TET cum TRT – 2018

PGT – TELUGU

1. This country has awarded most of the Nobel prizes in the field of Economics.

1. UK

2. USA

3. Australia

4. Germany

]¿£Xæg+ýË nÔá«~ó¿£ HÃuÉýÙ VQeTÔáT\T Â>\T#áT#áTq Ôá$T|ÚçÔá XæÔá¿£]

3. leTTKT&T

4. XæÔá¿£] ` II

3. This planet is known as evening and morning star

1. Venus

2. Mars

3. Earth

4. Jupiter

dÖs«deTjáT eT]jáTT dÖsë± |¾\Te&û ç>·V²eTT

1. Mqdt

2. eÖsYà

3. uóÖ$T

4. p|¾³sY

4. These type of forests need more than 200 cm rainfall to grow

1. Deciduous

2. Arid forests

3. Tropical Evergreen forests

4. Tropical Dry Deciduous forests

sÁ¿£|Ú n&eÚ\ |sÁT>·T

5. ‘Habeas corpus’ is a

1. Greek term

2. Arabic term

3. French term

4. Latin term

»V²_jáTdt ¿±sÁÎdtµ nHû~ ÿ¿£

1. ç^Å£ |

7. The father of ‘Operation Flood’ is

1. Dr. Verghese Kurien

2. Dr. M.S. Swaminathan

3. Dr. VKRV. Rao

4. Dr. Subba Rao

»|¹swH |¢&µ |¾ÔeTVQ&T

1. &öö e Z̄dt Å£]jáTH

2. &öö myT.mdt. kÍÇ$TH±\ýË HÃuÉýÙ VQeTÜ bõ+~q eTV¾²Þø

1. eT]jáÖ jîÖ|ÎsY¼ yûTjáTsY

2. n& . jîÖqÔY

3. m*CuÉÔY V²#Y. u²¢¿ù sY

4. yûT] Å£L«]

9. The fastest train in India is

1. Mumbai Rajadhani Express

2. Duronto Express

3. Shatabdi Express

4. Gatimaan express

+&jáÖýË nÔá«~ó¿£ yû>·e+ÔáeTsTTq ÂsÕ\T

1. eTT+uÉÕ sÈ

11. Total number of official languages accepted by the Indian constitution are

uó²sÁÔá sC²«+>·+ q+ÃbÍýÙ d¾+>´

4. l |¾.z. #ê

13. World Music Day is celebrated on

1. 12th January

2. 1st December

3. 21st June

4. 5th June

ç||+#á d+^Ôá ~HÃÔáàeeTT ÈsÁT|&T sÃE

1. Èqe] 12

2. &d+sÁT 1

3. pH 21

4. pH 5

14. Angel Falls are located in

1. Brazil

2. Venezuela

3. Peru

4. Argentina

@+CÉýÙ È\bÍÔ\T q çbÍ+Ôá+

1. çuÉýÙ

2. yîE\

3. |sÁÖ

4. nÂs¨+{¡H

15. Srinagar is situated on the bank of this river

1. Ravi

2. Chenab

3. Beas

4. Jhelum

lq>·sY qB rsq ¿£\

17. Under the provision of this article of the Indian constitution the president of India appoints the finance commission

