DUET Question Paper 2020 for DU BEd

DU BEd
Topic:‐ BED S2 eng P1

1) Read the passage given below and answer the following questions:

As 15‐year‐old Perry shuffled into my office, with his parents trailing tentatively behind, he glanced at me with a strained
neutral expression that I'd found usually masked either great anger or great distress; in Perry's case it was both. Although
anorexia is a disorder most often associated with girls, Perry was the third in a line of anorexic boys I had recently seen.
When he came to see me, Perry's weight had dropped to within 10 pounds of the threshold requiring forced hospitalization,
yet he denied there was any problem.

"He just won't eat," his mother began. Then, turning to Perry as if to show me the routine they'd been enacting, she asked
with tears in her eyes, "Perry, why can't you at least have a simple dinner with us?" Perry refused to eat with his family,
always claiming he wasn't hungry at the time and that he preferred to eat later in his room, except that rarely happened.
New menus, gentle encouragement, veiled threats, nagging, and outright bribes had all been tried, to no avail. Why would
an otherwise healthy 15‐year‐old boy be starving himself? The question hung urgently in the air as we all talked.

Let's be clear from the outset. Perry was a smart, good kid: shy, unassuming, and generally unlikely to cause trouble. He
was getting straight A's in a challenging and competitive public school honours curriculum that spring. And he later told me
that he hadn't gotten a B on his report card since fourth grade. In some ways he was every parent's dream child.

But beneath his academic success, Perry faced a world of troubles, and while he took a while to get to know, eventually
the problems came pouring out. The problems weren't what I'd expected, though. Perry wasn't abused, he didn't do drugs,
and his family wasn't driven by conflict. Rather, at first glance, his problems would seem more like typical adolescent
complaints. And they were, in a way. But it was only as I got to understand him that I realized the adolescent problems
Perry experienced weren't just occasional irritations, as they'd been for me and my cohort as teens, but rather, had grown
to the point where they cast a large shadow over much of his day‐to‐day world. I'd later come to realize that Perry wasn't
alone in that regard.

One big problem was that while Perry was a strong achiever, he was not at all a happy one. "I hate waking up in the
morning because there's all this stuff I have to do," he said. "I just keep making lists of things to do and checking them off
each day. Not just schoolwork, but extracurricular activities, so I can get into a good college."

Once he got started, Perry's discontent spilled out in a frustrated monologue.

"There's so much to do, and I have to really work to get myself motivated because I feel like none of it really matters... but
it's really important I do it anyway. At the end of it all, I stay up late, I get all my homework done, and I study really hard
for all my tests, and what do I get to show for it all? A single sheet of paper with five or six letters on it. It's just stupid!"

Perry was gifted enough to jump through the academic hoops that had been set for him, but it felt like little more than
hoop‐jumping, and this ate at him. But that wasn't his only problem.

Perry was well loved by his parents, as are most of the young people we see. But in their efforts to nurture and support
him, his parents inadvertently increased his mental strain. Over time, they had taken on all his household chores, in order
to leave him more time for schoolwork and activities. "That's his top priority," they said almost in unison when I asked about
this. Although removing the chores from Perry's plate gave him a bit more time, it ultimately left him feeling even more
useless and tense. He never really did anything for anyone except suck up their time and money, and he knew it. And if he
thought about backing off on his schoolwork...well, look how much his parents were pouring into making it go well.
Sandwiched between fury and guilt, Perry had literally begun to wither.

This passage is narrated from the point of view of:

[Question ID = 7522]
1. a college professor studying the effects of bulimia on young males.

[Option ID = 30082]
2. a young male named Perry, struggling with the effects of anorexia.

[Option ID = 30083]
3. a concerned therapist who works with struggling young adults.

[Option ID = 30084]
4. a doctor who treats eating, compulsive, and sleeping disorders.

[Option ID = 30085]

a concerned therapist who works with struggling young adults.

[Option ID = 30084]

2) Read the passage given below and answer the following questions:

As 15‐year‐old Perry shuffled into my office, with his parents trailing tentatively behind, he glanced at me with a strained
neutral expression that I'd found usually masked either great anger or great distress; in Perry's case it was both. Although
anorexia is a disorder most often associated with girls, Perry was the third in a line of anorexic boys I had recently seen.
When he came to see me, Perry's weight had dropped to within 10 pounds of the threshold requiring forced hospitalization,
yet he denied there was any problem.

"He just won't eat," his mother began. Then, turning to Perry as if to show me the routine they'd been enacting, she asked
with tears in her eyes, "Perry, why can't you at least have a simple dinner with us?" Perry refused to eat with his family,
always claiming he wasn't hungry at the time and that he preferred to eat later in his room, except that rarely happened.
New menus, gentle encouragement, veiled threats, nagging, and outright bribes had all been tried, to no avail. Why would
an otherwise healthy 15‐year‐old boy be starving himself? The question hung urgently in the air as we all talked.

Let's be clear from the outset. Perry was a smart, good kid: shy, unassuming, and generally unlikely to cause trouble. He
was getting straight A's in a challenging and competitive public school honours curriculum that spring. And he later told me
that he hadn't gotten a B on his report card since fourth grade. In some ways he was every parent's dream child.

But beneath his academic success, Perry faced a world of troubles, and while he took a while to get to know, eventually
the problems came pouring out. The problems weren't what I'd expected, though. Perry wasn't abused, he didn't do drugs,
and his family wasn't driven by conflict. Rather, at first glance, his problems would seem more like typical adolescent
complaints. And they were, in a way. But it was only as I got to understand him that I realized the adolescent problems
Perry experienced weren't just occasional irritations, as they'd been for me and my cohort as teens, but rather, had grown
to the point where they cast a large shadow over much of his day‐to‐day world. I'd later come to realize that Perry wasn't
alone in that regard.

One big problem was that while Perry was a strong achiever, he was not at all a happy one. "I hate waking up in the
morning because there's all this stuff I have to do," he said. "I just keep making lists of things to do and checking them off
each day. Not just schoolwork, but extracurricular activities, so I can get into a good college."

Once he got started, Perry's discontent spilled out in a frustrated monologue.

"There's so much to do, and I have to really work to get myself motivated because I feel like none of it really matters... but
it's really important I do it anyway. At the end of it all, I stay up late, I get all my homework done, and I study really hard
for all my tests, and what do I get to show for it all? A single sheet of paper with five or six letters on it. It's just stupid!"

Perry was gifted enough to jump through the academic hoops that had been set for him, but it felt like little more than
hoop‐jumping, and this ate at him. But that wasn't his only problem.

Perry was well loved by his parents, as are most of the young people we see. But in their efforts to nurture and support
him, his parents inadvertently increased his mental strain. Over time, they had taken on all his household chores, in order
to leave him more time for schoolwork and activities. "That's his top priority," they said almost in unison when I asked about
this. Although removing the chores from Perry's plate gave him a bit more time, it ultimately left him feeling even more
useless and tense. He never really did anything for anyone except suck up their time and money, and he knew it. And if he
thought about backing off on his schoolwork...well, look how much his parents were pouring into making it go well.
Sandwiched between fury and guilt, Perry had literally begun to wither.

According to the passage, Perry's two biggest problems were:

[Question ID = 7523]
1. being an unhappy achiever and his parents' role in increasing his mental strain.

[Option ID = 30086]
2. his poor attitude towards school and his consumption of everyone's time and money.

[Option ID = 30087]
3. his work load and his inability to express himself.

[Option ID = 30088]
4. his inability to prioritize his activities and anorexia.

[Option ID = 30089]

being an unhappy achiever and his parents' role in increasing his mental strain.

[Option ID = 30086]

3) Read the passage given below and answer the following questions:

As 15‐year‐old Perry shuffled into my office, with his parents trailing tentatively behind, he glanced at me with a strained
neutral expression that I'd found usually masked either great anger or great distress; in Perry's case it was both. Although
anorexia is a disorder most often associated with girls, Perry was the third in a line of anorexic boys I had recently seen.
When he came to see me, Perry's weight had dropped to within 10 pounds of the threshold requiring forced hospitalization,
yet he denied there was any problem.

"He just won't eat," his mother began. Then, turning to Perry as if to show me the routine they'd been enacting, she asked
with tears in her eyes, "Perry, why can't you at least have a simple dinner with us?" Perry refused to eat with his family,
always claiming he wasn't hungry at the time and that he preferred to eat later in his room, except that rarely happened.

New menus, gentle encouragement, veiled threats, nagging, and outright bribes had all been tried, to no avail. Why would
an otherwise healthy 15‐year‐old boy be starving himself? The question hung urgently in the air as we all talked.

Let's be clear from the outset. Perry was a smart, good kid: shy, unassuming, and generally unlikely to cause trouble. He
was getting straight A's in a challenging and competitive public school honours curriculum that spring. And he later told me
that he hadn't gotten a B on his report card since fourth grade. In some ways he was every parent's dream child.

But beneath his academic success, Perry faced a world of troubles, and while he took a while to get to know, eventually
the problems came pouring out. The problems weren't what I'd expected, though. Perry wasn't abused, he didn't do drugs,
and his family wasn't driven by conflict. Rather, at first glance, his problems would seem more like typical adolescent
complaints. And they were, in a way. But it was only as I got to understand him that I realized the adolescent problems
Perry experienced weren't just occasional irritations, as they'd been for me and my cohort as teens, but rather, had grown
to the point where they cast a large shadow over much of his day‐to‐day world. I'd later come to realize that Perry wasn't
alone in that regard.

One big problem was that while Perry was a strong achiever, he was not at all a happy one. "I hate waking up in the
morning because there's all this stuff I have to do," he said. "I just keep making lists of things to do and checking them off
each day. Not just schoolwork, but extracurricular activities, so I can get into a good college."

Once he got started, Perry's discontent spilled out in a frustrated monologue.

"There's so much to do, and I have to really work to get myself motivated because I feel like none of it really matters... but
it's really important I do it anyway. At the end of it all, I stay up late, I get all my homework done, and I study really hard
for all my tests, and what do I get to show for it all? A single sheet of paper with five or six letters on it. It's just stupid!"

Perry was gifted enough to jump through the academic hoops that had been set for him, but it felt like little more than
hoop‐jumping, and this ate at him. But that wasn't his only problem.

Perry was well loved by his parents, as are most of the young people we see. But in their efforts to nurture and support
him, his parents inadvertently increased his mental strain. Over time, they had taken on all his household chores, in order
to leave him more time for schoolwork and activities. "That's his top priority," they said almost in unison when I asked about
this. Although removing the chores from Perry's plate gave him a bit more time, it ultimately left him feeling even more
useless and tense. He never really did anything for anyone except suck up their time and money, and he knew it. And if he
thought about backing off on his schoolwork...well, look how much his parents were pouring into making it go well.
Sandwiched between fury and guilt, Perry had literally begun to wither.

The primary purpose of the passage is to:

[Question ID = 7524]
1. describe a young man's struggle with anorexia and, in doing so, provide possible reasons a young person may use to defend an eating disorder.

[Option ID = 30090]
2. advocate for young males who are struggling with an eating disorder and the decisions they have made that have brought them to that struggle.

[Option ID = 30091]
3. relate an emotional reaction to the shock of an eating disorder, such as that of Perry's, a typical young adult.

[Option ID = 30092]
4. explain how today's youth often develop eating disorders and other terrible issues in their overactive lives.

[Option ID = 30093]

describe a young man's struggle with anorexia and, in doing so, provide possible reasons a young person may use to defend an eating disorder.

[Option ID = 30090]

4) Read the passage given below and answer the following questions:

As 15‐year‐old Perry shuffled into my office, with his parents trailing tentatively behind, he glanced at me with a strained
neutral expression that I'd found usually masked either great anger or great distress; in Perry's case it was both. Although
anorexia is a disorder most often associated with girls, Perry was the third in a line of anorexic boys I had recently seen.
When he came to see me, Perry's weight had dropped to within 10 pounds of the threshold requiring forced hospitalization,
yet he denied there was any problem.

"He just won't eat," his mother began. Then, turning to Perry as if to show me the routine they'd been enacting, she asked
with tears in her eyes, "Perry, why can't you at least have a simple dinner with us?" Perry refused to eat with his family,
always claiming he wasn't hungry at the time and that he preferred to eat later in his room, except that rarely happened.
New menus, gentle encouragement, veiled threats, nagging, and outright bribes had all been tried, to no avail. Why would
an otherwise healthy 15‐year‐old boy be starving himself? The question hung urgently in the air as we all talked.

Let's be clear from the outset. Perry was a smart, good kid: shy, unassuming, and generally unlikely to cause trouble. He
was getting straight A's in a challenging and competitive public school honours curriculum that spring. And he later told me
that he hadn't gotten a B on his report card since fourth grade. In some ways he was every parent's dream child.

But beneath his academic success, Perry faced a world of troubles, and while he took a while to get to know, eventually
the problems came pouring out. The problems weren't what I'd expected, though. Perry wasn't abused, he didn't do drugs,
and his family wasn't driven by conflict. Rather, at first glance, his problems would seem more like typical adolescent

complaints. And they were, in a way. But it was only as I got to understand him that I realized the adolescent problems
Perry experienced weren't just occasional irritations, as they'd been for me and my cohort as teens, but rather, had grown
to the point where they cast a large shadow over much of his day‐to‐day world. I'd later come to realize that Perry wasn't
alone in that regard.

One big problem was that while Perry was a strong achiever, he was not at all a happy one. "I hate waking up in the
morning because there's all this stuff I have to do," he said. "I just keep making lists of things to do and checking them off
each day. Not just schoolwork, but extracurricular activities, so I can get into a good college."

Once he got started, Perry's discontent spilled out in a frustrated monologue.

"There's so much to do, and I have to really work to get myself motivated because I feel like none of it really matters... but
it's really important I do it anyway. At the end of it all, I stay up late, I get all my homework done, and I study really hard
for all my tests, and what do I get to show for it all? A single sheet of paper with five or six letters on it. It's just stupid!"

Perry was gifted enough to jump through the academic hoops that had been set for him, but it felt like little more than
hoop‐jumping, and this ate at him. But that wasn't his only problem.

Perry was well loved by his parents, as are most of the young people we see. But in their efforts to nurture and support
him, his parents inadvertently increased his mental strain. Over time, they had taken on all his household chores, in order
to leave him more time for schoolwork and activities. "That's his top priority," they said almost in unison when I asked about
this. Although removing the chores from Perry's plate gave him a bit more time, it ultimately left him feeling even more
useless and tense. He never really did anything for anyone except suck up their time and money, and he knew it. And if he
thought about backing off on his schoolwork...well, look how much his parents were pouring into making it go well.
Sandwiched between fury and guilt, Perry had literally begun to wither.

Which of the following does the author use in the sentence starting of the fourth paragraph "But beneath his academic
success, Perry faced a world of troubles, and while he took a while to get to know, eventually the problems came pouring
out"?

[Question ID = 7525]
1. simile

[Option ID = 30094]
2. anecdote

[Option ID = 30095]
3. irony

[Option ID = 30096]
4. metaphor

[Option ID = 30097]

metaphor

[Option ID = 30097]

5) Read the passage given below and answer the following questions:

As 15‐year‐old Perry shuffled into my office, with his parents trailing tentatively behind, he glanced at me with a strained
neutral expression that I'd found usually masked either great anger or great distress; in Perry's case it was both. Although
anorexia is a disorder most often associated with girls, Perry was the third in a line of anorexic boys I had recently seen.
When he came to see me, Perry's weight had dropped to within 10 pounds of the threshold requiring forced hospitalization,
yet he denied there was any problem.

"He just won't eat," his mother began. Then, turning to Perry as if to show me the routine they'd been enacting, she asked
with tears in her eyes, "Perry, why can't you at least have a simple dinner with us?" Perry refused to eat with his family,
always claiming he wasn't hungry at the time and that he preferred to eat later in his room, except that rarely happened.
New menus, gentle encouragement, veiled threats, nagging, and outright bribes had all been tried, to no avail. Why would
an otherwise healthy 15‐year‐old boy be starving himself? The question hung urgently in the air as we all talked.

Let's be clear from the outset. Perry was a smart, good kid: shy, unassuming, and generally unlikely to cause trouble. He
was getting straight A's in a challenging and competitive public school honours curriculum that spring. And he later told me
that he hadn't gotten a B on his report card since fourth grade. In some ways he was every parent's dream child.

