment. This question aimed at realization of this objective

1. Understanding

2. Skill

3. Attitude

4. Interest

!!Ñσßκ×[ ΣôÕΚôκ× ΙπùΞôÚ Ï⁄ΤΚ±τ ≅⁄κΣûΟχ ΚΟûΤ&& , ΚÚιÕ ùΘ↔↑ Φτàλ ↑∴ô ΒϕΘ úΡôχΚιûΘ ≅ûΟΞûΘ Ï°χúΚôΖôΚχ ùΚôηΟÕ−

1. ×↔ϕÕùΚôρÞΘο

2. ƒ[τ

3. Τ∴κΣôτûΤ

4. ΑνΞλ