uó²sÁÔá sC²«+>·eTTq+

19. ‘Origin of species’ was written by

1. Lamarck

2. Darwin

3. Linnaeus

4. Aristotle

»]ÈH |t dÓÎdÓdtµ ç>·+

21. The main aim of education in ancient Vedic Education was

1. Self-Actualization

2. Social development

3. Self-Realization

4. Introspection

|ÚsÔáq yû

23. This is envisaged in POA-1992

1. Effective Universalization of Secondary Education

2. Eradication of adolescent stress and frustration factors

3. Skill development in 15-35 age group

4. Inculcation of values in educational system

POA - 1992 ç|ÜbÍ~+ºq~

1. eÖ

25. This state is exempted from ‘Right to Information Act – 2005’

1. Telangana

2. Andhra Pradesh

3. Delhi

4. Jammu & Kashmir

»$

27. These help in raising the professional status of teacher

1. Formation of joint staff councils including representatives of teachers’ organization

2. Ignoring the mistakes of teachers such as giving corporal punishment to children or other kind of abuse

3. Allowing the acceptance of regular gifts from students and their parents

4. Allowing teachers to skip seminar and workshops so that they get enough time to enjoy time with their family members

bÍ

28. For the teachers that are trained earlier and if refresher courses are organized for them, it is called……

1. Extension teacher education

2. In-service teacher education

3. Collegiate teacher education

4. Pre-service teacher education

+ÔáÅ£ |PsÁÇyûT bÍ

30. The vision of RMSA is to provide quality secondary education to this age group of children

1. 14 - 18 years

2. 14 - 16 years

3. 16 - 18 years

4. 12 - 16 years

ejáTdTà >·\ |¾\¢\Å£ >·TD²Ôá¿£ $

32. “Inclusion and participation are essential to human dignity and to the enjoyment and exercise of human rights’ is stated by

1. Salamanca Statement

2. PWD Act

3. WHO

4. CRY

»»çXøeT|³¢ >sÁeeTT eT]jáTT eÖqeV²Å£Ø\qT $jîÖÐ+#áT¿=qT³Å£,

nqTuó$+#áT³Å£ d$T[ÔáeTT eT]jáTT uó²>·kÍÇeT«eTT nedsÁ+µµ

n #î|¾Îq~

1. d\eT+¿£ ç|e#áqeTT

2. |¾.&Ö¢«.&. #á³¼eTT

3. &Ö¢«.V²#Y.z.

4. d¾.sY.yîÕ.

33. As per RTI Act – 2005, which one is true about prescribed form for filing an appeal

1. There is a form for first appeal but not second

2. Only handwritten appeal should be submitted

3. There is a form for second appeal but not for the first

4. Only a few states have a fixed format

deÖ#sÁV²Å£Ø #á³¼+ ` 2005 ç|¿±sÁ+ n|ÓÎ\TqT

34. One of the following is a social skill

1. Decision Making

2. Problem Solving

3. Empathy

4. Coping with stress of peer

ç¿ì+~ yýË ÿ¿£{ì kÍeÖ¿£ HîÕ|ÚD«eTT

1. sÁjáÖ\T rdT¿Ãe&+

2. deTkÍ« |]cÍØsÁ+

3. dVäqTuóÖÜ

4. deTejáTdTØ\ ÿÜï& n~ó>·$T+#áT³

35. For the first time before Independence Mid Day Meal scheme was introduced for backward students in this state at that time

1. Delhi

2. Madras

3. Kerala

4. Uttar Pradesh

yîTT³¼yîTT± kÍÇÔá+çÔá«+ s¿£|PsÁÇyûT yîqT¿£&q $

36. International ‘Right To Know’ Day is

1. September 18

2. October 10

3. September 28

4. June 5

n+Ôás¨rjáT »ÂsÕ{Ù ³T Hõ sÃE

1. d|¼+sÁT 18

2. n¿Ã¼sÁT 10

3. d|¼+sÁT 28

4. pH 5

37. As per this article special reservations in jobs are provided for SC, ST students

1. Article 15 (4)

2. Article 16 (1)

3. Article 16 (4)

4. Article 15 (1)

ç¿ì+~ n~ó¿£sÁD ç|¿±sÁ+, mdÓà, mdÓ¼ $

38. As per NCF - 2005, this is an essential component of textbooks and pedagogic practices

1. Teachers’ attitude towards students’ ability

2. Local knowledge and childrens’ experiences

3. Parental involvement in school activities

4. Authoritative decision of the school management

NCF `2005 ç|¿±sÁ+ bÍsÄÁ«|Údï¿£eTT eT]jáTT uË

40. As per NCF 2005, Social Science content needs to focus on

1. Lining up facts to be memorized for examination 2. Providing evidences for all the activities of the past 3. Time line for every event which brought change in social

structure 4. Conceptual understanding

NCF `2005 ç|¿±sÁ+ kÍ+|¾T¿£ Xæçdï $wjáT uó²>·eTT B|Õ ·Ôá+ýË È]Ðq n ¿±sÁ«¿£ý²bÍ\Å£ kÍ¿±«\qT n+~+#áT³