But beneath his academic success, Perry faced a world of troubles, and while he took a while to get to know, eventually
the problems came pouring out. The problems weren't what I'd expected, though. Perry wasn't abused, he didn't do drugs,
and his family wasn't driven by conflict. Rather, at first glance, his problems would seem more like typical adolescent
complaints. And they were, in a way. But it was only as I got to understand him that I realized the adolescent problems
Perry experienced weren't just occasional irritations, as they'd been for me and my cohort as teens, but rather, had grown
to the point where they cast a large shadow over much of his day‐to‐day world. I'd later come to realize that Perry wasn't
alone in that regard.

One big problem was that while Perry was a strong achiever, he was not at all a happy one. "I hate waking up in the
morning because there's all this stuff I have to do," he said. "I just keep making lists of things to do and checking them off
each day. Not just schoolwork, but extracurricular activities, so I can get into a good college."

Once he got started, Perry's discontent spilled out in a frustrated monologue.

"There's so much to do, and I have to really work to get myself motivated because I feel like none of it really matters... but
it's really important I do it anyway. At the end of it all, I stay up late, I get all my homework done, and I study really hard
for all my tests, and what do I get to show for it all? A single sheet of paper with five or six letters on it. It's just stupid!"
Perry was gifted enough to jump through the academic hoops that had been set for him, but it felt like little more than
hoop‐jumping, and this ate at him. But that wasn't his only problem.

Perry was well loved by his parents, as are most of the young people we see. But in their efforts to nurture and support
him, his parents inadvertently increased his mental strain. Over time, they had taken on all his household chores, in order
to leave him more time for schoolwork and activities. "That's his top priority," they said almost in unison when I asked about
this. Although removing the chores from Perry's plate gave him a bit more time, it ultimately left him feeling even more
useless and tense. He never really did anything for anyone except suck up their time and money, and he knew it. And if he
thought about backing off on his schoolwork...well, look how much his parents were pouring into making it go well.
Sandwiched between fury and guilt, Perry had literally begun to wither.

In the second sentence of the last paragraph, the word "inadvertently" most nearly means:

[Question ID = 7526]
1. steadily

[Option ID = 30098]
2. monumentally

[Option ID = 30099]
3. incrementally

[Option ID = 30100]
4. mistakenly

[Option ID = 30101]

mistakenly

[Option ID = 30101]

Topic:‐ BED S2 bil

1) Let f and g be real functions defined by f(x) = 2x‐5 and g(x) = ‐4x+7. For all the real numbers x, such that f(x)=g(x)
which of the following statements is true?

मान लीिजए िक f(x) = 2x‐5 तथा g(x) = ‐4x+7 ारा प रभािषत f तथा g वा तिवक फलन ह उन वा तिवक सं याओं x, िजन के िलए f(x)=g(x) है,
िन निलिखत म से कौन सा कथन स य होगा?
[Question ID = 7883]
1. A straight line parallel to y axis cutting two points towards the positive side of the x axis/x अ के घना मक प क ओर दो इकाइय को काटने वाली y अ के
समानांतर एक सीधी रेखा [Option ID = 31526]
2. A straight line parallel to y axis cutting two points towards the negative side of the x axis/x अ के ऋणा मक प क ओर दो इकाइय को काटने वाली y अ के
समानांतर एक सीधी रेखा [Option ID = 31527]
3. A straight line parallel to x axis cutting two points towards the positive side of the y axis/y अ के घना मक प क ओर दो इकाइय को काटने वाली x अ के
समानांतर एक सीधी रेखा [Option ID = 31528]
4. A straight line parallel to x axis cutting two points towards the negative side of the y axis/y अ के ऋणा मक प क ओर दो इकाइय को काटने वाली x अ के
समानांतर एक सीधी रेखा [Option ID = 31529]

A straight line parallel to y axis cutting two points towards the positive side of the x axis/x अ के घना मक प क ओर दो इकाइय को काटने वाली y अ के
समानांतर एक सीधी रेखा [Option ID = 31526]

2) If the zeroes of the polynomial ax3+3bx2+3cx+d are increasing succeedingly by a constant ‘r’ then which of the following
relations are true?

यिद बहपद ax3+3bx2+3cx+d के शू यक लगातार ि थर सं या ‘r’ से बढ़ रहे ह तो िन निलिखत म से कौन सा संबंध सही ह?

[Question ID = 7884]
1. 2b3 ‐ 3abc + a2d = 0

[Option ID = 31530]
2. 2b3 ‐ 3abc ‐ a2d = 0

[Option ID = 31531]
3. 2b3 + 3abc + a2d = 0

[Option ID = 31532]
4. 2b3 + 3abc ‐ a2d = 0

[Option ID = 31533]

2b3 ‐ 3abc + a2d = 0

[Option ID = 31530]

3) Cards marked from 10 to 50 are put in a box and given a thorough mix. What is the probability of drawing a card with a
squared number written on it, if the probability of drawing each card is equally likely?

10 से 50 तक िचि त काड को एक बॉ स म रखा गया और सबको िमिशत कर िदया गया है यिद प येक काड को िनकालने क पाियकता क संभावना समान
है, तो कोई भी एक काड िजस पर वग सं या िचि हत ह तो िनकालने क पाियकता या है?

[Question ID = 7885]
1. 1/4

[Option ID = 31534]
2. 4/41

[Option ID = 31535]
3. 7/40

[Option ID = 31536]
4. 10/41

[Option ID = 31537]

4/41

[Option ID = 31535]

4) The point which divides the line segment joining the points (7,‐6) and (3, 4) in the ratio 1:2 internally lies in the:

िबंदुओं (7,‐6) तथा (3,4) को जोड़ने वाली रेखाखंड को आंत रक प से 1:2 म िवभािजत करने वाली िबंदु क ि थित है :
[Question ID = 7886]
1. First quadrant/पथम चतुथाश [Option ID = 31538]
2. Second quadrant/ि तीय चतुथाश [Option ID = 31539]
3. Third quadrant/तृतीय चतुथाश [Option ID = 31540]
4. Fourth quadrant/चतुथ चतुथाश [Option ID = 31541]

Fourth quadrant/चतुथ चतुथाश [Option ID = 31541]

5) In a windmill the power generated:

एक पवनच क म िबजली उ प न होती है:
[Question ID = 7887]
1. Depends on the height of the tower/टॉवर क ऊंचाई पर िनभर करता है [Option ID = 31542]
2. Is more in rainy season since damp air would mean more air mass hitting the blades/बा रश के मौसम म अिधक होता है, य िक नम हवा का मतलब होता है अिधक वायु
द यमान का लेड से टकराना [Option ID = 31543]
3. Depends on wind velocity/हवा के वेग पर िनभर करता है [Option ID = 31544]
4. Can be increased by planting tall trees close to the tower/टॉवर के करीब ऊंचे पेड़ लगाकर इसे बढ़ाया जा सकता है [Option ID = 31545]

Depends on wind velocity/हवा के वेग पर िनभर करता है [Option ID = 31544]

6) Which of the following statement is / are true for a stationary wave?

(a) Every particle has fixed amplitude which is different from the amplitude of its nearest particle.
(b) All the particles cross their mean position at the same time.
(c) All the particles are oscillating with same amplitude.
(d) There is no net transfer of energy across any plane.
(e) There are some particles which are always at rest.

िकसी अपगामी तरंग के िलए िन निलिखत म कौन से कथन स य ह?

(a) प येक कण म एक िनयत आयाम होता है जो इसके िनकटतम पड़ौसी कण से िभ न होता है
(b) सभी कण अपनी मा य ि थित को एक साथ पार करते है
(c) सभी कण सामान आयाम से दोलन करते है
(d) िकसी भी तल के आर पर ऊजा का नेट थानांतरण नही होता है
(e) कुछ कण सदैव ि थर रहते है

[Question ID = 7888]
1. (a) and (b)/(a) और (b)

[Option ID = 31546]

2. (c)

[Option ID = 31547]
3. (e)

[Option ID = 31548]
4. (d)

[Option ID = 31549]

(c)

[Option ID = 31547]

7) Kepler’s second law is based on which of the following?

के लर का दूसरा िनयम आधा रत है:
[Question ID = 7889]
1. Newton’s first law/ यूटन का पहला िनयम [Option ID = 31550]
2. Conservation of energy/ऊजा का संर ण [Option ID = 31551]
3. Newton’s second law/ यूटन का दूसरा िनयम [Option ID = 31552]
4. Conservation of angular momentum/कोणीय गित का संर ण [Option ID = 31553]

Conservation of angular momentum/कोणीय गित का संर ण [Option ID = 31553]

8) If the mass of sun were ten times smaller and the gravitational constant G were ten times larger in magnitude, which of
the following would be false?

यिद सूय का द यमान 10 गुना छोटा तथा गु वीय िनयतांक G प रणाम म 10 गुना बड़ा हो, तो:
[Question ID = 7890]
1. Airplanes will have to travel much faster./वायुयान को अिधक तीवता से चलना पड़ेगा [Option ID = 31554]
2. Raindrops will fall much faster./वषा क बू ँ द अ यिधक तेज़ी से िगरेगी [Option ID = 31555]
3. The acceleration due to gravity on earth will not change./पृ वी का गु वीय वरण म प रवतन नही होगा [Option ID = 31556]
4. Walking on ground would become more difficult./पृ वी पर चलना अिधक किठन होगा [Option ID = 31557]

The acceleration due to gravity on earth will not change./पृ वी का गु वीय वरण म प रवतन नही होगा [Option ID = 31556]

9) Which of the following is a vitamin?

िन निलिखत म से कौन िवटािमन है?
[Question ID = 7891]
1. Aspartic acid/ए पिटक अ ल [Option ID = 31558]
2. Ascorbic acid/एसकोिबक अ ल [Option ID = 31559]
3. Adipic acid/एिदिपक अ ल [Option ID = 31560]
4. Saccharic acid/सैके रक अ ल [Option ID = 31561]

Ascorbic acid/एसकोिबक अ ल [Option ID = 31559]

10) White fumes appear around the bottle of anhydrous AlCl3. The reason for this is:

िनजलीय AlCl3 क बोतल के चार और त
े धूम बन जाते है इसका कारण यह है िक:

[Question ID = 7892]
1. AlCl3 is partially oxidised with atmospheric oxygen to liberate Al2O3 which appears white in colour/िनजलीय AlCl 3 वायुमड
ं लीय ऑ सीजन के साथ आंिशक प से
ऑि सकृत होकर Al2O3 िबसिजत करेगा, जो त े रंग म िदखाई देगा

[Option ID = 31562]
2. AlCl3 is partially hydrolysed with atmospheric moisture to liberate HCl gas which appears white in colour/AlCl3 आंिशक प से वायुमड
ं लीय नमी के साथ जल
अपघिटत होकर HCl गैस िबसिजत करता है, जो त
े रंग का िदखायी देगा

[Option ID = 31563]
3. AlCl3 reacts with atmospheric Nitrogen to liberate AlN which appears white in colour/AlCl3 वायुमड
ं लीय नाइटोजन के साथ अिभिकया करके AlN िबसिजत करता है, जो
त
े रंग का िदखायी देगा

[Option ID = 31564]
4. AlCl3 reacts with atmospheric pollution to liberate white fumes/AlCl3 वायुमड
ं लीय पदुषण के साथ अिभिकया करके त
े धूम िबसिजत करता है

[Option ID = 31565]

AlCl3 is partially hydrolysed with atmospheric moisture to liberate HCl gas which appears white in colour/AlCl3 आंिशक प से वायुमड
ं लीय नमी के साथ जल
अपघिटत होकर HCl गैस िबसिजत करता है, जो त
े रंग का िदखायी देगा

[Option ID = 31563]

11) The given reaction is an example of a:

4NH3 (g) + 5O2 (g) 4NO(g) + 6H2O(g)

a. displacement reaction

b. combination reaction

c. redox reaction

d. neutralisation reaction

िन निलिखत अिभिकया एक उदाहरण है:

4NH3 (g) + 5O2 (g) 4NO(g) + 6H2O(g)

a. पित थापन अिभिकया का

b. संयोजन अिभिकया का

c. उपचयन – अपचयन (रेडो स) अिभिकया का

d. उदासीनीकरण अिभिकया का

[Question ID = 7893]
1. (a) and (d)/(a) और (d)

[Option ID = 31566]
2. (b) and (c)/(b) और (c)

[Option ID = 31567]
3. (a) and (c)/(a) और (c)

[Option ID = 31568]
4. (c) and (d)/(c) और (d)

[Option ID = 31569]

(a) and (c)/(a) और (c)

[Option ID = 31568]

12) Two chemical species X and Y combine together to form a product P which contains both X and Y

X+Y P

X and Y cannot be broken down into simpler substances by simple chemical reactions. Which of the following concerning the
species X, Y and P are correct?

a. P is a compound

b. X and Y are compounds

c. X and Y are elements

d. P has a fixed composition

दो रासायिनक पीशीज X तथा Y आपस म संयु होकर P उ पात बनाती है िजसम दो X तथा Y दोन उपि थत है:

X+Y P

X तथा Y को सरल रासायिनक अिभिकया ारा सरल पदाथ म नही तोडा जा सकता है िन निलिखत म से कौन सा X, Y तथा P के िलए स य है?

a. P एक यौिगक है

b. X तथा Y यौिगक है

c. X तथा Y त व है

d. P का एक िनि त संगठन है

[Question ID = 7894]
1. (a), (b) and (c)/(a), (b) तथा (c)

[Option ID = 31570]
2. (a), (b) and (d)/(a), (b) तथा (d)

[Option ID = 31571]
3. (b), (c) and (d)/(b), (c) तथा (d)

[Option ID = 31572]
4. (a), (c) and (d)/(a), (c) तथा (d)

[Option ID = 31573]

(a), (c) and (d)/(a), (c) तथा (d)

[Option ID = 31573]

13) ____________ are stimulated by bright light and can distinguish colour, but they do not function in night vision.

______ उ वल पकाश ारा उ िे जत और रंग भेद कर सकते ह, लेिकन वे रात क ि म काय नह करते ह
[Question ID = 7895]
1. Cones/शंकु [Option ID = 31574]
2. Rods/दंड [Option ID = 31575]
3. Optic nerve/ ि (ऑि टक) तंितका [Option ID = 31576]
4. Retina/ ि पटल (रेिटना) [Option ID = 31577]

Cones/शंकु [Option ID = 31574]

14) Which of the following components are seen in a slide of human cheek cell when observed under a microscope (40x
magnification)?

मनु य के गाल (कपोल) के कोिशका क लाइड को सू मदश (4० गुना आवधन) मे देखने पर िन न िलिखत मै से कौन कौन से घटक िदखायी देते ह?

[Question ID = 7896]
1. Cell membrane, plastids, nucleus/कोिशका िझ ली, लाि ट स, किदका

[Option ID = 31578]
2. Cell wall, cytoplasm, nucleus/कोिशका िभ ी, कोिशका द य, किदका

[Option ID = 31579]
3. Cell wall, Protoplasm, nucleus/कोिशका िभ ी, जीव द य, किदका

[Option ID = 31580]
4. Cell Membrane, cytoplasm, nucleus/कोिशका िझ ली, कोिशका द य, किदका

[Option ID = 31581]

Cell Membrane, cytoplasm, nucleus/कोिशका िझ ली, कोिशका द य, किदका

[Option ID = 31581]

15) Increase in the level of accumulation of non‐biodegradable pesticides in the food chain at each higher trophic level is
known as:

िकसी आहार‐शखंृ ला म गैर‐जैविन नीकरणीय पीड़कनािशय का प येक उ चतर पोषी तर पर बढ़ती हई माता म एकितत होते जाना या कहलाता है?
[Question ID = 7897]
1. Biomagnification/जै व आवधन [Option ID = 31582]
2. Accumulation/एकतीकरण [Option ID = 31583]
3. Pollution/पदूषण [Option ID = 31584]
4. Eutrophication/सुपोषण [Option ID = 31585]

Biomagnification/जै व आवधन [Option ID = 31582]

16) A student was asked to identify the process which occurs when the raisins are soaked in water. The process is known
as:

एक िव ाथ को उस पिकया क पहचान करने के िलए कहा गया था जो तब होती है जब िकशिमश पानी म िभगोई जाती है इस पिकया को कहते ह:
[Question ID = 7898]
1. Osmosis/ओसमोिसस [Option ID = 31586]
2. Plasmolysis/जीवद यकुंचन [Option ID = 31587]
3. Endocytosis/एंडोसाइटोिसस [Option ID = 31588]
4. Diffusion/िवसरण [Option ID = 31589]

Osmosis/ओसमोिसस [Option ID = 31586]

17) Green colour coating on copper utensils is due to the formation of :

तांबे के बतन पर हरे रंग क कोिटंग िकसके बनने के कारण होती है?

[Question ID = 7899]
1. CuCO3

[Option ID = 31590]
2. Cu (OH)2

[Option ID = 31591]
3. CuO

[Option ID = 31592]
4. CuS

[Option ID = 31593]

CuCO3

[Option ID = 31590]

18) Pieces of pre‐weighed cloth of silk, nylon, cotton and wool of equal measurements are taken and soaked in a beaker
filled with water. After a few minutes, the cloth pieces were taken out of the beaker and weighed again. Which of the
following options places them in the correct order of their final weights?

रेशम, नायलॉन, सूती, और ऊन के कपड़े के बराबर वजन के पूव के टुकड़े िलए जाते ह और पानी से भरे बीकर म िभगोए जाते ह कुछ िमनट के बाद, कपड़े के
टुकड़े बीकर से िनकाले गए और िफर से तौला गया िन निलिखत म से कौन सा िवक प उ ह अपने अंितम भार के सही कम म रखता है?
[Question ID = 7900]
1. Wool > silk > nylon > cotton/ऊन > रेशम > नायलॉन > सूती [Option ID = 31594]
2. Cotton > Silk > nylon > wool/सूती > िस क > नायलॉन > ऊन [Option ID = 31595]
3. Wool > cotton > silk > nylon/ऊन > सूती > रेशम > नायलॉन [Option ID = 31596]
4. Silk > wool > cotton > nylon/रेशम > ऊन > सूती > नायलॉन [Option ID = 31597]

Wool > cotton > silk > nylon/ऊन > सूती > रेशम > नायलॉन [Option ID = 31596]

19) A food sample turned blue – black after addition of a few drops of iodine solution. This sample contains:

आयोडीन घोल क कुछ बूदं को िमलाकर एक खा नमूना नीला ‐ काला हो गया इस नमूने म शािमल ह:
[Question ID = 7901]
1. Fat/वसा [Option ID = 31598]
2. Glucose/ लूकोज [Option ID = 31599]
3. Starch/ टाच [Option ID = 31600]
4. Protein/पोटीन [Option ID = 31601]

Starch/ टाच [Option ID = 31600]

20) The process by which blood is cleared of metabolic wastes in case of kidney failure is called:

वृ क के अपिकय होने क ि थित म अपिश उ पाद को साफ करने क पिकया, को कहा जाता है:
[Question ID = 7902]
1. Dialysis/अपोहन [Option ID = 31602]
2. Artificial kidney/कृितम वृ क [Option ID = 31603]
3. Transplantation/पितरोपन [Option ID = 31604]
4. Filtration/िनथारना [Option ID = 31605]

Dialysis/अपोहन [Option ID = 31602]

21) Which of the following were the effects of colonial forestry in India?

I. Ban on network of forest reserves.
II. Supply of captive labour for forest operations.
III. Scientific cultivation of certain species of trees.
IV. Promotion of grazing, hunting, fishing and exploitation of forests.

भारत म औपिनवेिशक वािनक के िन निलिखत म से कौन से पभाव थे?

I. आरि त वनो के जाल पर पितबंध
II. वन संचालन के िलए बंदी शिमक क आपूित
III. पेड़ क कुछ पजाितय को वै ािनक ढंग से लगाना
IV. चराई, िशकार, मछली पकड़ने और जंगल के दोहन को बढ़ावा देना

[Question ID = 7903]
1. I and III only/केवल I और III

[Option ID = 31606]
2. II and III only/केवल II और III

[Option ID = 31607]
3. I, II and III only/केवल I, II, और III

[Option ID = 31608]

4. II, III and IV only/केवल II, III और IV

[Option ID = 31609]

II and III only/केवल II और III

[Option ID = 31607]

22) M.K. Gandhi chose to clothe the whole nation in khadi because:

I. it would be a means of erasing differences between religions.
II. it would be a means of erasing differences between the classes.
III. those who were deprived by caste norms would wear it for self‐ respect.
IV. most people were easily able to take to the single peasant loincloth as he (Gandhi) had.

एम. के. गांधी ने पूरे देश को खादी पहनाने का िवक प चुना य िक:

I. यह िविभ न धम के बीच मतभेद को िमटाने का एक मा यम होगा
II. यह िविभ न वग के बीच मतभेद को िमटाने का एक मा यम होगा
III. जो लोग जाितगत पारंपराओ क वजह से वंिचत थे, वे इसे आ म‐ वािभमान के िलए पहनेग
IV. बहत सारे लोग गांधी जै स ा इकहरा िकसानी व त आसानी से अपना सकते थे
[Question ID = 7904]
1. I and II only/केवल I और II [Option ID = 31610]
2. I and III only/केवल I और III [Option ID = 31611]
3. I, II and III only/केवल I, II, और III [Option ID = 31612]
4. I, II and IV only/केवल I, II और IV [Option ID = 31613]

I and II only/केवल I और II [Option ID = 31610]

23) Examine the two statements and select the correct answer from the options given below:

Statement I: The system of indentured labour unfolded as a new system of slavery in the nineteenth century.

Statement II: Workers discovered their own ways of surviving and creating new forms of cultural fusion like ‘chutney
music’.

िन निलिखत दो कथन का परी ण कर और िदए गए िवक प म से सही िवक प का चयन कर:

कथन I: िगरिमिटया शम क पणाली उ नीसव सदी म गुलामी क एक नई पणाली के प म उभरकर सामने आई

कथन II: शिमक ने वयं को जीिवत रहने के िलए 'चटनी संगीत' जैसे सां कृितक सि मशण के अपने ही तौरतरीके िवकिसत िकए

[Question ID = 7905]
1. Statement I is false but Statement II is true./कथन I अस य है और कथन II स य है

[Option ID = 31614]
2. Statement I is true but Statement II is false./कथन I स य है और कथन II अस य है

[Option ID = 31615]
3. Statement I and II are true and Statement II is the correct explanation for I./कथन I और II दोन ही स य है और कथन II कथन I क सही या या है

[Option ID = 31616]
4. Statement I and II are true but Statement II is not the correct explanation of I./कथन I और II दोन ही स य है और कथन II कथन I क सही या या नह है

[Option ID = 31617]

Statement I and II are true but Statement II is not the correct explanation of I./कथन I और II दोन ही स य है और कथन II कथन I क सही या या नह है

[Option ID = 31617]

24) How do we know today that ostriches were found in India during the Palaeolothic period?

वतमान म हम कैसे जानते ह िक पुरापाषाण काल के दौरान भारत म शुतरु मुग पाये जाते थे?
[Question ID = 7906]
1. We have vivid portrayal of these birds in the paintings of Bhimbetka in Madhya Pradesh./हमारे पास म यपदेश के भीमबेटका के िचत म इन पि य का िवशद िचतण है
[Option ID = 31618]
2. Large quantities of ostrich egg shells were found at Patne in Maharashtra./महारा के पटने म बड़ी माता म शुतरु मुग के अंडे के िछलके िमले ह [Option ID = 31619]
3. We have pictographic records on ostriches in Delhi’s National Museum./हमारे पास िद ली के रा ीय संगहालय म शुतरु मुग पर िचता मक अिभलेख ह [Option ID =
31620]
4. These are described in the memoirs of earliest foreign travellers from Africa./ये अफीका से आये शु आती िवदेशी याितय के सं मरण म विणत ह [Option ID =
31621]

Large quantities of ostrich egg shells were found at Patne in Maharashtra./महारा के पटने म बड़ी माता म शुतरु मुग के अंडे के िछलके िमले ह [Option ID = 31619]

25) The Preamble of the Constitution of India was amended by the:

भारत के संिवधान क प तावना म िकस संशोधन ारा प रवतन िकया गया?
[Question ID = 7907]
1. Seventieth Amendment/स रवाँ संशोधन [Option ID = 31622]
2. Fortieth Amendment/चालीसवाँ संशोधन [Option ID = 31623]
3. Twenty fourth Amendment/चौबीसवाँ संशोधन [Option ID = 31624]
4. Forty second Amendment/बयालीसवाँ संशोधन [Option ID = 31625]

Forty second Amendment/बयालीसवाँ संशोधन [Option ID = 31625]

26) Which statement is true about Panchayati Raj?

उ मे से पंचायती राज के िवषय मे कौन सा कथन सही ह:
[Question ID = 7908]
1. The panchayat samiti and zila parishad should be constituted with directly elected members./पंचायत सिमितय और िजला प रषद का गठन प य िनवािचत सद य
ारा होना चािहए [Option ID = 31626]
2. To contest election Minimum age should be 18 years./पंचायत तर पर चुनाव लड़ने क यूनतम आयु सीमा १८ वष होनी चािहए [Option ID = 31627]
3. Election of the Panchayati Raj institutions is conducted under the guidance of the State Election Commission./पंचायती राज सं थाओं के चुनाव रा य िनवाचन
आयोग के िनदशन मे आयोिजत होने चािहए [Option ID = 31628]
4. For the financial review of Panchayats, the state Finance Commission is established every 6 years./पंचायत क िव ीय समी ा के िलए प येक छह वष के बाद रा य
िव आयोग क थापना क जाती ह [Option ID = 31629]

Election of the Panchayati Raj institutions is conducted under the guidance of the State Election Commission./पंचायती राज सं थाओं के चुनाव रा य िनवाचन
आयोग के िनदशन मे आयोिजत होने चािहए [Option ID = 31628]

27) The First general elections held in 1952 involved simultaneous elections to the Lok Sabha and __________.

1952 म हए पहले आम चुनाव म लोकसभा और __________ के साथ‐साथ कौन सा चुनाव शािमल थे?
[Question ID = 7909]
1. The Vice President of India/भारत के उपरा पित [Option ID = 31630]
2. State Assemblies/रा य िवधानसभाएं [Option ID = 31631]
3. Rajya Sabha/रा यसभा [Option ID = 31632]
4. President of India/भारत के रा पित [Option ID = 31633]

State Assemblies/रा य िवधानसभाएं [Option ID = 31631]

28) _________ is a landlocked country in South Asia, and has transitioned from an absolute monarchy to a
constitutional monarchy.

________ दि ण एिशया म एक देश है, और एक िनरंकश
ु राजशाही से एक संवैधािनक राजशाही म प रवितत हो गया है
[Question ID = 7910]
1. India/भारत [Option ID = 31634]
2. Pakistan/पािक तान [Option ID = 31635]
3. Sri Lanka/शीलंका [Option ID = 31636]
4. Bhutan/भूटान [Option ID = 31637]

Bhutan/भूटान [Option ID = 31637]

29) Given below are two statements, one is labelled as Assertion A and the other is labelled as Reason R

Assertion (A): The difference between the durations of day and night is hardly felt at Kanyakumari but not so in Kashmir.

Reason (R): The longitudinal extent influences the duration of day and night as we move from south to north.

Select the correct option from the given alternatives:

अिभकथन (A): क याकुमारी म िदन और रात के समय के बीच का अंतर शायद ही महसूस िकया जाता है, लेिकन क मीर म ऐसा नह है

कारण (R): देशंतारीय िव तार िदन और रात क अविध को पभािवत करती है जैसे ह हम दि ण से उ र क ओर बढ़ते ह

िदए गए िवक प म से सही िवक प का चयन कर

[Question ID = 7911]
1. Both (A) and (R) are true, but (R) does not explain (A)./दोन (A) और (R) सही ह, लेिकन (R) या या नह करता है (A) क

[Option ID = 31638]
2. (A) is true and (R) is false./(A) सही है और (R) गलत है

[Option ID = 31639]
3. (A) is false and (R) is true./(A) गलत है और (R) सही है

[Option ID = 31640]
4. Both (A) and (R) are true, and (R) explains (A)./दोन (A) और (R) सही ह, और (R) या या करता है (A) क

[Option ID = 31641]

(A) is true and (R) is false./(A) सही है और (R) गलत है

[Option ID = 31639]

30) Consider the following:

A. Temperature and moisture
B. Latitude and Altitude
C. Slope and thickness of soil
D. Direction of blowing of winds

The type and thickness of natural vegetation vary from place to place because of the variation in which of the above
factors:

िन निलिखत पर िवचार कर:

A. तापमान और नमी
B. अ ांश और ऊँचाई
C. ढलान और मृदा क मोटाई
D. हवा बहने क िदशा

उपरो म से िकन कारक के कारण िविभ न ेत म पाकृितक वन पित के पकार और उसक सघनता म िभ नता होती है?

[Question ID = 7912]
1. A and C only./केवल A और C

[Option ID = 31642]
2. C and D only./केवल C और D

[Option ID = 31643]
3. A, B and C only./केवल A, B और C

[Option ID = 31644]
4. A, B and D only./केवल A, B और D

[Option ID = 31645]

A, B and C only./केवल A, B और C

[Option ID = 31644]

31) The main reason for the fact that the earth experiences the highest temperatures in the subtropics in the northern
hemisphere rather than at the equator is :

पृ वी के िवषुवत वृ ीय ेत क अपे ा उ री गोलाध के उपो ण किटबंधीय ेत का तापमान अिधकतम होता है, इसका मु य कारण है:
[Question ID = 7913]
1. Subtropical areas tend to have less cloud cover than equatorial areas./िवषुवतीय ते क अपे ा उपो ण किटबंधीय ते म कम बादल होते ह [Option ID = 31646]
2. Subtropical areas have longer day hours in the summer than the equatorial./उपो ण किटबंध त े म गम के िदन क लंबाई िवषुवतीय त े से यादा होती है [Option ID
= 31647]
3. Subtropical areas have an enhanced “greenhouse effect” compared to equatorial areas./उपो ण किटबंध त े म गीन हाउस पभाव िवषुवतीय ते क अपे ा यादा होता
है [Option ID = 31648]
4. Subtropical areas are nearer to the oceanic areas than the equatorial locations./उपो ण किटबंधीय त
े िवषुवतीय त े क अपे ा महासागरीय त े के यादा करीब है
[Option ID = 31649]

Subtropical areas have longer day hours in the summer than the equatorial./उपो ण किटबंध त े से यादा होती है [Option ID
े म गम के िदन क लंबाई िवषुवतीय त
= 31647]

32) Consider the following list: Alps, Aravali, Appalachians, Himalaya, Ural , Vosges In this list which one of the following is
different from the others?

िन निलिखत सूची पर िवचार कर: आ स, अरावली, अ लेिशयन, िहमालय, यूराल, वासजेस इस सूची म िन निलिखत म से कौन सा दूसर से अलग है?
[Question ID = 7914]
1. Vosges/वासजेस [Option ID = 31650]
2. Alps/आ स [Option ID = 31651]
3. Ural/यूराल [Option ID = 31652]
4. Aravali/अरावली [Option ID = 31653]

Vosges/वासजेस [Option ID = 31650]

33) Which of the following policies would increase production by taking it to a point closer to the production possibility
frontier curve, but would not shift the frontier curve?