3. kÍ+|¾T¿£ sD ç¿£eT+ýË eÖsÁTÎÔîºÌq ç|Ü d+±V²q

41. Rakesh is a 9-year-old boy studying in 3rd standard. He rarely does his homework. His teacher decides to start sending him out of class every time he does not do his homework. He starts completing his homework in order to avoid being sent out. This is an example of 1. Classical conditioning

2. Social learning

3. Negative reinforcement

4. Positive reinforcement

3e ÔásÁ>·Ü #á± +{ì |

#ûjáT&T. nÔá&T +{ì | #ûjáT ç|ÜkÍ] nÔá bÍ·Ü jáT³Å£ |+|{²¿ì sÁsTT+#áTÅ£H&T. bÍ

42. 13-year-old Aleena is invited by her friends to a movie. Her father feels she should not go as she has an exam. She does not really agree with her father, but wants her parents to be happy with her. According to Kohlberg’s theory of moral development, she would be in the stage of 1. Pre conventional morality

2. Conventional morality

3. Post conventional morality

4. Non conventional morality

13 @Þøß ejáTdTq n©HqT yîT dV¾²ÔáT\T d¾eÖÅ£ VäÇ+#sÁT.

yîTÅ£ |̄ ¿£ q ¿±sÁD+>± d¾eÖÅ£ yîÞøßÅ£L&± Ôáq Ôá+ç&Ôà @¿¡uó$+#á¿£bþsTTH Ôá*¢± +&\ nqTÅ£q~. ¿ÃýÙsYZ HîÕÜ¿£ $¿±d d¾

43. The type of learning that occurs when a person imitates the actions or behaviours of others is called

1. Operant conditioning

2. Social learning

3. Classical conditioning

4. Constructivism

ÿ¿£ e«¿ìï ÔásÁT\ #ûw¼\T eT]jáTT ç|esÁïq\qT nqT¿£]+ºq ÈsÁT>·T

nuó«dqeTTqT ý² |¾\TkÍïsÁT.

1. ¿±sÁ«kÍ

44. 7-year-old Bhavana does not like her music classes. However, her father tells her that she can watch her favourite cartoon show on TV if she attends her music class. She then starts taking an interest in music classes, and eventually begins to do well. This is an example of 1. Negative reinforcement

2. Punishment

3. Positive reinforcement

4. Classical conditioning

7 @Þøß ejáTdTq uó²eqÅ£ d+^Ôá ¿±¢dT\+fñ w¼+ ýñ

46. The one who described operant conditioning was

1. B.F. Skinner

2. Ivan Pavlov

3. Norman Chomsky

4. Jean Piaget

¿±sÁ«kÍ

48. ‘Learner centric’ teachers usually

1. Sit in the centre of the class 2. Allow the students to take part in deciding what are the key

areas to focus on in a topic 3. Decide all that needs to be taught to the students 4. Avoids teaching and do not like teaching the learners

kͱ »$

50. Good facilitators are characterized most importantly by

1. The ability to be strict 2. The ability to make students afraid of him 3. The ability to inspire and encourage students to be continuous

learners 4. The ability to cover the syllabus on time

~ eT+º kå\uó«¿£sÁï\ nÜ eTTK« \¿£DeTT

1. ¿£]Äq+>± +&û kÍeTsÁ«eTT

2. |¾\¢\T ÔáqÅ£ uójáT|&û³³T¢ #ûjáT>·\ kÍeTsÁ«eTT

3. sÁ+ÔásÁ nuó²«dÅ£\T>± $·\ kÍeTsÁ«eTT

51. ‘Listening to lectures’ are an example of

1. Active learning

2. Passive learning

3. Activity based learning

4. Formal learning

»|H«deTT\T $qT³µ B¿ì

52. Of these factors that affect the development of one’s personality, the one that cannot be modified is

1. Parental care and attitudes

2. School environment and friends

3. Intelligence

4. Religious instruction

ÿ¿£] eTÖ]ïeTÔáÇ $¿±kÍ ç|uó²$Ôá+ #ûd n+Xæ\ýË, eÖsÁÌ{²¿ì

M\T¿±~

1. Ôá*¢

54. Among the following contributors to psychology, the ‘Gestalt’ theorist was

1. Sigmund Freud

2. B.F. Skinner

3. Carl Rogers

4. Wolfgang Kohler

Â>kͼýÙ¼ d¾± eTHÃ$C²ãqXæçkÍï¿ì de\+~+ºqysÁT

1. d¾>·+& çbÍsTT&

2. _.m|t. d¾ØqsY

3. ¿±sY¢ sÃÈsYà

4. eÚýÙÎÛ>±+>´ ¿=V²¢sY

55. Chandhini is a 10-year-old girl. She seems like a very intelligent girl. However, she frequently makes spelling mistakes replacing ‘p’ for ‘q’ and leaving out some letters. She probably has