िन निलिखत म से कौन सी नीित उ पादन क संभावना सीमा वक के करीब िबंदु पर ले जाकर उ पादन बढ़ाएगी, लेिकन वक को थानांत रत नह करेगी?
[Question ID = 7915]
1. A policy that encourages firms to buy more industrial plant./एक नीित जो फम को अिधक औ ोिगक संयत ं खरीदने के िलए पो सािहत करे [Option ID = 31654]
2. A policy that encourages firms to develop and introduce improved technology./एक नीित जो फम को बेहतर तकनीक िवकिसत करने और पेश करने के िलए पो सािहत करे
[Option ID = 31655]
3. A policy that encourages firms to provide training to their labour./एक नीित जो फम को अपने शिमक को पिश ण पदान करने के िलए पो सािहत करे [Option ID =
31656]
4. A policy that encourages firms to optimally utilize already available resources./एक ऐसी नीित जो फम को पहले से उपल ध संसाधन का अिधकतम उपयोग करने के िलए
पो सािहत करे [Option ID = 31657]

A policy that encourages firms to optimally utilize already available resources./एक ऐसी नीित जो फम को पहले से उपल ध संसाधन का अिधकतम उपयोग करने के िलए
पो सािहत करे [Option ID = 31657]

34) If the RBI (Reserve Bank of India) adopts an expansionist open market operations policy, this means that it will:

यिद आरबीआई (भारतीय रजव बक) एक िव तारवादी मु बार संचालन नीित अपनाता है, तो इसका मतलब है िक यह होगा:
[Question ID = 7916]
1. buy securities from non‐government holders/गैर‐सरकारी धारक से पितभूितयाँ खरीद [Option ID = 31658]
2. sell securities in the open market/खुले बाज़ार म पितभूितय को बेचे [Option ID = 31659]
3. offer commercial banks more credit in the open market/वािणि यक बक को खुले बाज़ार म अिधक ऋण पदान करे [Option ID = 31660]
4. openly announce to the market that it intends to expand credit/बाज़ार म खुले तौर पर घोषणा कर िक वह क े ि डटका िव तार करना चाहता है [Option ID = 31661]

offer commercial banks more credit in the open market/वािणि यक बक को खुले बाज़ार म अिधक ऋण पदान करे [Option ID = 31660]

35) Consider the following statements regarding the change in economic activities over the last forty years in India.

A. Secondary sector has emerged as the largest producing sector in India replacing the primary sector.
B. There has been a change in the share of the three sectors in GDP; a similar shift has not taken place in employment.

Choose the correct option:

भारत म चालीस वष म आिथक गितिविधय म होने वाले बदलाव के बारे म िन निलिखत कथन पर िवचार कर:

A. पाथिमक ेत क जगह ि तीयक ेत भारत म सबसे बड़ा उ पादक ेत बनकर उभरा है
B. जीडीपी म तीन ेत क िह सेदारी म बदलाव हआ है, उसी तरह समान बदलाव उससे रोजगार म नह हआ है

सही िवक प चुन:

[Question ID = 7917]
1. Both A and B are true./दोन सही ह

[Option ID = 31662]
2. A is true but B is false./A सही है लेिकन B गलत ह

[Option ID = 31663]
3. A is false but B is true./A गलत है लेिकन B सही ह

[Option ID = 31664]
4. Both A and B are false./दोन गलत ह

[Option ID = 31665]

A is false but B is true./A गलत है लेिकन B सही ह

[Option ID = 31664]

36) Food security is ensured in a country only if:

A. Enough food is available for all the persons
B. All men have the capacity to buy food of acceptable quality
C. There is no barrier on access to food.

Select the correct answer using the code given below:

िकसी देश म खा सुर ा सुिनि त क जाती है अगर वहां:

A. सभी यि य के िलए पया भोजन उपल ध है
B. सभी पु ष म वीकाय गुणव ा का भोजन खरीदने क मता है
C. भोजन तक पहच
ं म कोई बाधा नह है

नीचे िदए गए कोड का उपयोग करके सही उ र चुन:

[Question ID = 7918]
1. A and B only/केवल A और B

[Option ID = 31666]
2. B and C only/केवल B और C

[Option ID = 31667]
3. A and C only/केवल A और C

[Option ID = 31668]
4. A, B and C/केवल A, B और C

[Option ID = 31669]

A and C only/केवल A और C

[Option ID = 31668]

37) The components of material culture are __________ and objective.

A. External
B. Internal
C. Tangible

Select the correct option from the code given below:

भौितक सं कृित के घटक _______ और व तुिन ह

A. बा
B. आंत रक
C. मूत

नीचे िदए गए कोड से सही िवक प का चयन कर:

[Question ID = 7919]
1. A/केवल A

[Option ID = 31670]
2. B/केवल B

[Option ID = 31671]
3. C/केवल C

[Option ID = 31672]
4. Both A and C/A और C दोन

[Option ID = 31673]

Both A and C/A और C दोन

[Option ID = 31673]

38) Thomas Robert Malthus, who wrote the famous ‘An essay on the principle of population’ was born in which year?

थॉमस रॉबट मा थस, िज ह ने 'जनसं या के िस ांत पर िनबंध' िलखा था, िकस वष म पैदा हआ था?

[Question ID = 7920]
1. 1766

[Option ID = 31674]
2. 1778

[Option ID = 31675]
3. 1834

[Option ID = 31676]
4. 1938

[Option ID = 31677]

1766

[Option ID = 31674]

39) The evaluation of the behaviour and beliefs of people from other cultures according to one’s own cultural values is:

िकसी के ारा अपने सां कृितक मू य के अनुसार अ य सं कृितय के लोग के यवहार और िव ास का मू यांकन है:
[Question ID = 7921]

1. Cosmopolitanism/िव बंधु व (कोसमोपोिलतिन म) [Option ID = 31678]
2. Ethnocentrism/ वजातीय‐उ कृ ता म िव ास् (एथनोसट र म) [Option ID = 31679]
3. Xenocentrism/दूसरी सं कृितय के पित सां कृितक िव ेष (ज़ेनोसिट म) [Option ID = 31680]
4. Extremism/अितवाद [Option ID = 31681]

Ethnocentrism/ वजातीय‐उ कृ ता म िव ास् (एथनोसट र म) [Option ID = 31679]

40) Which of the following sociologists has studied the relationship of suicide with other aspects of social and economic
behaviour ?

वे समाजशा ती िज ह ने आ मह या के सामािजक और आिथक यवहार से संबंध को समझा, वह ह:
[Question ID = 7922]
1. Karl Marx/काल मा स [Option ID = 31682]
2. M. N. Srinivas/एम.एन. शीिनवास [Option ID = 31683]
3. Max Weber/मै स वेबर [Option ID = 31684]
4. Emile Durkheim/एिमल दुखम [Option ID = 31685]

Emile Durkheim/एिमल दुखम [Option ID = 31685]

41) Choose one word that is suitable for both sentences:

Sentence 1: The ……… of wood selected by the interior designer was exceptionally beautiful.

Sentence 2: It was a state of crisis. Immediately, the government constituted a ………. to discuss the course of action
required to calm the situation.

Choose one word that is suitable for both sentences:

[Question ID = 7923]
1. Panel

[Option ID = 31686]
2. Committee

[Option ID = 31687]
3. Plank

[Option ID = 31688]
4. Consortium

[Option ID = 31689]

Panel

[Option ID = 31686]

42) Choose the correct option to fill in the blanks:

“Now it was Ali’s turn to travel, ………………who gathered at every station ………………….. to passionate speeches.”

[Question ID = 7924]
1. rouse the crowds; to listen

[Option ID = 31690]
2. rousing the crowds; to listen

[Option ID = 31691]
3. rouse the crowds; for listening

[Option ID = 31692]
4. rousing the crowds; to listening

[Option ID = 31693]

rousing the crowds; to listen

[Option ID = 31691]

43) ‘पो ट बौ स नं. 203 नाला सोपारा’ को िकसने िलखा ह:
[Question ID = 7925]
1. मृदुला गग [Option ID = 31694]
2. गोिवंद िमश [Option ID = 31695]
3. िचता मु ल [Option ID = 31696]
4. संजीव [Option ID = 31697]

िचता मु ल [Option ID = 31696]

44) ‘ह र‐पद कोमल कमल से’ म कौन सा अलंकार है?
[Question ID = 7926]
1. उपमा [Option ID = 31698]
2. पक [Option ID = 31699]
3. उ पे ा [Option ID = 31700]
4. मानवीकरण [Option ID = 31701]

उपमा [Option ID = 31698]

45) Josh Malihabadi is famous for his:

जोश मलीहाबादी िकस के िलए पिस ह?
[Question ID = 7927]
1. Novels/उप यास [Option ID = 31702]
2. Short stories/लघुकथाऐं [Option ID = 31703]
3. Poems/किवताएँ [Option ID = 31704]
4. Plays/नाटक [Option ID = 31705]

Poems/किवताएँ [Option ID = 31704]

46) Rubai is a form of poem which consists of ‐‐‐‐‐‐‐‐‐‐‐ line(s):

बई एक तरह क किवता है, िजसम........ पंि याँ होती ह
[Question ID = 7928]
1. Two/दो [Option ID = 31706]
2. Four/चार [Option ID = 31707]
3. Six/छह [Option ID = 31708]
4. Eight/आठ [Option ID = 31709]

Four/चार [Option ID = 31707]

47) Who wrote the poem, ‘Kambdi Kalai’?

‘कंबदी कलाई’ किवता के रचियता किव कौन ह?
[Question ID = 7929]
1. Prem Chand/पम े चंद [Option ID = 31710]
2. Mohan Singh/मोहन िसंह [Option ID = 31711]
3. Bhai Vir Singh/भाई वीर िसंह [Option ID = 31712]
4. Shiv Kumar Batalvi/िशव कुमार बटालवी [Option ID = 31713]

Bhai Vir Singh/भाई वीर िसंह [Option ID = 31712]

48) ‘Rasidi ticket’ is the autobiography of which of the following?

‘रसीदी िटकट’ िकस क आ मकथा है ?
[Question ID = 7930]
1. Ajeet Kaur/अजीत कौर [Option ID = 31714]
2. Dalip Kaur/दलीप कौर [Option ID = 31715]
3. Amrita Pritam/अमृता पीतम [Option ID = 31716]
4. Khushwant Singh/खुशवंत िसंह [Option ID = 31717]

Amrita Pritam/अमृता पीतम [Option ID = 31716]

49) Which of the following subject area has been explicated in ‘Lilavati’ written by Bhaskaracharya ?

िन न म से िकस िवषय व तु क िववेचना भा कराचाया ारा िलिखत ‘लीलावती’ म क गई है?

[Question ID = 7931]
1. Mathematics/गिणत

[Option ID = 31718]
2. Surgery/श य िचिक सा

[Option ID = 31719]
3. Grammar/ याकरण

[Option ID = 31720]
4. Theatre/ना य शा त

[Option ID = 31721]

Mathematics/गिणत

[Option ID = 31718]

50) Which one of the following books is not written by Kalidasa?

िन न म से कौन सी कृित कािलदास क रचना नह है?
[Question ID = 7932]
1. Meghdoot/मेघदूत [Option ID = 31722]
2. Geet Govind/गीत गोिवंद [Option ID = 31723]
3. Raghuvansham/रघुवशं म् [Option ID = 31724]
4. Kumarsambhava/कुमारसंभव [Option ID = 31725]

Geet Govind/गीत गोिवंद [Option ID = 31723]

51) Complete the series: ADR, VGP, RJN, NML, ?

ंृ ला को पूरा कर: ADR, VGP,RJN,NML,?
शख
[Question ID = 7933]
1. JPJ [Option ID = 31726]
2. JOJ [Option ID = 31727]
3. JPK [Option ID = 31728]
4. IPJ [Option ID = 31729]

JPJ [Option ID = 31726]

52) In the question below three statements are given, followed by conclusions I, II, III, IV.

You have to take the given statements to be true even if they seem to be at variance from commonly known facts. Read
the conclusions and then decide which of the given conclusions logically follows from the given statements disregarding
commonly known facts.

Statements: Some Cats are Rats. All bats are tables. All Rats are Bats.

Conclusion:
I. Some cats are bats.
II. All bats are rats.
III. All tables are cats.
IV. All bats are cats

नीचे िदए गए प म तीन कथन िदए गए ह, उसके बाद िन कष I, II, III, IV ह

आपको िदए गए कथन को स य मानना है, भले ही वे सामा यतः ात त य से िभ न पतीत होते ह िन कष पढ़ और िनणय ल िक िदए गए कथन म से कौन सा
िन कष सामा यतः ात त य क अवहेलना करते हए िदए गए कथन का तािकक प से अनुसरण करता है

कथन: कुछ िबि लयाँ चूहे ह सभी चमगादड़ टेबल ह सभी चूहे चमगादड़ ह

िन कष:
I. कुछ िबि लयाँ चमगादड़ ह
II. सभी चमगादड़ चूहे ह
III. सभी टेबल िबि लयाँ ह
IV. सभी चमगादड़ िबि लयाँ ह

[Question ID = 7934]
1. Only I & II are true/केवल I और II स य है

[Option ID = 31730]
2. Only I is true/केवल I स य है

[Option ID = 31731]
3. Only I & IV are true/केवल I और IV स य ह

[Option ID = 31732]
4. Only II true/केवल II स य है

[Option ID = 31733]

Only I is true/केवल I स य है

[Option ID = 31731]

53) ‘>’ represents greater than; ‘<’ represents less than.

Consider the following statements and choose the correct option:

Q>T>N

A>S>Q

A<M

Conclusions:

I. N < A

II. M > T

‘>’ का अथ है ‘इससे बड़ा’; ‘<’ का अथ है ‘इससे कम’

िन निलिखत कथन पर िवचार कर और सही िवक प चुन

Q>T>N

A>S>Q

A<M

िन कष:

I. N < A

II. M > T

[Question ID = 7935]
1. both conclusion I and II are true./िन कष I और II दोन स य ह

[Option ID = 31734]
2. neither conclusion I nor II is true./न तो िन कष I और न ही II स य है

[Option ID = 31735]
3. only conclusion I is true/केवल िन कष I स य है

[Option ID = 31736]
4. only conclusion II is true/केवल िन कष II स य है

[Option ID = 31737]

both conclusion I and II are true./िन कष I और II दोन स य ह

[Option ID = 31734]

54) The letters in the first set have certain relationship. On the basis of this relationship what is the right choice for the
second set?

AST : BRU : : NQV : ?

पहले समूह म अ र का एक िनि त संबंध है इस संबंध के आधार पर, दूसरे समूह के िलए सही िवक प या है?

AST : BRU :: NQV : ?

[Question ID = 7936]
1. ORW

[Option ID = 31738]
2. MPU

[Option ID = 31739]
3. MRW

[Option ID = 31740]
4. OPW

[Option ID = 31741]

OPW

[Option ID = 31741]

55) The average of four consecutive even numbers is 27. The largest of these numbers is:

चार अनुगामी सम सं याओं का औसत 27 है इन सं याओं म सबसे बड़ी सं या कौन सी है:
[Question ID = 7937]
1. 36 [Option ID = 31742]

2. 32 [Option ID = 31743]
3. 30 [Option ID = 31744]
4. 28 [Option ID = 31745]

30 [Option ID = 31744]

56) Monday falls on 20th March 1995. What was the day on 3rd November 1994?

20 माच 1995 को सोमवार पड़ता है 3 नवंबर 1994 को या िदन था?
[Question ID = 7938]
1. Thursday/गु वार [Option ID = 31746]
2. Sunday/रिववार [Option ID = 31747]
3. Tuesday/मंगलवार [Option ID = 31748]
4. Saturday/शिनवार [Option ID = 31749]

Thursday/गु वार [Option ID = 31746]

57) In a certain code, PAN is written as 31 and PAR as 35. In this code PAT is written as:

एक िनि त कोड म, पैन को 31 और PAR को 35 के प म िलखा जाता है इस कोड म PAT को िकस पकार िलखा जाता है:

[Question ID = 7939]
1. 30

[Option ID = 31750]
2. 37

[Option ID = 31751]
3. 38

[Option ID = 31752]
4. 39

[Option ID = 31753]

37

[Option ID = 31751]

58) In a cross‐country race, Ritesh is behind Lalit but ahead of Amar. Amar is ahead of Vikas. Pankaj is ahead of Amar but
behind Ritesh. Who is at the end?

एक कॉस कंटी दौड़ म, रतेश लिलत से पीछे है लेिकन अमर से आगे है िवकास से आगे अमर ह पंकज अमर से आगे है लेिकन रतेश से पीछे है आिखर म कौन है?

[Question ID = 7940]
1. Amar/अमर

[Option ID = 31754]
2. Vikas/िवकास

[Option ID = 31755]
3. Pankaj/पंकज

[Option ID = 31756]
4. Ritesh/ रतेश

[Option ID = 31757]

Vikas/िवकास

[Option ID = 31755]

59) Pointing to a man in a photograph, a woman said, "His brother's father is the only son of my grandfather." How is the
woman related to the man in the photograph?

एक त वीर म एक आदमी क ओर इशारा करते हए, एक मिहला ने कहा, "उसके भाई के िपता मेरे दादा के इकलौते बेटे ह " त वीर म पु ष से संबंिधत मिहला कौन
है?

[Question ID = 7941]
1. Aunt/चाची

[Option ID = 31758]
2. Sister/बहन

[Option ID = 31759]
3. Mother/माँ

[Option ID = 31760]
4. Daughter/बेटी

[Option ID = 31761]

Sister/बहन

[Option ID = 31759]

60) In the following question, find the value of x:

x + 3x + 4x + 5x = 39

नीचे िदए समीकरण म x का मू य या होगा?

x + 3x + 4x + 5x = 39

[Question ID = 7942]
1. 3

[Option ID = 31762]
2. 4

[Option ID = 31763]
3. 2

[Option ID = 31764]
4. 5

[Option ID = 31765]

3

[Option ID = 31762]

61) Given below are one question and two statements numbered I and II. You have to decide whether the data provided in
the statements are sufficient to answer the question. Read both the statements and give the answer:

Question: What is the distance between point P and Q?

Statement I: Point S is 4m away in east direction from point P. Point T is at a distance of 2m north of point S.

Statement II: Point Q is in north‐west of point T.

नीचे एक प और दो कथन I और II िदए गए ह आपको यह तय करना होगा िक कथन म िदया गया डेटा उ र देने के िलए पया है या नह दोन कथन को पढ़
और उ र द:

प : िबंदु P और Q के बीच क दूरी या है?

कथन I : िबंदु S, िबंदु P से पूव िदशा म 4 मीटर दूर है िबंदु T, िबंदु S के 2 मीटर उ र म है

कथन II: िबंदु Q, िबंदु T के उ र‐पि म म है

[Question ID = 7943]
1. The data in statement I alone is sufficient to answer the question, while the data in statement II alone is not sufficient to answer the
question./कथन I का डेटा अकेले प का उ र देने के िलए पया है, जबिक कथन II म िदए गए आंकड़े प का उ र देने के िलए पया नह ह

[Option ID = 31766]
2. The data in statement II alone is sufficient to answer the question, while the data in statement I alone is not sufficient to answer the
question./अकेले कथन II म डेटा प का उ र देने के िलए पया है, जबिक कथन I म डेटा प का उ र देने के िलए पया नह है

[Option ID = 31767]
3. The data either in statement I alone or in statement II alone is sufficient to answer the question./कथन I म या कथन II म अकेले प का उ र देने के िलए पया
डेटा नह है

[Option ID = 31768]
4. The data even in both statements I and II together is not sufficient to answer the question./I और II दोन कथन म भी डेटा प का उ र देने के िलए पया नह है

[Option ID = 31769]

The data even in both statements I and II together is not sufficient to answer the question./I और II दोन कथन म भी डेटा प का उ र देने के िलए पया नह है

[Option ID = 31769]

62) Riya goes 30 km towards North from a fixed point, then after turning to her right she goes 15 km. After turning to her
right, she goes 30 km. How far and in what direction is she from her starting point?

रया एक िनि त िबंदु से 30 िकलोमीटर उ र क ओर जाती है, िफर उसके दाईं ओर मुड़ने के बाद वह 15 िकलोमीटर जाती है इसके बाद वह दाईं ओर मुड़कर 30

िकलोमीटर जाती है वह अपने शु आती िबंदु से िकतनी दूर और िकस िदशा म है?
[Question ID = 7944]
1. 15 km East/15 िकलोमीटर पूव म [Option ID = 31770]
2. 15 km West/15 िकलोमीटर पि म म [Option ID = 31771]
3. 30 km East/30 िकलोमीटर पूव म [Option ID = 31772]
4. 30 km South/30 िकलोमीटर दि ण म [Option ID = 31773]

15 km East/15 िकलोमीटर पूव म [Option ID = 31770]

63) Given below are two statements. Read both the statements and choose the correct option:

Statements: All laptops are computers

Some laptops are notebooks.

Conclusions: I. Some notebook are computers

II. All notebooks are computers.

नीचे दो कथन िदए गए ह दोन कथन को पढ़ और उ र द:

कथन: सभी लैपटॉप कं यूटर ह

कुछ लैपटॉप नोटबुक ह

िन कष : I कुछ नोटबुक कं यूटर ह

II. सभी नोटबुक कं यूटर ह

[Question ID = 7945]
1. only conclusion I follows/केवल िन कष I कथन के अनु प है

[Option ID = 31774]
2. only conclusion II follows/केवल िन कष II कथन के अनु प है

[Option ID = 31775]
3. both conclusions I and II follows/दोन िन कष I और II कथन के अनु प ह

[Option ID = 31776]
4. either conclusion I or conclusion II follows/या तो िन कष I या िन कष II कथन के अनु प है

[Option ID = 31777]

only conclusion I follows/केवल िन कष I कथन के अनु प है

[Option ID = 31774]

64) Which sanctuary in Madhya Pradesh has been declared as Eco‐Sensitive Zone by the Government of India?
म य प देश म िकस अभयार य को भारत सरकार ारा पयावरण‐संवेदनशील ेत घोिषत िकया गया है?
[Question ID = 7946]
1. Ghatigaon Wildlife Sanctuary/घाटीगांव व यजीव अभयार य [Option ID = 31778]
2. National Chambal Sanctuary/रा ीय चंबल अभयार य [Option ID = 31779]
3. Kheoni Wildlife Sanctuary/िखयोनी व य जीवन अभयार य [Option ID = 31780]
4. Ratapani Tiger Reserve/रतापानी टाइगर रजव [Option ID = 31781]

National Chambal Sanctuary/रा ीय चंबल अभयार य [Option ID = 31779]

65) When was the International Finance Corporation (IFC) established?

अंतरा ीय िव िनगम (IFC) क थापना कब क गई थी?
[Question ID = 7947]
1. July 1956/जुलाई 1956 [Option ID = 31782]
2. April 1956/अपैल 1956 [Option ID = 31783]
3. June 1980/जून 1980 [Option ID = 31784]
4. August 1980/अग त 1980 [Option ID = 31785]

July 1956/जुलाई 1956 [Option ID = 31782]

66) The super‐computer ‘PARAM’ was developed by:

सुपर‐कं यूटर 'PARAM' कहाँ िवकिसत िकया गया था?
[Question ID = 7948]

1. IIT‐Kanpur/आईआईटी‐कानपुर [Option ID = 31786]
2. C‐DAC/सी‐डैक [Option ID = 31787]
3. IIT‐Kharagpur/आईआईटी‐खड़गपुर [Option ID = 31788]
4. TATA/टाटा [Option ID = 31789]

C‐DAC/सी‐डैक [Option ID = 31787]

67) The first Indian chronicler of Indian history was:

भारतीय इितहास का पहला भारतीय इितहासकार था:
[Question ID = 7949]
1. Megasthanese/मेग थनीज [Option ID = 31790]
2. Fa‐Hien/फािहयान [Option ID = 31791]
3. Huan Tsang/हआन सांग [Option ID = 31792]
4. Kalhan/का हन [Option ID = 31793]

Kalhan/का हन [Option ID = 31793]

68) Tamil Nadu coastal belt has drinking water shortage due to:

तिमलनाडू तटीय बे ट म पीने के पानी क कमी का कारण है :
[Question ID = 7950]
1. high evaporation/उ च वा पीकरण [Option ID = 31794]
2. sea water flooding due to tsunami/सुनामी के कारण समुद के पानी म बाढ़ [Option ID = 31795]
3. over exploitation of ground water by tube wells/नलकूप ारा भूजल का दोहन [Option ID = 31796]
4. seepage of sea water/समुदी जल का रसाव [Option ID = 31797]

seepage of sea water/समुदी जल का रसाव [Option ID = 31797]

69) Which of the following has recently received World Heritage Certificate from UNESCO in February 2020?

िन निलिखत म से िकसे फ़रवरी 2020 म यूने को से िव िवरासत पमाणपत पा हआ है?
[Question ID = 7951]
1. Pushkar/पु कर [Option ID = 31798]
2. Ajmer/अजमेर [Option ID = 31799]
3. Jaipur/जयपुर [Option ID = 31800]
4. Jodhpur/जोधपुर [Option ID = 31801]

Jaipur/जयपुर [Option ID = 31800]

70) The paperless session of Arunachal Pradesh Legislative Assembly began with the implementation of which app?

अ णाचल प देश िवधानसभा का पेपरलेस सत िकस ऐप के काया वयन से शु हआ?
[Question ID = 7952]
1. E‐sabha/ई‐सभा [Option ID = 31802]
2. E‐vidhan/ई‐िवधान [Option ID = 31803]
3. E‐Arunachal/ई‐अ णाचल [Option ID = 31804]
4. E‐Desh/ई‐देश [Option ID = 31805]

E‐vidhan/ई‐िवधान [Option ID = 31803]

71) For which well known industrialist did Mahatma Gandhi say that while he (Gandhi) was fighting for India’s political
freedom, the industrialist was fighting for India’s industrial freedom from the British?

िकस पिस उ ोगपित के िलए महा मा गांधी ने कहा था िक जब वह (गांधी) भारत क राजनीितक वतंतता के िलए लड़ रहे थे, तो यह उ ोगपित भारत क
औ ोिगक वतंतता के िलए अंगेज से लड़ रहे थे?
[Question ID = 7953]
1. Ardeshir Godrej/अदिशर गोदरेज [Option ID = 31806]
2. Ramnarain Ruia/रामनारायण इया [Option ID = 31807]
3. Jamsetji Tata/जमशेदजी टाटा [Option ID = 31808]
4. Maharaja Sayajirao Gaekwad/महाराजा सयाजीराव गायकवाड़ [Option ID = 31809]

Jamsetji Tata/जमशेदजी टाटा [Option ID = 31808]

72) Which of the following events led to a fear of global recession and fall in stock markets in the first quarter of 2020?

िन न म से िकस घटना के कारण 2020 क पहली ितमाही म वैि क मंदी और शेयर बाजार म िगरावट का डर बना?

[Question ID = 7954]
1. Outbreak of coronavirus/कोरोनावायरस का पकोप [Option ID = 31810]
2. News of melting of ice caps/बफ के टुकड़ के िपघलने क खबर [Option ID = 31811]
3. Introduction of Bitcoins as a substitute of rupee coins/ पए के िस क के िवक प के प म िबटकॉइन का आर भ [Option ID = 31812]
4. The withdrawal of US troops from Afghanistan/अफगािन तान से अमे रक सैिनक क वापसी [Option ID = 31813]

Outbreak of coronavirus/कोरोनावायरस का पकोप [Option ID = 31810]

73) Which of the following country is going to host Commonwealth shooting and archery championship in January 2022?

जनवरी 2022 म कौन सा देश कौमनवे थ शूिटंग और तीरंदाजी चैि पयनिशप क मेजबानी करने जा रहा है?
[Question ID = 7955]
1. Russia/ स [Option ID = 31814]
2. India/भारत [Option ID = 31815]
3. China/चीन [Option ID = 31816]
4. England/इं लड [Option ID = 31817]

India/भारत [Option ID = 31815]

74) Which country is ranked at the top in the year 2019, for crude steel production in the world:

िव म क चे इ पात के उ पादन के िलए वष 2019 म िकस देश को शीष थान िदया गया है?
[Question ID = 7956]
1. USA/संयु रा य अमे रका [Option ID = 31818]
2. China/चीन [Option ID = 31819]
3. India/भारत [Option ID = 31820]
4. Japan/जापान [Option ID = 31821]

China/चीन [Option ID = 31819]

75) Which of the following are features of ‘Safe Digital Banking’?

A. Registering mobile number and email with banks for transaction alerts.
B. Storing banking data safely in email apps for easy and safe access.
C. Changing banking password regularly.
D. Sharing banking passwords with family members or friends in times of emergency.

िन निलिखत म से कौन सी सुरि त िडिजटल बिकंग क िवशेषताएं ह?

A. लेनदेन अलट के िलए बक के साथ मोबाइल नंबर और ईमेल दज करना
B. आसान और सुरि त पहच ं के िलए ईमेल ऐप म सुरि त प से बिकंग डेटा संगहीत करना
C. बिकंग पासवड को िनयिमत प से बदलना
D आपातकालीन समय के िलए प रवार के सद य या दो त के साथ बिकंग पासवड साझा करना

[Question ID = 7957]
1. Only A, B and C./केवल A, B और C

[Option ID = 31822]
2. Only A and B./केवल A और B

[Option ID = 31823]
3. Only B, C, and D./केवल B, C और D

[Option ID = 31824]
4. Only A and C./केवल A और C

[Option ID = 31825]

Only A and C./केवल A और C

[Option ID = 31825]

76) National workshop on Explosive Detection has developed a new Explosive detection device named as .................?

िव फोटक संसूचन (खोज)पर रा ीय कायशाला ने एक नया िव फोटक संसूचन यंत िवकिसत िकया है िजसका नाम ................. है
[Question ID = 7958]
1. Finder‐X/फ़ाइंडर‐X [Option ID = 31826]
2. TLoc‐X/ लोक‐X [Option ID = 31827]
3. EDetection‐X/ईडेटिे टओन‐X [Option ID = 31828]
4. Ralder‐X/रा डर‐X [Option ID = 31829]

Ralder‐X/रा डर‐X [Option ID = 31829]

77) A boy often complains of poor sense of numbers and is not able to do simple operations of addition and subtraction.
Which of the following learning disability he must be likely to suffer from?

एक लड़के को अ सर सं याओं को समझने मे परेशानी होती है और वह जोड़ और घटाव का सरल संचालन करने म स म नह होता है िन निलिखत म से कौन सी
अिधगम िवकलांगता से पीिड़त होने क संभावना है?
[Question ID = 7959]
1. Dyspraxia/िड पिे सया [Option ID = 31830]
2. Dyslexia/िड लेि सया [Option ID = 31831]
3. Dyscalculia/िड केलकुिलया [Option ID = 31832]
4. Dysphasia/िड फेिजया [Option ID = 31833]

Dyscalculia/िड केलकुिलया [Option ID = 31832]

78) Name the area in the brain which is associated with strong emotions:

मि त क के उस ेत का नाम बताएँ जो तीव संवेग से जुड़ा है:

[Question ID = 7960]
1. Medulla/म यांश (मेड़ला)

[Option ID = 31834]
2. Cerebellum/अनुमि त क ( से रबेलम)

[Option ID = 31835]
3. Cerebral cortex/पमि त क (से रबल कोट स)

[Option ID = 31836]
4. Limbic system/म यांश ( मेड़ला)

[Option ID = 31837]

Limbic system/म यांश ( मेड़ला)

[Option ID = 31837]

79) Children who have marked difficulties in social interaction and communication across different contexts, a restricted
range of interests, and strong desire for routine may have which of the following:

िन न म से िकस म सामािजक अंतःिकया और संपेषण कौशल तथा िढ़वादी तरीक के यवहार अिभ िचय और गितिविधय को समझने म किठनाई आती है इन
ब च को िविभ न संदभ के अंतगत सामािजक अंतःिकया और संपेषण म किठनाई होती है, उनक बहत सीिमत अिभ िचयाँ होती ह तथा उनम एक िनयिमत िदनचया
क तीव इ छा होती है
[Question ID = 7961]
1. Attention‐Deficit / Hyperactivity Disorder (ADHD)/अवधान‐ यूनता अितिकया िवकार [Option ID = 31838]
2. Autism Spectrum Disorder/ वलीनता वणकम िवकार [Option ID = 31839]
3. Intellectual Disability/बौि क अश ता [Option ID = 31840]
4. Specific Learning Disorder/िविश अिधगम िवकार [Option ID = 31841]

Autism Spectrum Disorder/ वलीनता वणकम िवकार [Option ID = 31839]

80) Identify one of the primary goals of any treatment for anorexia nervosa is to:

ुधा अभाव (एनोरेि सया नव सा )के िलए िकसी भी उपचार के पाथिमक ल य म से एक को पहचान:
[Question ID = 7962]
1. Replace binge eating with other behaviours/अिनयंितत भोजन को अ य यवहार के साथ बदल [Option ID = 31842]
2. Reduce weight to normal levels/वजन को सामा य तर तक कम कर [Option ID = 31843]
3. Increase weight to normal levels/वजन को सामा य तर तक बढ़ाएं [Option ID = 31844]
4. Stop the individual from eating/ यि को खाने से रोक [Option ID = 31845]

Increase weight to normal levels/वजन को सामा य तर तक बढ़ाएं [Option ID = 31844]

Topic:‐ BED S2 hindi P1

1) िन निलिखत ग ांश को पढ़ और उस पर आधा रत िन न प के उ र द:

कामकाजी ब च क भी चाहत है िक वह पढ़‐िलखकर ‘बड़ा आदमी’ बन| इस चाहत म ब चे अपने आपको कूल के दहलीज़ तक तो ले जाते ह, िकंतु प रि थितवश
यादा देर िटक नह पाते|

जो ब चे काम के साथ पढ़ाई करना चाहते ह, या कूल का वातावरण उनके अनुकल ू है? िब कुल नह | उनके िलए अित र यव था कर, उनके सपन को भी
कूल म जगह देने पर िवचार ही नह िकया गया| यही कारण है िक भारत म उ च मा यिमक तर आयु वग म लगभग आधे ब चे कूल नह जा पाते|

अगर हम चाहते ह िक कूल एक ऐसी जगह बने जहाँ कामकाजी ब चे भी स मानजनक तरीके से िश ा पा कर सक तो िश ा यव था को लचीला बनाना होगा|
हम वीकार करना होगा िक सबका बचपन एक सा‐नह होता| सामा य प रवार के ब च के बचपन और शिमक ब च के बचपन म बहत अंतर है| कूल म इन
कामकाजी ब च के िलए अवसर और सुिवधाएँ जब तक इस ि और समझ के साथ नह दी जाएँगी, तब तक यह संभव ही नह है| बहबचपन समाज क एक
स चाई है और इसे बहत ही संवेदनशीलता, उदारता और यवहा रक समझ के साथ देखा जाना चािहए| िश ा से इन ब च का जुड़ाव तभी सुगम और संभव होगा जब
नीित िनमा ताओं और िश क म बहबचपन क प समझ बनी हो

प तुत ग ांश म बड़ा आदमी श द िकस स दभ म पयु हआ है?