1. Mental retardation

2. Autism

3. Attention deficit hyperactivity disorder

4. Dyslexia

10 @Þøß ejáTdTq #+~ ç|C²ãe+ÔáTs\|¾dTï+~. ¿± çyd³|ÚÎ&T

¿= n¿£s\T e~*yûdÖï »qµ ± dÎ*¢+>´ Ôá|ÚÎ\T #ûdTï+³T+~. nyîTÅ£ >·\ yîÕ¿£\«eTT

1. T~ÝeÖ+·Ôá ýË|+

4. &dtýÉ¿ìàjáÖ

56. Of these conditions, the one that is NOT eligible for disability certification is

1. Mental retardation

2. Deafness

3. Depression

4. Autism

ç¿ì+~ yîÕ¿£\«eTTqysÁT yîÕ¿£\«|Ú d]¼|¾Â¿{Ù bõ+

58. 5 year old Tanuja has understood that a square piece of China clay continues to have the same amount of China clay even if the shape is changed into a triangle. In Piaget’s theory of cognitive development, this is referred to 1. Law of conservation

2. Law of reversibility

3. Animistic thinking

4. Syllogistic reasoning

#áÔáTsÁçkÍ¿±sÁ|Ú #îÕH ¹¿¢ (ÿ¿£ sÁ¿£|Ú Ôá& +¿£eT{ì¼) qT çÜuóTC²¿±sÁ|Ú

#îÕH ¹¿¢>± eÖ]ÌqqT ÿ¹¿ |]eÖD|Ú #îÕH ¹¿¢qT y&q³T¢ 5 d+eÔáàsÁeTT\

ÔáqÖÈ nsÁ+#ûdTÅ£+~. |¾jáÖCñ d+C²ãHÔá¿£ n_óe~ÝýË B ý²

dÖº+#áe#áTÌ.

1. |~\|sÁT#áT¿=Hû uó²eH dÖçÔáeTT

2. $|s«jáÖÔá¿£ uó²eH dÖçÔáeTT

3. dsÇÔá¿£ ýË#áq

4. >·eTqÔásÁØ $yû#áqeTT

59. Ivan Pavlov is associated with 1. Classical conditioning

2. Operant conditioning

3. Social Learning

4. Cognitive learning

yH bÍeýËy ç|ÜbÍ~+ºq~

1. XæçdÓïjáT +

60. Meera is 2 years old. She talks to her toys and even to dishes and bottles. This is an example of

1. Animistic thinking

2. Object permanence

3. Syllogistic reasoning

4. Superego development

MTsÁ Âs+&ûÞøß çbÍjáTeTT ¿£\~. yîT, Ôáq u¤eT\ÔÃ eT]jáTT bÍçÔá\ÔÃ,

dÓkÍ\Ôà ţL& eÖ{²¢&TÔáT+~. ~ B¿ì ·eTq ÔásÁØ $yû#áqeTT

4. n

CONTENT

61. »n"³, sTT"¿£, #áT"&T XøÝ+T\+

64. u²\y«¿£sÁï ç|¿±sÁ+

n. #ûsÇ·

3. n ` K, ` ¿£, ` >·, ` |T

4. n ` >·, ` |T, ` ¿£, ` K

65. »yîÖ¿£eT+·\

67. ¿ì+~ Âs+&T esÁTdýË¢ n+Xæ\Å£ dÂsÕq y{ì >·T]ï+#á+&

yîTT·. d·

4. n ` >·, ` |T, ` K, ` ¿£

68. u²\y«¿£sÁD+ýË »»