[Question ID = 7964]
1. वय क आदमी के स दभ म

[Option ID = 31850]
2. सफल आदमी के स दभ म

[Option ID = 31851]
3. सा र आदमी के स दभ म

[Option ID = 31852]
4. वृ आदमी के स दभ म

[Option ID = 31853]

सफल आदमी के स दभ म

[Option ID = 31851]

2) िन निलिखत ग ांश को पढ़ और उस पर आधा रत िन न प के उ र द:

कामकाजी ब च क भी चाहत है िक वह पढ़‐िलखकर ‘बड़ा आदमी’ बन| इस चाहत म ब चे अपने आपको कूल के दहलीज़ तक तो ले जाते ह, िकंतु प रि थितवश
यादा देर िटक नह पाते|

जो ब चे काम के साथ पढ़ाई करना चाहते ह, या कूल का वातावरण उनके अनुकल ू है? िब कुल नह | उनके िलए अित र यव था कर, उनके सपन को भी
कूल म जगह देने पर िवचार ही नह िकया गया| यही कारण है िक भारत म उ च मा यिमक तर आयु वग म लगभग आधे ब चे कूल नह जा पाते|

अगर हम चाहते ह िक कूल एक ऐसी जगह बने जहाँ कामकाजी ब चे भी स मानजनक तरीके से िश ा पा कर सक तो िश ा यव था को लचीला बनाना होगा|
हम वीकार करना होगा िक सबका बचपन एक सा‐नह होता| सामा य प रवार के ब च के बचपन और शिमक ब च के बचपन म बहत अंतर है| कूल म इन
कामकाजी ब च के िलए अवसर और सुिवधाएँ जब तक इस ि और समझ के साथ नह दी जाएँगी, तब तक यह संभव ही नह है| बहबचपन समाज क एक
स चाई है और इसे बहत ही संवेदनशीलता, उदारता और यवहा रक समझ के साथ देखा जाना चािहए| िश ा से इन ब च का जुड़ाव तभी सुगम और संभव होगा जब
नीित िनमा ताओं और िश क म बहबचपन क प समझ बनी हो|

प तुत ग ांश म “दहलीज़” श द का पयोग ...... के प म हआ है|

[Question ID = 7965]
1. मयादा

[Option ID = 31854]
2. कावट

[Option ID = 31855]
3. देहरी

[Option ID = 31856]
4. िखड़क

[Option ID = 31857]

देहरी

[Option ID = 31856]

3) िन निलिखत ग ांश को पढ़ और उस पर आधा रत िन न प के उ र द:

कामकाजी ब च क भी चाहत है िक वह पढ़‐िलखकर ‘बड़ा आदमी’ बन| इस चाहत म ब चे अपने आपको कूल के दहलीज़ तक तो ले जाते ह, िकंतु प रि थितवश
यादा देर िटक नह पाते|

जो ब चे काम के साथ पढ़ाई करना चाहते ह, या कूल का वातावरण उनके अनुकल ू है? िब कुल नह | उनके िलए अित र यव था कर, उनके सपन को भी
कूल म जगह देने पर िवचार ही नह िकया गया| यही कारण है िक भारत म उ च मा यिमक तर आयु वग म लगभग आधे ब चे कूल नह जा पाते|

अगर हम चाहते ह िक कूल एक ऐसी जगह बने जहाँ कामकाजी ब चे भी स मानजनक तरीके से िश ा पा कर सक तो िश ा यव था को लचीला बनाना होगा|
हम वीकार करना होगा िक सबका बचपन एक सा‐नह होता| सामा य प रवार के ब च के बचपन और शिमक ब च के बचपन म बहत अंतर है| कूल म इन
कामकाजी ब च के िलए अवसर और सुिवधाएँ जब तक इस ि और समझ के साथ नह दी जाएँगी, तब तक यह संभव ही नह है| बहबचपन समाज क एक
स चाई है और इसे बहत ही संवेदनशीलता, उदारता और यवहा रक समझ के साथ देखा जाना चािहए| िश ा से इन ब च का जुड़ाव तभी सुगम और संभव होगा जब
नीित िनमा ताओं और िश क म बहबचपन क प समझ बनी हो|

लचीला श द उदाहरण है ......... का

[Question ID = 7966]

1. सं ा

[Option ID = 31858]
2. सवनाम

[Option ID = 31859]
3. िकयािवशेषण

[Option ID = 31860]
4. िवशेषण

[Option ID = 31861]

िवशेषण

[Option ID = 31861]

4) िन निलिखत ग ांश को पढ़ और उस पर आधा रत िन न प के उ र द:

कामकाजी ब च क भी चाहत है िक वह पढ़‐िलखकर ‘बड़ा आदमी’ बन| इस चाहत म ब चे अपने आपको कूल के दहलीज़ तक तो ले जाते ह, िकंतु प रि थितवश
यादा देर िटक नह पाते|

जो ब चे काम के साथ पढ़ाई करना चाहते ह, या कूल का वातावरण उनके अनुकल ू है? िब कुल नह | उनके िलए अित र यव था कर, उनके सपन को भी
कूल म जगह देने पर िवचार ही नह िकया गया| यही कारण है िक भारत म उ च मा यिमक तर आयु वग म लगभग आधे ब चे कूल नह जा पाते|

अगर हम चाहते ह िक कूल एक ऐसी जगह बने जहाँ कामकाजी ब चे भी स मानजनक तरीके से िश ा पा कर सक तो िश ा यव था को लचीला बनाना होगा|
हम वीकार करना होगा िक सबका बचपन एक सा‐नह होता| सामा य प रवार के ब च के बचपन और शिमक ब च के बचपन म बहत अंतर है| कूल म इन
कामकाजी ब च के िलए अवसर और सुिवधाएँ जब तक इस ि और समझ के साथ नह दी जाएँगी, तब तक यह संभव ही नह है| बहबचपन समाज क एक
स चाई है और इसे बहत ही संवेदनशीलता, उदारता और यवहा रक समझ के साथ देखा जाना चािहए| िश ा से इन ब च का जुड़ाव तभी सुगम और संभव होगा जब
नीित िनमा ताओं और िश क म बहबचपन क प समझ बनी हो|

बहबचपन श द म ‘बह’ या है?

[Question ID = 7967]
1. उपसग

[Option ID = 31862]
2. िकया

[Option ID = 31863]
3. प यय

[Option ID = 31864]
4. िकयािवशेषण

[Option ID = 31865]

उपसग

[Option ID = 31862]

5) िन निलिखत ग ांश को पढ़ और उस पर आधा रत िन न प के उ र द:

कामकाजी ब च क भी चाहत है िक वह पढ़‐िलखकर ‘बड़ा आदमी’ बन| इस चाहत म ब चे अपने आपको कूल के दहलीज़ तक तो ले जाते ह, िकंतु प रि थितवश
यादा देर िटक नह पाते|

जो ब चे काम के साथ पढ़ाई करना चाहते ह, या कूल का वातावरण उनके अनुकल ू है? िब कुल नह | उनके िलए अित र यव था कर, उनके सपन को भी
कूल म जगह देने पर िवचार ही नह िकया गया| यही कारण है िक भारत म उ च मा यिमक तर आयु वग म लगभग आधे ब चे कूल नह जा पाते|

अगर हम चाहते ह िक कूल एक ऐसी जगह बने जहाँ कामकाजी ब चे भी स मानजनक तरीके से िश ा पा कर सक तो िश ा यव था को लचीला बनाना होगा|
हम वीकार करना होगा िक सबका बचपन एक सा‐नह होता| सामा य प रवार के ब च के बचपन और शिमक ब च के बचपन म बहत अंतर है| कूल म इन
कामकाजी ब च के िलए अवसर और सुिवधाएँ जब तक इस ि और समझ के साथ नह दी जाएँगी, तब तक यह संभव ही नह है| बहबचपन समाज क एक
स चाई है और इसे बहत ही संवेदनशीलता, उदारता और यवहा रक समझ के साथ देखा जाना चािहए| िश ा से इन ब च का जुड़ाव तभी सुगम और संभव होगा जब
नीित िनमा ताओं और िश क म बहबचपन क प समझ बनी हो|

कूल म कामकाजी ब च को भी थान देने के िलए िकस पकार क िश ा यव था क आ यकता है?

[Question ID = 7968]
1. समतापूण िश ा यव था

[Option ID = 31866]
2. समानतापूण िश ा यव था

[Option ID = 31867]
3. िवभेदीकृत िश ा यव था

[Option ID = 31868]
4. िवकृत िश ा यव था

[Option ID = 31869]

समतापूण िश ा यव था

[Option ID = 31866]

Topic:‐ BED S2 hindi P2

1) िन निलिखत ग ांश को पढ़ और उस पर आधा रत िन न प के उ र द:

िश ुता क पाचीन, उ म ढंग से िनयिमत यव था िश ा के वैकि पक साधन के प म िवकिसत क जा सकती है न िक दोहन करने वाली यव था के प म
िबना सोचे समझे ब च के ह तिश प सीखने पर पितबंध् लगाने से उ च अथ पाजन करने म स म कुशल कायबल का िनमाण करने का एकमात अवसर हाथ से
जाता रहेगा इससे हम वे अवसर भी खो द गे िजनसे बढ़ती हई बेरोजगारी वाले इस देश म वरोजगार उपल ध् हो सक तथा गामीण युवा और िवशेषकर घरेलू मिहलाओं
के िलए भी रोजगार पैदा िकए जा सक लेिकन मुझे यह भी कहना है िक कोई ब चा जो पंदह वष क आयु से कम है और िव ालय म नह है, वह बाल शिमक है यह
बहत दुख क बात है िक भारत के ह तिश प ेत म यादातर ऐसा होता है िक िश पकार के ब च को ही यह चुनाव करना है िक वे या तो अनपढ़ रहते हए अपने
पूवज के कौशल सीख (इस पकार से काम करते हए और पा रवा रक आय म अपना योगदान देते हए) या िफर औपचा रक िश ा ल

गामीण और रा य ारा दी जाने वाली िश ा के िगरते तर को देखते हए यह कहा जा सकता है िक इस पकार क औपचा रक कूली िश ा उन ब च को भिव य म
वा तव म जीिवकोपाजन के यो य बनाने म स म नह है रणथंभौर का एक गामीण कूल िश क अपनी यूटी पर हािजर होता है दैिनक उपि थित रिज टर म
ह ता र करता है, और िफर टू र ट गाइड के प म जंगल म चला जाता है

मेरे िलए यह एक ज री िचंता है, गरीबी नह , िजसका उदाहरण बालशम क पैरवी करते हए िदया जाता है परंतु या ब च के िलए वैकि पक िश ा के अवसर
उपल ध् ह जो उ ह उसी तरह के रोजगार के अवसर पदान कर सक या बालशम ह तांत रत हो सकता है ‐ पिश ण और सश करण के एक गितमान नए प
म? मुझे यहाँ यह प कर देना चािहए िक म इस मु े को आज पूण प से िश प ेत के प रपे य म देख रही हँ, िवशेषतः पारंप रक घरेलू उ ोग म तथा उनम जो
मिहलाओं से संबंिधत ह

िश प कौशल म पिश ण, चाहे घर म हो या पारंप रक गु ‐िश य संबंध के ारा, को औ ोिगक पिश ण के प म पहचाने जाने क आव यकता है और उसे उसी
तरह का सहयोग िदए जाने क आव यकता है जै स ा िक तकनीक और यावाियक िश ा के दूसरे प को िदया जाता है प रवार, मा टर, िश पकार, सहकारी
सिमित, सं थान या गैर सरकारी सं थान जो िक पिश ण दे रह ह, उ ह कुछ वृि ज र दी जानी चािहए तािक िनयो ा के बजाय ब चे को कुछ धन िमल सके जो वे
इस अविध के दौरान कमा सकते ह नह तो कौशल िसखाने के बहाने ब धक बाल शिमक क परंपरा के आगे हार मान लेने का एक पलोभन सा हमेशा ही रहेगा
जै स ा िक उ र प देश और आंधपदेश के कां य उ ोग म िदखाई देता है जहाँ यह ह तिश प पा रवा रक पेशा न रह कर एक बड़ी उ ोग गितिविध म बदलता जा रहा है

(लैला तैयबजी, चाइ ड लेबर इन काफ स टेडका ट वकशॉप, 2003)

उपयु ग ांश म पयु हए श द ‘िश ुता’ का अथ है?