70. 26 #óá+± #ûjáT>± e#áTÌ eÔáïeTT

1. eTDìsÁ+>·eTT

2. eÖ*

3. eÖ

4. eT+·D $uóÈq #ûjáT>±

@sÁÎ&û |

73. »|VäsÁeTTµ nqT |·\ HîÕ|T+{쿱sÁ+

1. ný²ÎVäsÁeTT

2. ºq>=\TdT

3. ¿±qT¿£

4. $VäsÁeTT

74. »$

77. »»nú¿£dT"&Tµµ |±

1. XøÝ|\¢y\T

2. VQçMV¾² deÖd|

80. »XøݵeTqT |±+~¸¿±+ç·) B|¾¿£

) |Ú\Ö¢] eT |T) |T+{²|·, ` ¿££

2. n ` K, ` ¿£, ` |T, ` >·

3. n ` |T, ` K, ` ¿£, ` >·

4. n ` >·, ` ¿£, ` |T, ` K

82. uó²wýË nsÁe+ÔáyîT®q ¿£w÷sÁÖbÍ ý² n+{²sÁT.

1. esÁ+

2. |

83. »»n·Ôá+ýË #á~$ esÁïeÖq+ýË #á

86. ¿±ïÇ, XøÔá nHû$ d+dØ Ôá+ýË

1. çbÍÜ|~¿£\T

2. ·+

89. eTeT³T&T #î|¾Îq ¿±e« ç|jîÖÈH\ýË ýñ~

1. ×XøÇsÁ«+

2. ýË¿£e«eVäsÁC²ãq+

3. ÔáÔáïÇC²ãq+

4. neT+>·ÞøHXøq+

90. ¿ì+~ y{ìýË kÍÜïÇ¿£uó²y\T

(i) ç|ÞøjáT+ (ii) neTsÁüeTT (iii)

92. »»|yîT®¿± XèÕ\ÖwÓµµ nq \+¿±]Å£&T

1. e\¢uóuó³T¼

2. jáTCñãXøÇsÁ B¿ìÔáT\T

3. ¹¿Xøe$TçÔáT&T

4. n|ÎjáT« B¿ìÔáT\T

93. »»~ eTTKeTT ¿±

95. »»HjáTÅ£&T }sÁT yîÞ²ïq nq>±Hû HsTT¿£ +>·sÁ+ ¿£+¿£D+ nsTT«+~µµ

y¿£«+ýË n\+¿±sÁ+

1. sÁÖ|¿±ÜXøjîÖ¿ìï

2. nÔá«+ÔÜXøjîÖ¿ìï

3. #á|ý²ÜXøjîÖ¿ìï

4. kÍ|V²yÜXøjîÖ¿ìï

96. »»¿£$sÁúwÓ |]uóÖ' dÇjáT+ uóÖ'µµ

n |s=Øq |wÔáTï

1. ¿£sÄÃ|wÔáTï

2. XË|wÔáTï

3. eTT+&¿Ã|wÔáTï

4. V²

98. qqjáT sÁº+ºq nsÁD« |sÁÇuó²>·+ýË ºe] |] H sÁ>·T ......

4. XæsÁ·T MTkÍ\ qÖÔá jáTòeqeTTq lH±sÁ HîÕw±+>·qjáT+ýÉ HûsTTyÃjáT ....µµ

|

101. ¿ì+~ Âs+&T esÁTdýË¢ n+Xæ\Å£ eT·

4. n ` ¿£ ` >· ` K ` |T

102. ç|uó²er ç|·[ dÖsÁq

2. neTseÖÔáT«&T

3. $sÁÖbÍÅ£&T

4. q+

104. »»n¿£bÍ

107.

111. »»yî#áÌ ¿£+{ì ú{ì¿£ |¾+&î·TçsÁ+ C²w§y

2. ¿£wXæçd¾ï

3.

114. »»yîT]{Ù >·T]+º úeÚ È+>± yî+|s¢&Ôû

yîTC²]{¡ ç|È\ yîT]{Ù >·T]+º eÖ{²¢&Tµµ n ç|¥+ºq ¿£$

1. m+&Ö¢] dT

117. »»ÿ+{] |P\T³¼µµ sÁº+ºq ¿£$

1. ¿. ¥yÂs&¦

2. Ã|¾

4. sÞøß+& ¿£$Ôç|kÍ·H

120. »»B|+Ôà bþ\Ì¿£Ø¹s¢Ã|Ó

3. kÍ$çÜ

4. ¥¯w

121. XøÔá¿£ \¿£D²\Ôà |sdÎsç¥ÔáeTTýÉÕq$

(i) d+U²«jáTeT+ (ii) eTÅ£³+ (iii) eTT¿£ï¿£Ôá (iv) eÔáïjáTeT+

1. i, iii

2. ii, iv

3. ii, iii

4. i, iv

122. ¿ì+~ Âs+&T esÁTdýË¢ |sÁdÎsÁ d++·\ n+Xæ\qT >·T]ï+#á+&.