[Question ID = 7970]
1. वरोज़गार क यव था

[Option ID = 31874]
2. पिश ण लेने क यव था

[Option ID = 31875]
3. मुनाफ़ा कमाने क यव था

[Option ID = 31876]
4. कारखाने मािलक बनाने क यव था

[Option ID = 31877]

पिश ण लेने क यव था

[Option ID = 31875]

2) िन निलिखत ग ांश को पढ़ और उस पर आधा रत िन न प के उ र द:

िश ुता क पाचीन, उ म ढंग से िनयिमत यव था िश ा के वैकि पक साधन के प म िवकिसत क जा सकती है न िक दोहन करने वाली यव था के प म
िबना सोचे समझे ब च के ह तिश प सीखने पर पितबंध् लगाने से उ च अथ पाजन करने म स म कुशल कायबल का िनमाण करने का एकमात अवसर हाथ से
जाता रहेगा इससे हम वे अवसर भी खो द गे िजनसे बढ़ती हई बेरोजगारी वाले इस देश म वरोजगार उपल ध् हो सक तथा गामीण युवा और िवशेषकर घरेलू मिहलाओं
के िलए भी रोजगार पैदा िकए जा सक लेिकन मुझे यह भी कहना है िक कोई ब चा जो पंदह वष क आयु से कम है और िव ालय म नह है, वह बाल शिमक है यह
बहत दुख क बात है िक भारत के ह तिश प ेत म यादातर ऐसा होता है िक िश पकार के ब च को ही यह चुनाव करना है िक वे या तो अनपढ़ रहते हए अपने
पूवज के कौशल सीख (इस पकार से काम करते हए और पा रवा रक आय म अपना योगदान देते हए) या िफर औपचा रक िश ा ल

गामीण और रा य ारा दी जाने वाली िश ा के िगरते तर को देखते हए यह कहा जा सकता है िक इस पकार क औपचा रक कूली िश ा उन ब च को भिव य म
वा तव म जीिवकोपाजन के यो य बनाने म स म नह है रणथंभौर का एक गामीण कूल िश क अपनी यूटी पर हािजर होता है दैिनक उपि थित रिज टर म
ह ता र करता है, और िफर टू र ट गाइड के प म जंगल म चला जाता है

मेरे िलए यह एक ज री िचंता है, गरीबी नह , िजसका उदाहरण बालशम क पैरवी करते हए िदया जाता है परंतु या ब च के िलए वैकि पक िश ा के अवसर
उपल ध् ह जो उ ह उसी तरह के रोजगार के अवसर पदान कर सक या बालशम ह तांत रत हो सकता है ‐ पिश ण और सश करण के एक गितमान नए प
म? मुझे यहाँ यह प कर देना चािहए िक म इस मु े को आज पूण प से िश प ेत के प रपे य म देख रही हँ, िवशेषतः पारंप रक घरेलू उ ोग म तथा उनम जो
मिहलाओं से संबंिधत ह

िश प कौशल म पिश ण, चाहे घर म हो या पारंप रक गु ‐िश य संबंध के ारा, को औ ोिगक पिश ण के प म पहचाने जाने क आव यकता है और उसे उसी
तरह का सहयोग िदए जाने क आव यकता है जै स ा िक तकनीक और यावाियक िश ा के दूसरे प को िदया जाता है प रवार, मा टर, िश पकार, सहकारी
सिमित, सं थान या गैर सरकारी सं थान जो िक पिश ण दे रह ह, उ ह कुछ वृि ज र दी जानी चािहए तािक िनयो ा के बजाय ब चे को कुछ धन िमल सके जो वे
इस अविध के दौरान कमा सकते ह नह तो कौशल िसखाने के बहाने ब धक बाल शिमक क परंपरा के आगे हार मान लेने का एक पलोभन सा हमेशा ही रहेगा
जै स ा िक उ र प देश और आंधपदेश के कां य उ ोग म िदखाई देता है जहाँ यह ह तिश प पा रवा रक पेशा न रह कर एक बड़ी उ ोग गितिविध म बदलता जा रहा है

(लैला तैयबजी, चाइ ड लेबर इन काफ स टेडका ट वकशॉप, 2003)

उपरो ग ांश म भारत के ह तिश प ेत का मह व िन निलिखत म से िकस प म प रलि त नह होता है?

[Question ID = 7971]
1. यह उ च अथ पाजन करने म स म कुशल कायबल का िनमाण करता है

[Option ID = 31878]
2. यह बढ़ती हई बेरोजगारी वाले इस देश म वरोजगार उपल ध करता है

[Option ID = 31879]
3. यह गामीण युवा और िवशेषकर घरेलू मिहलाओं के िलए रोजगार पैदा करता है

[Option ID = 31880]
4. यह बाल शिमक जैसी यव था का खा मा करता है

[Option ID = 31881]

यह बाल शिमक जैसी यव था का खा मा करता है

[Option ID = 31881]

3) िन निलिखत ग ांश को पढ़ और उस पर आधा रत िन न प के उ र द:

िश ुता क पाचीन, उ म ढंग से िनयिमत यव था िश ा के वैकि पक साधन के प म िवकिसत क जा सकती है न िक दोहन करने वाली यव था के प म
िबना सोचे समझे ब च के ह तिश प सीखने पर पितबंध् लगाने से उ च अथ पाजन करने म स म कुशल कायबल का िनमाण करने का एकमात अवसर हाथ से
जाता रहेगा इससे हम वे अवसर भी खो द गे िजनसे बढ़ती हई बेरोजगारी वाले इस देश म वरोजगार उपल ध् हो सक तथा गामीण युवा और िवशेषकर घरेलू मिहलाओं
के िलए भी रोजगार पैदा िकए जा सक लेिकन मुझे यह भी कहना है िक कोई ब चा जो पंदह वष क आयु से कम है और िव ालय म नह है, वह बाल शिमक है यह
बहत दुख क बात है िक भारत के ह तिश प ेत म यादातर ऐसा होता है िक िश पकार के ब च को ही यह चुनाव करना है िक वे या तो अनपढ़ रहते हए अपने
पूवज के कौशल सीख (इस पकार से काम करते हए और पा रवा रक आय म अपना योगदान देते हए) या िफर औपचा रक िश ा ल

गामीण और रा य ारा दी जाने वाली िश ा के िगरते तर को देखते हए यह कहा जा सकता है िक इस पकार क औपचा रक कूली िश ा उन ब च को भिव य म
वा तव म जीिवकोपाजन के यो य बनाने म स म नह है रणथंभौर का एक गामीण कूल िश क अपनी यूटी पर हािजर होता है दैिनक उपि थित रिज टर म
ह ता र करता है, और िफर टू र ट गाइड के प म जंगल म चला जाता है

मेरे िलए यह एक ज री िचंता है, गरीबी नह , िजसका उदाहरण बालशम क पैरवी करते हए िदया जाता है परंतु या ब च के िलए वैकि पक िश ा के अवसर
उपल ध् ह जो उ ह उसी तरह के रोजगार के अवसर पदान कर सक या बालशम ह तांत रत हो सकता है ‐ पिश ण और सश करण के एक गितमान नए प
म? मुझे यहाँ यह प कर देना चािहए िक म इस मु े को आज पूण प से िश प ेत के प रपे य म देख रही हँ, िवशेषतः पारंप रक घरेलू उ ोग म तथा उनम जो
मिहलाओं से संबंिधत ह

िश प कौशल म पिश ण, चाहे घर म हो या पारंप रक गु ‐िश य संबंध के ारा, को औ ोिगक पिश ण के प म पहचाने जाने क आव यकता है और उसे उसी
तरह का सहयोग िदए जाने क आव यकता है जै स ा िक तकनीक और यावाियक िश ा के दूसरे प को िदया जाता है प रवार, मा टर, िश पकार, सहकारी
सिमित, सं थान या गैर सरकारी सं थान जो िक पिश ण दे रह ह, उ ह कुछ वृि ज र दी जानी चािहए तािक िनयो ा के बजाय ब चे को कुछ धन िमल सके जो वे
इस अविध के दौरान कमा सकते ह नह तो कौशल िसखाने के बहाने ब धक बाल शिमक क परंपरा के आगे हार मान लेने का एक पलोभन सा हमेशा ही रहेगा
जै स ा िक उ र प देश और आंधपदेश के कां य उ ोग म िदखाई देता है जहाँ यह ह तिश प पा रवा रक पेशा न रह कर एक बड़ी उ ोग गितिविध म बदलता जा रहा है

(लैला तैयबजी, चाइ ड लेबर इन काफ स टेडका ट वकशॉप, 2003)

िश प कौशल म पिश ण को औ ोिगक पिश ण के प थािपत करने के िलए करना होगा:

[Question ID = 7972]
1. गु ‐िश य परंपरा को बढ़ावा

[Option ID = 31882]
2. सां थािनक वृि क यव था

[Option ID = 31883]
3. रहने और भोजन क यव था

[Option ID = 31884]
4. अ छे पिश क क यव था

[Option ID = 31885]

सां थािनक वृि क यव था

[Option ID = 31883]

4) िन निलिखत ग ांश को पढ़ और उस पर आधा रत िन न प के उ र द:

िश ुता क पाचीन, उ म ढंग से िनयिमत यव था िश ा के वैकि पक साधन के प म िवकिसत क जा सकती है न िक दोहन करने वाली यव था के प म
िबना सोचे समझे ब च के ह तिश प सीखने पर पितबंध् लगाने से उ च अथ पाजन करने म स म कुशल कायबल का िनमाण करने का एकमात अवसर हाथ से
जाता रहेगा इससे हम वे अवसर भी खो द गे िजनसे बढ़ती हई बेरोजगारी वाले इस देश म वरोजगार उपल ध् हो सक तथा गामीण युवा और िवशेषकर घरेलू मिहलाओं
के िलए भी रोजगार पैदा िकए जा सक लेिकन मुझे यह भी कहना है िक कोई ब चा जो पंदह वष क आयु से कम है और िव ालय म नह है, वह बाल शिमक है यह
बहत दुख क बात है िक भारत के ह तिश प ेत म यादातर ऐसा होता है िक िश पकार के ब च को ही यह चुनाव करना है िक वे या तो अनपढ़ रहते हए अपने
पूवज के कौशल सीख (इस पकार से काम करते हए और पा रवा रक आय म अपना योगदान देते हए) या िफर औपचा रक िश ा ल

गामीण और रा य ारा दी जाने वाली िश ा के िगरते तर को देखते हए यह कहा जा सकता है िक इस पकार क औपचा रक कूली िश ा उन ब च को भिव य म
वा तव म जीिवकोपाजन के यो य बनाने म स म नह है रणथंभौर का एक गामीण कूल िश क अपनी यूटी पर हािजर होता है दैिनक उपि थित रिज टर म
ह ता र करता है, और िफर टू र ट गाइड के प म जंगल म चला जाता है

मेरे िलए यह एक ज री िचंता है, गरीबी नह , िजसका उदाहरण बालशम क पैरवी करते हए िदया जाता है परंतु या ब च के िलए वैकि पक िश ा के अवसर
उपल ध् ह जो उ ह उसी तरह के रोजगार के अवसर पदान कर सक या बालशम ह तांत रत हो सकता है ‐ पिश ण और सश करण के एक गितमान नए प
म? मुझे यहाँ यह प कर देना चािहए िक म इस मु े को आज पूण प से िश प ेत के प रपे य म देख रही हँ, िवशेषतः पारंप रक घरेलू उ ोग म तथा उनम जो
मिहलाओं से संबंिधत ह

िश प कौशल म पिश ण, चाहे घर म हो या पारंप रक गु ‐िश य संबंध के ारा, को औ ोिगक पिश ण के प म पहचाने जाने क आव यकता है और उसे उसी
तरह का सहयोग िदए जाने क आव यकता है जै स ा िक तकनीक और यावाियक िश ा के दूसरे प को िदया जाता है प रवार, मा टर, िश पकार, सहकारी
सिमित, सं थान या गैर सरकारी सं थान जो िक पिश ण दे रह ह, उ ह कुछ वृि ज र दी जानी चािहए तािक िनयो ा के बजाय ब चे को कुछ धन िमल सके जो वे
इस अविध के दौरान कमा सकते ह नह तो कौशल िसखाने के बहाने ब धक बाल शिमक क परंपरा के आगे हार मान लेने का एक पलोभन सा हमेशा ही रहेगा
जै स ा िक उ र प देश और आंधपदेश के कां य उ ोग म िदखाई देता है जहाँ यह ह तिश प पा रवा रक पेशा न रह कर एक बड़ी उ ोग गितिविध म बदलता जा रहा है

(लैला तैयबजी, चाइ ड लेबर इन काफ स टेडका ट वकशॉप, 2003)

औपचा रक कूली िश ा िश पकार के ब च को भिव य म जीिवकोपाजन के यो य बनाने म स म नह है य िक:

[Question ID = 7973]
1. िश पकार के ब चे औपचा रक िश ा के िलए अयो य है

[Option ID = 31886]
2. िश पकार के ब च म औपचा रक िश ा के पित अ िच है

[Option ID = 31887]
3. अिधकांश िश पकार के ब चे बालशिमक ह

[Option ID = 31888]
4. रा य गुणव ापूण िश ा देने म अ म है

[Option ID = 31889]

रा य गुणव ापूण िश ा देने म अ म है

[Option ID = 31889]

5) िन निलिखत ग ांश को पढ़ और उस पर आधा रत िन न प के उ र द:

िश ुता क पाचीन, उ म ढंग से िनयिमत यव था िश ा के वैकि पक साधन के प म िवकिसत क जा सकती है न िक दोहन करने वाली यव था के प म
िबना सोचे समझे ब च के ह तिश प सीखने पर पितबंध् लगाने से उ च अथ पाजन करने म स म कुशल कायबल का िनमाण करने का एकमात अवसर हाथ से
जाता रहेगा इससे हम वे अवसर भी खो द गे िजनसे बढ़ती हई बेरोजगारी वाले इस देश म वरोजगार उपल ध् हो सक तथा गामीण युवा और िवशेषकर घरेलू मिहलाओं
के िलए भी रोजगार पैदा िकए जा सक लेिकन मुझे यह भी कहना है िक कोई ब चा जो पंदह वष क आयु से कम है और िव ालय म नह है, वह बाल शिमक है यह
बहत दुख क बात है िक भारत के ह तिश प ेत म यादातर ऐसा होता है िक िश पकार के ब च को ही यह चुनाव करना है िक वे या तो अनपढ़ रहते हए अपने
पूवज के कौशल सीख (इस पकार से काम करते हए और पा रवा रक आय म अपना योगदान देते हए) या िफर औपचा रक िश ा ल

गामीण और रा य ारा दी जाने वाली िश ा के िगरते तर को देखते हए यह कहा जा सकता है िक इस पकार क औपचा रक कूली िश ा उन ब च को भिव य म
वा तव म जीिवकोपाजन के यो य बनाने म स म नह है रणथंभौर का एक गामीण कूल िश क अपनी यूटी पर हािजर होता है दैिनक उपि थित रिज टर म
ह ता र करता है, और िफर टू र ट गाइड के प म जंगल म चला जाता है

मेरे िलए यह एक ज री िचंता है, गरीबी नह , िजसका उदाहरण बालशम क पैरवी करते हए िदया जाता है परंतु या ब च के िलए वैकि पक िश ा के अवसर
उपल ध् ह जो उ ह उसी तरह के रोजगार के अवसर पदान कर सक या बालशम ह तांत रत हो सकता है ‐ पिश ण और सश करण के एक गितमान नए प
म? मुझे यहाँ यह प कर देना चािहए िक म इस मु े को आज पूण प से िश प ेत के प रपे य म देख रही हँ, िवशेषतः पारंप रक घरेलू उ ोग म तथा उनम जो
मिहलाओं से संबंिधत ह

िश प कौशल म पिश ण, चाहे घर म हो या पारंप रक गु ‐िश य संबंध के ारा, को औ ोिगक पिश ण के प म पहचाने जाने क आव यकता है और उसे उसी
तरह का सहयोग िदए जाने क आव यकता है जै स ा िक तकनीक और यावाियक िश ा के दूसरे प को िदया जाता है प रवार, मा टर, िश पकार, सहकारी
सिमित, सं थान या गैर सरकारी सं थान जो िक पिश ण दे रह ह, उ ह कुछ वृि ज र दी जानी चािहए तािक िनयो ा के बजाय ब चे को कुछ धन िमल सके जो वे
इस अविध के दौरान कमा सकते ह नह तो कौशल िसखाने के बहाने ब धक बाल शिमक क परंपरा के आगे हार मान लेने का एक पलोभन सा हमेशा ही रहेगा
जै स ा िक उ र प देश और आंधपदेश के कां य उ ोग म िदखाई देता है जहाँ यह ह तिश प पा रवा रक पेशा न रह कर एक बड़ी उ ोग गितिविध म बदलता जा रहा है

(लैला तैयबजी, चाइ ड लेबर इन काफ स टेडका ट वकशॉप, 2003)

औपचा रक कूली िश ा िश पकार के ब च को भिव य म जीिवकोपाजन के यो य बनाने म स म नह है य िक:

[Question ID = 7974]
1. कौशल िसखाने के बहाने बाल शिमक क परंपरा थािपत करना

[Option ID = 31890]
2. िश पकार ारा अपने ब च को काम पर लगाना

[Option ID = 31891]
3. ब च म एक दूसरे को देखकर बालशम के पित झुकाव होना

[Option ID = 31892]
4. पंदह वष क आयु से कम के ब च का वरोज़गार करना

[Option ID = 31893]

कौशल िसखाने के बहाने बाल शिमक क परंपरा थािपत करना

[Option ID = 31890]

Topic:‐ BED S2 eng P2

1) Read the passage given below and answer the following questions:

The phrase “white privilege” is one that rubs a lot of white people the wrong way. It can trigger something in them that
shuts down conversation or at least makes them very defensive. (Especially those who grew up relatively less privileged
than other folks around them). And I’ve seen more than once where this happens and the next move in the conversation is
for the person who brought up white privilege to say, “The reason you’re getting defensive is because you’re feeling the
discomfort of having your privilege exposed.”

I’m sure that’s true sometimes. And I’m sure there are a lot of people, white and otherwise, who can attest to a kind of a‐
ha moment or paradigm shift where they “got” what privilege means and they did realize they had been getting defensive
because they were uncomfortable at having their privilege exposed. But I would guess that more often than not, the
frustration and the shutting down is about something else. It comes from the fact that nobody wants to be a racist. And the
move “you only think that because you’re looking at this from the perspective of privilege” or the more terse and
confrontational “check your privilege!” kind of sound like an accusation that someone is a racist (if they don’t already
understand privilege). And the phrase “white privilege” kind of sounds like, “You are a racist and there’s nothing you can
do about it because you were born that way.”

And if this were what “white privilege” meant—which it is not—defensiveness and frustration would be the appropriate
response. But privilege talk is not intended to make a moral assessment or a moral claim about the privileged at all. It is
about systemic imbalance. It is about injustices that have arisen because of the history of racism that birthed the way things
are now. It’s not saying, “You’re a bad person because you’re white.” It’s saying, “The system is skewed in ways that you
maybe haven’t realized or had to think about precisely because it’s skewed in YOUR favor.”

I am white. So I have not experienced racial privilege from the “under” side firsthand. But my children (and a lot of other
people I love) are not white. And so I care about privilege and what it means for racial justice in our country. And one
experience I have had firsthand, which has helped me to understand privilege and listen to privilege talk without feeling
defensive, is riding my bike.

If I am on the sidewalk—which is sometimes the safest place to be—people will yell at me to get on the road. People in cars
think it’s funny to roll down their window and yell something right when they get beside me. Or to splash me on purpose.
People I have never met are angry at me for just being on a bike in “their” road and they let me know with colorful
language and other acts of aggression.

I can imagine that for people of color life in a white‐majority context feels a bit like being on a bicycle in midst of traffic.
They have the right to be on the road, and laws on the books to make it equitable, but that doesn’t change the fact that
they are on a bike in a world made for cars. Experiencing this when I’m on my bike in traffic has helped me to understand
what privilege talk is really about.

…This is what privilege is about. Like drivers, nice, non‐aggressive white people can move in the world without thinking
about the “potholes” or the “gravel” that people of color have to navigate, or how things that they do—not intending to
hurt or endanger anyone—might actually be making life more difficult or more dangerous for a person of color. Talk about
white privilege is a way of trying to make visible the fact that system is not neutral, it is not a level‐playing field, it’s not
the same experience for everyone. There are biases and imbalances and injustices built into the warp and woof of our
culture.

The author has used the analogy of bike riding to talk about white privilege. From the statements given below choose the
one which is an example of an analogy.

[Question ID = 7976]
1. That’s as useful as rearranging deck chairs on the Titanic.

[Option ID = 31898]
2. The promise between us was a delicate flower.

[Option ID = 31899]
3. That new car cost an arm and a leg.

[Option ID = 31900]
4. Elsa said that she has changed but actions speak louder than words.

[Option ID = 31901]

That’s as useful as rearranging deck chairs on the Titanic.

[Option ID = 31898]

2) Read the passage given below and answer the following questions:

The phrase “white privilege” is one that rubs a lot of white people the wrong way. It can trigger something in them that
shuts down conversation or at least makes them very defensive. (Especially those who grew up relatively less privileged
than other folks around them). And I’ve seen more than once where this happens and the next move in the conversation is
for the person who brought up white privilege to say, “The reason you’re getting defensive is because you’re feeling the
discomfort of having your privilege exposed.”

I’m sure that’s true sometimes. And I’m sure there are a lot of people, white and otherwise, who can attest to a kind of a‐
ha moment or paradigm shift where they “got” what privilege means and they did realize they had been getting defensive
because they were uncomfortable at having their privilege exposed. But I would guess that more often than not, the
frustration and the shutting down is about something else. It comes from the fact that nobody wants to be a racist. And the
move “you only think that because you’re looking at this from the perspective of privilege” or the more terse and
confrontational “check your privilege!” kind of sound like an accusation that someone is a racist (if they don’t already
understand privilege). And the phrase “white privilege” kind of sounds like, “You are a racist and there’s nothing you can
do about it because you were born that way.”

And if this were what “white privilege” meant—which it is not—defensiveness and frustration would be the appropriate
response. But privilege talk is not intended to make a moral assessment or a moral claim about the privileged at all. It is
about systemic imbalance. It is about injustices that have arisen because of the history of racism that birthed the way things
are now. It’s not saying, “You’re a bad person because you’re white.” It’s saying, “The system is skewed in ways that you
maybe haven’t realized or had to think about precisely because it’s skewed in YOUR favor.”

I am white. So I have not experienced racial privilege from the “under” side firsthand. But my children (and a lot of other
people I love) are not white. And so I care about privilege and what it means for racial justice in our country. And one
experience I have had firsthand, which has helped me to understand privilege and listen to privilege talk without feeling
defensive, is riding my bike.

If I am on the sidewalk—which is sometimes the safest place to be—people will yell at me to get on the road. People in cars
think it’s funny to roll down their window and yell something right when they get beside me. Or to splash me on purpose.
People I have never met are angry at me for just being on a bike in “their” road and they let me know with colorful
language and other acts of aggression.

I can imagine that for people of color life in a white‐majority context feels a bit like being on a bicycle in midst of traffic.
They have the right to be on the road, and laws on the books to make it equitable, but that doesn’t change the fact that
they are on a bike in a world made for cars. Experiencing this when I’m on my bike in traffic has helped me to understand
what privilege talk is really about.

…This is what privilege is about. Like drivers, nice, non‐aggressive white people can move in the world without thinking
about the “potholes” or the “gravel” that people of color have to navigate, or how things that they do—not intending to
hurt or endanger anyone—might actually be making life more difficult or more dangerous for a person of color. Talk about
white privilege is a way of trying to make visible the fact that system is not neutral, it is not a level‐playing field, it’s not
the same experience for everyone. There are biases and imbalances and injustices built into the warp and woof of our
culture.

In the context of the passage which of the following is not true?

[Question ID = 7977]
1. Talk about white privilege causes discomfort among a lot of Whites

[Option ID = 31902]
2. Talk about white privilege has the purpose of making moral assessment about the Whites

[Option ID = 31903]
3. White privilege is caused by systemic imbalances

[Option ID = 31904]
4. White privilege is about inequalities rooted in racism

[Option ID = 31905]

Talk about white privilege has the purpose of making moral assessment about the Whites

[Option ID = 31903]

3) Read the passage given below and answer the following questions:

The phrase “white privilege” is one that rubs a lot of white people the wrong way. It can trigger something in them that
shuts down conversation or at least makes them very defensive. (Especially those who grew up relatively less privileged
than other folks around them). And I’ve seen more than once where this happens and the next move in the conversation is
for the person who brought up white privilege to say, “The reason you’re getting defensive is because you’re feeling the
discomfort of having your privilege exposed.”

I’m sure that’s true sometimes. And I’m sure there are a lot of people, white and otherwise, who can attest to a kind of a‐
ha moment or paradigm shift where they “got” what privilege means and they did realize they had been getting defensive
because they were uncomfortable at having their privilege exposed. But I would guess that more often than not, the
frustration and the shutting down is about something else. It comes from the fact that nobody wants to be a racist. And the
move “you only think that because you’re looking at this from the perspective of privilege” or the more terse and

confrontational “check your privilege!” kind of sound like an accusation that someone is a racist (if they don’t already
understand privilege). And the phrase “white privilege” kind of sounds like, “You are a racist and there’s nothing you can
do about it because you were born that way.”

And if this were what “white privilege” meant—which it is not—defensiveness and frustration would be the appropriate
response. But privilege talk is not intended to make a moral assessment or a moral claim about the privileged at all. It is
about systemic imbalance. It is about injustices that have arisen because of the history of racism that birthed the way things
are now. It’s not saying, “You’re a bad person because you’re white.” It’s saying, “The system is skewed in ways that you
maybe haven’t realized or had to think about precisely because it’s skewed in YOUR favor.”

I am white. So I have not experienced racial privilege from the “under” side firsthand. But my children (and a lot of other
people I love) are not white. And so I care about privilege and what it means for racial justice in our country. And one
experience I have had firsthand, which has helped me to understand privilege and listen to privilege talk without feeling
defensive, is riding my bike. If I am on the sidewalk—which is sometimes the safest place to be—people will yell at me to get
on the road. People in cars think it’s funny to roll down their window and yell something right when they get beside me. Or
to splash me on purpose. People I have never met are angry at me for just being on a bike in “their” road and they let me
know with colorful language and other acts of aggression.

I can imagine that for people of color life in a white‐majority context feels a bit like being on a bicycle in midst of traffic.
They have the right to be on the road, and laws on the books to make it equitable, but that doesn’t change the fact that
they are on a bike in a world made for cars. Experiencing this when I’m on my bike in traffic has helped me to understand
what privilege talk is really about.

…This is what privilege is about. Like drivers, nice, non‐aggressive white people can move in the world without thinking
about the “potholes” or the “gravel” that people of color have to navigate, or how things that they do—not intending to
hurt or endanger anyone—might actually be making life more difficult or more dangerous for a person of color. Talk about
white privilege is a way of trying to make visible the fact that system is not neutral, it is not a level‐playing field, it’s not
the same experience for everyone. There are biases and imbalances and injustices built into the warp and woof of our
culture.

Which of the following is not implied by the author in the passage?

[Question ID = 7978]
1. Talk about white privilege can be a source of embarrassment for the Whites

[Option ID = 31906]
2. What the law states is entirely different from what happens in the real world

[Option ID = 31907]
3. White people can navigate their day to day life without thinking about white privilege

[Option ID = 31908]
4. White people can never truly understand the concept of white privilege

[Option ID = 31909]

White people can never truly understand the concept of white privilege

[Option ID = 31909]

4) Read the passage given below and answer the following questions:

The phrase “white privilege” is one that rubs a lot of white people the wrong way. It can trigger something in them that
shuts down conversation or at least makes them very defensive. (Especially those who grew up relatively less privileged
than other folks around them). And I’ve seen more than once where this happens and the next move in the conversation is
for the person who brought up white privilege to say, “The reason you’re getting defensive is because you’re feeling the
discomfort of having your privilege exposed.”

I’m sure that’s true sometimes. And I’m sure there are a lot of people, white and otherwise, who can attest to a kind of a‐
ha moment or paradigm shift where they “got” what privilege means and they did realize they had been getting defensive
because they were uncomfortable at having their privilege exposed. But I would guess that more often than not, the
frustration and the shutting down is about something else. It comes from the fact that nobody wants to be a racist. And the
move “you only think that because you’re looking at this from the perspective of privilege” or the more terse and
confrontational “check your privilege!” kind of sound like an accusation that someone is a racist (if they don’t already
understand privilege). And the phrase “white privilege” kind of sounds like, “You are a racist and there’s nothing you can
do about it because you were born that way.”

And if this were what “white privilege” meant—which it is not—defensiveness and frustration would be the appropriate
response. But privilege talk is not intended to make a moral assessment or a moral claim about the privileged at all. It is
about systemic imbalance. It is about injustices that have arisen because of the history of racism that birthed the way things
are now. It’s not saying, “You’re a bad person because you’re white.” It’s saying, “The system is skewed in ways that you
maybe haven’t realized or had to think about precisely because it’s skewed in YOUR favor.”

I am white. So I have not experienced racial privilege from the “under” side firsthand. But my children (and a lot of other
people I love) are not white. And so I care about privilege and what it means for racial justice in our country. And one

experience I have had firsthand, which has helped me to understand privilege and listen to privilege talk without feeling
defensive, is riding my bike.

If I am on the sidewalk—which is sometimes the safest place to be—people will yell at me to get on the road. People in cars
think it’s funny to roll down their window and yell something right when they get beside me. Or to splash me on purpose.
People I have never met are angry at me for just being on a bike in “their” road and they let me know with colorful
language and other acts of aggression.

I can imagine that for people of color life in a white‐majority context feels a bit like being on a bicycle in midst of traffic.
They have the right to be on the road, and laws on the books to make it equitable, but that doesn’t change the fact that
they are on a bike in a world made for cars. Experiencing this when I’m on my bike in traffic has helped me to understand
what privilege talk is really about.

…This is what privilege is about. Like drivers, nice, non‐aggressive white people can move in the world without thinking
about the “potholes” or the “gravel” that people of color have to navigate, or how things that they do—not intending to
hurt or endanger anyone—might actually be making life more difficult or more dangerous for a person of color. Talk about
white privilege is a way of trying to make visible the fact that system is not neutral, it is not a level‐playing field, it’s not
the same experience for everyone. There are biases and imbalances and injustices built into the warp and woof of our
culture.

“Virat Kohli is known for his hostility towards opponents on field.” Which of the following forms of words from the passage
can best replace the underlined word?

[Question ID = 7979]
1. aggression

[Option ID = 31910]
2. defensiveness

[Option ID = 31911]
3. frustration

[Option ID = 31912]
4. racism

[Option ID = 31913]

aggression

[Option ID = 31910]

5) Read the passage given below and answer the following questions:

The phrase “white privilege” is one that rubs a lot of white people the wrong way. It can trigger something in them that
shuts down conversation or at least makes them very defensive. (Especially those who grew up relatively less privileged
than other folks around them). And I’ve seen more than once where this happens and the next move in the conversation is
for the person who brought up white privilege to say, “The reason you’re getting defensive is because you’re feeling the
discomfort of having your privilege exposed.”

I’m sure that’s true sometimes. And I’m sure there are a lot of people, white and otherwise, who can attest to a kind of a‐
ha moment or paradigm shift where they “got” what privilege means and they did realize they had been getting defensive
because they were uncomfortable at having their privilege exposed. But I would guess that more often than not, the
frustration and the shutting down is about something else. It comes from the fact that nobody wants to be a racist. And the
move “you only think that because you’re looking at this from the perspective of privilege” or the more terse and
confrontational “check your privilege!” kind of sound like an accusation that someone is a racist (if they don’t already
understand privilege). And the phrase “white privilege” kind of sounds like, “You are a racist and there’s nothing you can
do about it because you were born that way.”

And if this were what “white privilege” meant—which it is not—defensiveness and frustration would be the appropriate
response. But privilege talk is not intended to make a moral assessment or a moral claim about the privileged at all. It is
about systemic imbalance. It is about injustices that have arisen because of the history of racism that birthed the way things
are now. It’s not saying, “You’re a bad person because you’re white.” It’s saying, “The system is skewed in ways that you
maybe haven’t realized or had to think about precisely because it’s skewed in YOUR favor.”

I am white. So I have not experienced racial privilege from the “under” side firsthand. But my children (and a lot of other
people I love) are not white. And so I care about privilege and what it means for racial justice in our country. And one
experience I have had firsthand, which has helped me to understand privilege and listen to privilege talk without feeling
defensive, is riding my bike.

If I am on the sidewalk—which is sometimes the safest place to be—people will yell at me to get on the road. People in cars
think it’s funny to roll down their window and yell something right when they get beside me. Or to splash me on purpose.
People I have never met are angry at me for just being on a bike in “their” road and they let me know with colorful
language and other acts of aggression.

I can imagine that for people of color life in a white‐majority context feels a bit like being on a bicycle in midst of traffic.
They have the right to be on the road, and laws on the books to make it equitable, but that doesn’t change the fact that
they are on a bike in a world made for cars. Experiencing this when I’m on my bike in traffic has helped me to understand

what privilege talk is really about.

…This is what privilege is about. Like drivers, nice, non‐aggressive white people can move in the world without thinking
about the “potholes” or the “gravel” that people of color have to navigate, or how things that they do—not intending to
hurt or endanger anyone—might actually be making life more difficult or more dangerous for a person of color. Talk about
white privilege is a way of trying to make visible the fact that system is not neutral, it is not a level‐playing field, it’s not
the same experience for everyone. There are biases and imbalances and injustices built into the warp and woof of our
culture.

Which of the following things is not true in the context of bike riding?

[Question ID = 7980]
1. Roads are built for automobile owners

[Option ID = 31914]
2. People intentionally endanger the lives of bike riders

[Option ID = 31915]
3. Laws on the books are not equitable after all

[Option ID = 31916]
4. Bike riders get yelled at from both pedestrians and automobile owners

[Option ID = 31917]

People intentionally endanger the lives of bike riders

[Option ID = 31915]