yîTT· ` K ` ¿£

123. ~ÇbÍ·\ XøÔ῱\T

(i) · ` |T

2. n ` >· ` |T ` ¿£ ` K

3. n ` ¿£ ` K ` |T ` >·

4. n ` >· ` ¿£ ` |T ` K

125. »»$q+Ôá ¿£q+Ôáµµ nq~ M] Ôá¿£

128. »»e«¿ìïÔáÇ+ ýñ eTw¾µµ nqT qeý² sÁ#ásTTÔá

1. ¿=eTÖ] yûDT>ÃbÍ\seÚ

2. jáT+&eTÖ] M¹s+ç· ` |T ` K ` ¿£

3. n ` ¿£ ` |T ` >· ` ¿£

4. n ` >· ` ¿£ ` K ` |T

130. “Motif index of folk literature” nqT +>·¢ ç>·+

131. »»$T·T&T ýñ¿£ bÍ]bþsTT]µµ

bͳ¿ì d++~ó+ºq |+&T>·

1. m\¢eT C²ÔásÁ

2. |¾ÔÞøß neÖd

3. ¿±eTq |+&>·

4. eT\¿£\ |ÚqeT

132. »»Ôî\T>·T kÍV¾²Ôá«+ýË ç¿¡& $H÷+

134. sÈe+Xæ\ |sÁT¢MT± jáTT>·$uóÈq #ûd¾q kÍV¾²Ôá« #á]çÔ῱sÁT&T

1. >·TsÁC²& lseTeTÖ]ï

2. #>·+{ì XâwjáT«

3. ~y¿£sÁ¢ yû+¿£{²e·eÔáT\ d

137. »sÁ|TTH

140. +ç·T seTeTÖ]ï |+ÔáT\T, eTý²¢~ dÖsÁ«HsjáTDXæçd¾ï

4. ÈjáT+Ü seTjáT«, bÍqT>·+{ì \¿¡qsÁd¾+VäseÚ

141. esÁe«Ôá«jáT, n#áà+¿Ã#\ e\¢ |± ¿£|¾dTïHsTT.

1. ç¿¡.Xø. 8, 9 XøÔu²Ý\T

2. ç¿¡.Xø. 4, 5 XøÔu²Ý\T

3. ç¿¡.|P. 1, 2 XøÔu²Ý\T

4. ç¿¡.Xø. 3, 4 XøÔu²Ý\T

142. Ôî\T>·TÅ£ dV²È

143. $Eã\T, deTsÁT\T $qjáT+ÔÃ +{²sÁq&¿ì kÍyîTÔá\T y&ÔsÁT.

(i) +&TÅ£+& Ô=D¿£

146. »d¿£Ôá+µ nHû eÖ³qT 14, 15 XøÔu²Ý\ XædH\ýË ý² sdysÁT

1. dT>·Ôá+

2. dTç¿£ÔáH

3. dT>±]ïH

4. dTçqïH

147. »»¿£sÁ

149. »»lXèÕ\ ·eTT\ e\q Ôî\T>·T·eTHû |sÁT @sÁÎ&+~µµ n_óçbÍjáÖ e«¿£ï|]#û XË¢¿£+ >·\

$·T ·+{ìCËÐ kþeTjáÖ

4. eȨ\ ºqdÓÔ seTXæçd¾ï

151. ¿ì+~ y{ìýË eT

152. »»Ôî\T>·T|Õ sÁÖÝ bÍsÁdÓ¿£eTT\ ç|uó²eeTTµµ ç>·+

¿ì+~ >····ç=³T¼q~ ($)

1. nXøÇyûT

157. |Õ >···&T+

>·q\Tq eTT{ì¼ eTTeÚÇsÁeTT" ç>sÁ«eTT·eTT>·Hµµ

158. |

160. #óá+

METHODOLOGY

161. uó²wqT »V²eTTFq e«edµ nq $´à

162. »·+ eÖçÔáyûT Ô\TeÚ yîÕ|P,

± |Õ¿ì ýñe&+e\q |Úfñ¼ n¿£s\T

1. |¥ÌeÖ#áTÌ\T

2. eT

164. dsÁÞø ç>±+~ó̧¿± ç|yûXø|{ì¼q ysÁT

1. ÈjáT+Ü seTjáT« |+ÔáT\T

2. bÍqT>·+{ì \¿¡ qsÁd¾+VäseÚ

3. Ð&T>·T seTeTÖ]ï

4. >·TsÁC²& nbÍÎseÚ

165. ç||+#á+ýË nÔá«~ó¿£ ÈHuó² eÖ{²¢&û uó²cÍ Å£³T+u²\ýË ~ ÿ¿£{ì

1. dÕHÃ`{ìuɳH

2. çkõ¼Hûw¾jáTH

3. çbþ ` @w¾jáÖ{ì¿ù

4. HîÕÈsY ` ¿±+>Ã

166. 1906ýË @sÁÎ&q C²rjáT $

168. VQuó²w¾ÔÇ¿ì ¿±sÁD+

1. kÍ+dØÜ¿£ d+|sÁØ+

2. eTTK jáT+çÔá sD+

3. uó>Ã[¿£ |]d¾Ü

4. sC²«~ó¿±sÁ¿±+¿£

169. ÔásÁ>·Ü >·~ýË ¿£

171. |

174. »ç|dTïÔá e«ekÍjáTÃeÚ, yîTT

177. ÿ¿£ $·£ eTÖý²«+¿£q+

3. d+ç>·V²D²Ôá¿££ eTÖý²«+¿£q+

4. $·ÔáT\Å£ d+ç>·V²D²Ôá¿£ eTÖý²«+¿£q+ýË e«¿¡ï¿£sÁD,

dÈHÔá¿£ÔáÅ£ ¹¿{²sTT+#á&q eÖsÁTØ\ XæÔá+

1. 30%

2. 35%

3. 40%

4. 45%

179. ¿£

180. ÔásÁ>·Ü >·~ýË $$·Ö]Ì $e]dÖï MsÁsÁdeTTqÅ£ kÍsTT

uó²eeTT>± B |s=Ø+{²eÚ.

1. ÔàV²eTT

2. E>·T|à

3. ç¿Ã

183. ¿±e«¯ÔáT\qT $e]+#û d+·TçsÁ+ C²w§e

184. »bþ*¿£\ sÁ¿£+µ ç|Xø

1. +~óÔ+ÔásÁ sÁ¿£+

2. dÇ#ÌÛ+ÔásÁ sÁ¿£+

3. dsÁ|s sÁ¿£+

4. e«¿ìï çXøjáT sÁ¿£+

185. »y]ü¿£ ç|D²[¿£µ ç|D²[¿£Å£ d++~ó+ºq $wjáT+

1. |PsÁÇ ç|D²[¿£

2. $

186. »|sÁdÎsÁ uË

189. Ôî\T>·T esÁ uË

192. »¿£ïsÁ#áqµ nq>±

1. bÍ·Ö]Ì ne>±V²q #ûdT¿Ãe&+

3. eÇ&q n+Xæ >·Ö]Ì n+± eÖ{²¢&³+

4. eÇ&q n+Xæ >·Ö]Ì n_óqsTT+#á&+

193. ç¿£ÔáVäýÙ, n+&sÁàH\ e¯Z¿£sÁD+ýË n+{ì¿£+fÉ qÔá+>± #áÖ|&+~.

1. $\Te ¿£³¼&+

2. eTÖý²«+¿£q+

3. d+#á&+

4. d+Xâ¢wD

194. +ç·+±·\ |sÁÇ+

~ n $

195. XøÔá¿£ |·T XøÔá¿£+>± B |s=Ø+{²eÚ.

1. yûeTq XøÔá¿£+

2. dTeTr XøÔá¿£+

3. dÖsÁ« XøÔá¿£+

4. eTV¾²w XøÔá¿£+

196. $·+ýË ç|Ôû«¿£ ¥¿£D#áTÌ d+d

1. SCERT

2. CCRT

3. NCERT

4. SIET

198. |